Translating Ovide Decroly’s ideas to Brazilian teachers

This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly’s ideas were torn apart into “pieces of knowledge” gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as “indigenous foreigners” in Brazil.     

School students’ confidence when answering diagnostic questions online

Educational Studies in Mathematics - In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by...     

Language and reading impairments are associated with increased prevalence of non-right-handedness

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.     

Dual-mode on-demand droplet routing in multiple microchannels using a magnetic fluid as carrier phase

We present dual-mode, on-demand droplet routing in a multiple-outlet microfluidic device using an oil-based magnetic fluid. Magnetite (Fe₃O₄) nanoparticle-contained oleic acid (MNOA) was used as a carrier phase for droplet generation and manipulation. The water-in-MNOA droplets were selectively distributed in a curved microchannel with three branches by utilizing both a hydrodynamic laminar flow pattern and an external magnetic field. Without the applied magnetic field, the droplets travelled along a hydrodynamic centerline that was displaced at each bifurcating junction. However, in the presence of a permanent magnet, they were repelled from the centerline and diverted into the desired channel when the repelled distance exceeded the minimum offset allocated to the channel. The repelled distance, which is proportional to the magnetic field gradient, was manipulated by controlling the magnet''s distance from the device. To evaluate routing performance, three different sizes of droplets with diameters of 63, 88, and 102 μm were directed into designated outlets with the magnet positioned at varying distances. The result demonstrated that the 102-μm droplets were sorted with an accuracy of ∼93%. Our technique enables on-demand droplet routing in multiple outlet channels by simply manipulating magnet positions (active mode) as well as size-based droplet separation with a fixed magnet position (passive mode).     

UNIVERSITY‐BASED ADULT DAY CARE CENTER FOR RESEARCH AND TRAINING: DESIGN,FUNDING, AND PROGRAMMATIC ISSUES

In the early 1980s, the College of Human Resources at Virginia Polytechnic Institute and State University began a visioning process to plan its educational agenda for the 21st century. One of the more pressing issues targeted for educational intervention was community‐based long‐term care. Ten years later, a licensed, Medicaid‐certified adult day health center is fully operational on the university campus, providing a myriad of research, teaching, and public service opportunities for faculty and students. Center design, funding, and programmatic issues are discussed.