Evaluating the effects of programs for reducing achievement gaps: a case study in Taiwan

Considering that achievement gaps have become a serious educational problem worldwide, the Ministry of Education in Taiwan has been addressing a series of policies to reduce achievement gaps, but the effect of these policies has not yet been carefully examined. Therefore, the present study investigated current educational policies, achievement gap phenomenon, and its changing trends in the use of national standardized tests in Taiwan and evaluated the degree to which these policies are reducing the achievement gaps among Taiwanese students. Junior high school graduates who took the high school entrance examination between 2004 and 2010 were recruited to examine the associations between their academic achievements and variables such as socioeconomic status (SES), ethnicity, and school district. Time series analyses were conducted to determine the longitudinal trends for the achievement gaps. The results revealed that achievement gaps are decreasing among different ethnicities, but they are increasing among different SESs and school districts. These findings demonstrate some positive effects of the educational policies introduced in Taiwan, but also the need for further modification and precise implementation of these policies. Suggestions for implementing educational programs and policies to reduce achievement gaps are also presented.     

Adaptive controller design for spacecraft formation flying using sliding mode controller and neural networks

A spacecraft formation flying controller is designed using a sliding mode control scheme with the adaptive gain and neural networks. Six-degree-of-freedom spacecraft nonlinear dynamic model is considered, and a leader–follower approach is adopted for efficient spacecraft formation flying. Uncertainties and external disturbances have effects on controlling the relative position and attitude of the spacecrafts in the formation. The main benefit of the sliding mode control is the robust stability of the closed-loop system. To improve the performance of the sliding mode control, an adaptive controller based on neural networks is used to compensate for the effects of the modeling error, external disturbance, and nonlinearities. The stability analysis of the closed-loop system is performed using the Lyapunov stability theorem. A spacecraft model with 12 thrusts as actuators is considered for controlling the relative position and attitude of the follower spacecraft. Numerical simulation results are presented to show the effectiveness of the proposed controller.     

Successful recanalization of chronic total occlusion of the superior mesenteric artery by transradial approach

It is a challenge to confirm chronic mesenteric ischemia (CMI) as a cause of gastrointestinal (Gl) symptoms such as postprandial epigastric bloating,anorexia,and debilitating weight loss.Endovascular intervention for CMI has been gaining popularity because of the high morbidity associated with surgical revascularization.However,in EVI for superior mesenteric artery (SMA) occlusion,the transfemoral approach is limited by difficulty in coaxial alignment of the guiding catheter,which leads to insufficient back-up support.Herein,we report on a 58-year-old male patient with chronic total occlusion of the SMA,which was successfully revascularized by endovascular intervention via the left radial artery.Transradial endovascutar therapy may be another treatment option for the treatment of CMI.     

Carbon steel slag as cementitious material for self-consolidating concrete

This study deals with the recycling of carbon steel slag （CSS） to produce self-consolidating concrete （SCC）. Since the chemical composition of CSS is similar to that of Portland cement or blast furnace slag （BFS）, it is expected to behave similarly. In the current study, the pozzolanic activity index of CSS is examined. Furthermore, the use of CSS as a pozzolanic material to partially replace Portland cement in the production of SCC is tested. We designed concrete mixtures with different water-to- cementitious material ratios （w/cm） keeping water and superplasticizer （SP） contents constant. Results showed that the design and performance of all the concrete mixtures used in this investigation were comparable to those of SCC and high performance con- crete （HPC）. However, compared to ordinary plain concrete （OPC）, the additional CSS content increases the setting time. In the CSS mixtures set for 90 d, compressive strengths of 86%, 134% and 121% were attained as compared to the control concrete; the corresponding w/cm ratios were 0.28, 0.32 and 0.40, respectively. Verifying the soundness of the SCC for meeting the criteria for HPC, the ultrasonic pulse velocity （UPV） of CSS was found to be comparable to that of ordinary concrete. In conclusion, the recycling of CSS can be advantageously employed in the production of SCC.     

Influential factors for knowledge creation practices of CTE teachers: mutual impact of perceived school support, transformational leadership, and work engagement

This study examined the structural relationships among perceived school support, transformational leadership, teachers’ work engagement, and teachers’ knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers’ work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers’ work engagement. The results suggest that in order to increase teachers’ knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers’ work engagement and transformational behaviors of the principal.     

A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis

School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice.     

The current state of human performance technology: A citation network analysis of Performance Improvement Quarterly, 1988–2010

This study conducted a citation network analysis (CNA) of human performance technology (HPT) to examine its current state of the field. Previous reviews of the field have used traditional research methods, such as content analysis, survey, Delphi, and citation analysis. The distinctive features of CNA come from using a social network analysis approach to see relational and network patterns in the citation data. This CNA found that the Performance Improvement Quarterly network showed more widely but loosely connected and less centralized structural attributes than the human resource development network; the 10 most influential articles in the field were identified; frequently co‐cited articles were recognized as having a strong relationship by subsequent researchers; and five cohesive subgroups showed key topics in the field (performance, instructional design, performance support, organization/workplace, and transfer of training). Implications from the results of the CNA were elaborated on for future research in HPT.     

Molecular diffusion analysis of dynamic blood flow and plasma separation driven by self-powered microfluidic devices

Integration of microfluidic devices with pressure-driven, self-powered fluid flow propulsion methods has provided a very effective solution for on-chip, droplet blood testing applications. However, precise understanding of the physical process governing fluid dynamics in polydimethylsiloxane (PDMS)-based microfluidic devices remains unclear. Here, we propose a pressure-driven diffusion model using Fick''s law and the ideal gas law, the results of which agree well with the experimental fluid dynamics observed in our vacuum pocket-assisted, self-powered microfluidic devices. Notably, this model enables us to precisely tune the flow rate by adjusting two geometrical parameters of the vacuum pocket. By linking the self-powered fluid flow propulsion method to the sedimentation, we also show that direct plasma separation from a drop of whole blood can be achieved using only a simple construction without the need for external power sources, connectors, or a complex operational procedure. Finally, the potential of the vacuum pocket, along with a removable vacuum battery to be integrated with non-PDMS microfluidic devices to drive and control the fluid flow, is demonstrated.     

A study on the application of laozi ’s thoughts on educational leadership and management

This paper attempts to apply historical methods to help understand the relationship between the philosophy espoused in the works of Laozi or Tao De Ching and educational leadership. The objective is to study the thought of Laozi regarding leadership, to identify ideas and solutions that can be applied in modern educational management, as well as to provide a new definition and values to the ideas of Laozi. Laozi lived in ancient times, meaning that the works describing his thought are difficult to understand. The present study is primarily based on English sources written on Laozi by Ju-Chou Yang and on the commentary on Laozi by Bi Wang. Additionally, this article also refers to and compares other comments on the ideas of Laozi regarding management. This study finds that Laozi had varied ideas on management and philosophy. Laozi ’s views regarding organization are still relevant today. He stressed flexibility and the importance of adapting to the environment. As regards leadership, Laozi emphasized non-action, softness, humility, calmness and the elimination of desire. Furthermore, in his art of employment, Laozi insisted that leaders must overcome their personal likes and dislikes in relation to individuals to ensure the full utilization of their potential.     

Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.