On generic forms of complementary graphs

Each graph may be associated with a certain function called its generic form. If one knows the generic forms of given graphs, then one can easily determine the number of spanning trees in graphs obtained from a complete multi-graph either (1) by adding, or (2) by deleting the edges of disjoint copies of the given graphs. Our obejective here is to give a proof of a simple and useful relation between the generic forms of graphs that are complementary with respect to a complete multi-graph.     

Design of mixed H2-dissipative observers with stochastic resilience for discrete-time nonlinear systems

A linear matrix inequality based mixed H₂-dissipative type state observer design approach is presented for smooth discrete time nonlinear systems with finite energy disturbances. This observer is designed to maintain H₂ type estimation error performance together with either H_∞ or a passivity type disturbance reduction performance in case of randomly varying perturbations in its gain. A linear matrix inequality is used at each time instant to find the time-varying gain of the observer. Simulation studies are included to explore the performance in comparison to the extended Kalman filter and a previously proposed constant gain observer counterpart.     

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers?? needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers?? perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers?? ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers?? knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers?? professional development.     

“The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context

The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context they demonstrate an unusual dedication to aiding students and their families in activities related to the transition to a new country. The paper concludes with recommendations for future research explicating further the school ecology of this group of teachers.     

The bad guy is one of us: framing comparison between the US and Korean newspapers and blogs about the Virginia Tech shooting

This study examines cross-national and cross-media differences in framing, particularly regarding the salience of collectivistic storytelling, based on the US and Korean newspapers and blogs about the Virginia Tech campus shooting incident. Although collectivistic storytelling is a common practice of news domestication, the degree of its salience is affected by a nation's orientation toward collectivism. Cross-media level of difference also exists because journalistic perspectives and the public's interpretation of those perspectives, as reflected in newspapers and blogs, are different. Findings indicate that while there are some consistent framing patterns, the degree of collectivism was different between the two nations and between the two media.     

Attribution style of adolescents with school-reported social,emotional and behavioural difficulties

The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.     

Unraveling Uses and Effects of an Interactive Health Communication System

By developing a number of measures distinguishing amount, type of content, and when and how that content is used, the current study revealed effective patterns of use that are associated with quality of life benefits during an eHealth intervention. Results generally suggest that the benefits depend on how a patient uses the system, far more than on sheer amount of exposure or even what type of content is chosen. The next generation of eHealth system should focus on providing new and varying content over time, but even more on encouraging intensity of use and long-term commitment to the system.     

Pedagogy,information and communications technology and teachers' professional knowledge

In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice.