Information systems in Czech agriculture: Implications for research and the study of agricultural extension

Recent and rapid changes have occurred in the structure of agriculture in the Czech Republic. These have been accompanied by innovation in the provision of information and advice to farmers and also in the role of the Agricultural Universities (especially in Departments of Education) and in the teaching of Agriculture in vocational secondary schools. The information resource for agriculture has been developed by encouraging sources and centres from which information and advice can be obtained by farmers, rather than by the introduction of a formalised national Extension Service. Hence, the emerging system is based on farmers constructing their own information systems as responses to what they perceive to be their needs and what they find most useful. Research was conducted during 1998 – 2000 to establish farmer priorities for information, and the relative uses made of 20 possible sources, by small-scale and large-scale private farmers, by company farms and the new cooperatives. Evidence was also obtained about some recent and current changes in needs and sources. Transfer of information between farms was shown to be very important. An assessment was also made of the levels of farmer optimism about the future of their farms. The small-scale farmers were the most numerous (39,6 %) optimistic respondents. Suggestions are made for the development of curricula for teaching Extension in the Czech Republic and also, significantly, the essential data that have been collected to establish a baseline for future analyses to monitor changes which are on-going in the information systems.     

Admission to selective schools,alphabetically

One's position in an alphabetically sorted list may be important in determining access to over-subscribed public services. Motivated by anecdotal evidence, we investigate the importance of the position in the alphabet of Czech students for their admission chances into over-subscribed schools. Empirical evidence based on the population of students graduating from secondary schools and applying to universities is consistent with the use of alphabet in admission procedures at both secondary and tertiary level, implying potential inefficiency in the matching of students with universities.     

Multimedia: Differences in cognitive processes observed with EEG

This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (text); text, sound, and picture (picture); and text, sound and video (video), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For thetext presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that thevideo andpicture presentations induced visualization strategies, whereas thetext presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for thevideo format. No gender-related differences in EEG patterns related to the format of presentation were observed.     

Unsilencing voices: a study of zoo signs and their language of authority

Zoo signs are important for informal learning, but their effect on visitor perception of animals has been sparsely studied. Other studies have established the importance of informal learning in American society; this study discusses zoo signs in the context of such learning. Through the lens of Critical Theory framed by informal learning, and by applying critical discourse analysis, I discovered subtle institutional power on zoo signs. This may influence visitors through dominant ideological discursive formations and emergent discourse objects, adding to the paradox of “saving” wild animals while simultaneously oppressing them. Signs covering a variety of species from two different United States-accredited zoos were analyzed. Critical Theory looks to emancipate oppressed human populations; here I apply it zoo animals. As physical emancipation is not practical, I define emancipation in the sociological sense—in this case, freedom from silence. Through this research, perhaps we can find a way to represent animals as living beings who have their own lives and voices, by presenting them honestly, with care and compassion.     

New upper bounds on the solution matrix to the continuous algebraic Riccati matrix equation

In this paper, new upper bounds for the solution matrix of the continuous algebraic Riccati matrix equation (CARE) are derived by means of some matrix inequalities and linear algebraic techniques. Furthermore, for the derived each bound, iterative algorithms are developed to obtain sharper solution estimates. Comparing with some appearing results in the literature, the presented bounds are less restrictive and more efficient. Finally, numerical examples are given to illustrate the effectiveness of the proposed results.     

The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students’ mathematics achievement

In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores, CLMI has not significant effect on retention.     

Acute exercise-induced irisin release in healthy adults: Associations with training status and exercise mode

There is a growing interest in exploring irisin response to acute exercise; however, the associations of acute exercise-induced irisin release with training status and exercise mode are not fully understood. This study was primarily designed to evaluate these associations. Sixteen healthy adults (8 trained versus 8 untrained) underwent a bout of cycling at 80% of maximal oxygen uptake (VO_2max) for 50?min, with blood drawn pre-, 10-, and 180-min post-exercise. Another 17 healthy adults performed 2 bouts of graded exercise (cycling and running) until exhaustion on separate days using a randomized cross-over design, with blood taken pre-, 0-, 10-, and 60-min post-exercise. Circulating irisin, creatine kinase (CK), aspartate aminotransferase (AST), and myoglobin (Mb) were measured, and their respective areas under the curves (AUCs) were calculated. Irisin increased 10-min after 50?min of cycling at 80% of VO_2max, while its changes from baseline to post-exercise and the amount of exercise-induced irisin release (presented as AUC) were comparable between trained and untrained adults (all P?>?.05). Irisin remained elevated 10-min post-exhausting running but decreased towards baseline 10-min post-exhausting cycling. Exhausting running induced an increase in irisin release for the whole course of exercise and recovery periods, but cycling did not. Acute exercise-induced irisin changes seemed not related to changes of CK, aspartate AST, and Mb in general. In conclusion, acute exercise-induced irisin release is not associated with training status but might be affected by training mode. Future studies are required to investigate which exercise mode might be most efficient in altering irisin.     

Reciprocal Relations Between Student–Teacher Relationship and Children's Behavioral Problems: Moderation by Child‐Care Group Size

In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.     

A note on the derivation of the mesh admittance matrix of networks with branch voltage sources by application of diakoptics

In this paper the computation of the mesh admittance matrix of networks with branch voltage sources is derived by the application of diakoptics. It is assumed that the networks are divided into subnetworks such that the mutual inductive coupling exist only in each subnetworks or between the cut branches connecting the subnetworks.