THE LEGAL CONSTRUCTION OF HIGHER EDUCATION STRUCTURES

In focussing on the legal basis for the diversification of higher education, the authors argue that the main focus when analyzing education laws for diversity or coherence should be on maintaining the proper balance between the rights of individuals and the needs of society. Thus, the fundamental role of regulation is to guarantee a flexible adaptation to changing needs. The evolution of the legal basis of Belgian, specifically Flemish, higher education, from 1970 to the present is examined from this perspective. Ways of adapting lessons learned from the Belgian experience to the realities of eastern and central Europe are proposed.     

Dyslexia and hormone deficiences

From a group of 75 children, originally selected as dyslectic on the basis of their reading and/or spelling problems relative to a total group of 1000 4.th grade children in the city of Trondheim, blood tests were obtained on 35 children. A control group of 45 children was drawn among the 1000 children. Among the 12 different hormones measured, significant differences came out on cortisol, triiodothyronine (T. 3), prolactin, and human growth hormone (HGH, somatotrophin) in boys and girls separately. A follow-up study of 22 dyslectic children from the same cohort gave results consistent with those obtained in the original study. The higher values of the dyslectic group on cortisol and prolactin may suggest the dyslectics to be in a stressful situation, possibly due to their language problems in school. The most striking difference, however, was the very low levels of HGH in the dyslectic group—to the extent that there was little overlap in the two distributions. This result was totally unexpected and is, in fact, opposite of what to be expected on the basis of at least short — time stress events. The results holds up when age and pubery development are controlled for.     

The Durban Holocaust Centre Educators and the Origins of their Historical and Pedagogical Knowledge

Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated.     

Mobile/sedentary

This article examines the changing journalistic norms and roles in terms of mobile and sedentary news work at the end of the nineteenth and twentieth centuries. The analysis draws on the research into the small everyday tools of bureaucracy and science. The focus is on the quill, the scissors and paste pot, the body of the reporter and the computer. Journalistic neutrality and truth seem at any given time to be defined in line with the practices made possible by the available tools. A change in tools makes new practices possible, meaning that the norms have to be redefined. Journalism was once synonymous with mobile reporters reporting on events they themselves witnessed. Journalism today, however, is often sedentary copy-and-paste work, much resembling the scissors-and-paste journalism of the nineteenth century. Comparison reveals that such transmission of texts and images produced by someone else always runs the risk of reproducing the voices of the elites.     

Validation of the SenseWear Armband in different ambient temperatures

This study examines the validity of the SenseWear Armband in different temperatures using the old (SenseWear v2.2) and newest version of the algorithm (SenseWear v5.2) against indirect calorimetry (IC). Thirty-nine male and female students (21.1 ± 1.41 years) completed an exercise trial in 19°C, 26°C and 33°C consisting of 5 min standing followed by alternating walking/running at 35% and 65% of their maximal oxygen uptake. The accuracy of the algorithms was evaluated by comparing estimated energy expenditure (EE) to IC using a mixed-model design. No difference was reported in EE between the different temperatures for IC. Both algorithms estimated EE significantly higher when exercising at high intensity in 33°C compared to 19°C. Compared to IC, SenseWear v2.2 accurately estimated EE during standing and light intensity exercise but underestimated EE when exercising in a hot environment and at high intensity. SenseWear v5.2 showed a difference when exercising at high intensity in thermoneutral and warm conditions. The new algorithm improved EE estimation in hot environments and at high intensity compared to the old version. However, given the inherent inaccuracy of the EE estimates of SenseWear, greater weight should be given to direct monitor outputs rather than the ability of a monitor to estimate EE precisely.     

Associations between fundamental movement skill competence,physical activity and psycho-social determinants in Hong Kong Chinese children

Associations between fundamental movement skills (FMS), perceived competence, enjoyment and physical activity (PA) have not been widely investigated among Chinese school children. We hypothesised that FMS would be directly related to self-reported and objectively measured PA, and indirectly related to these outcomes via perceived physical and movement skill competence, and enjoyment. Participants were 763 primary school children (age = 9.3 ± 1.7 years; 474 girls) across grades. FMS were measured for a subsample (n = 603) using Test of Gross Motor Development-2. PA using accelerometers was obtained from this subgroup (n = 238). All participating children completed a questionnaire measuring their PA participation, enjoyment, and perceived physical and movement skill competence. Structural equation modelling revealed positive associations between locomotor skills and perceived movement skill competence (β = .11, 95% CI [.001, .22]), and between perceived movement skill competence and objectively measured PA (β = .59, 95% CI [.04, 1.14]). Perceived physical competence and enjoyment mediated the association between locomotor skills and self-reported PA (β = .08, 95% CI [.02, .12]), but not objectively measured PA. Given inconsistent findings for subjective and objective measures of PA, further mediation analyses of the association between FMS and PA may be warranted.     

Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.     

Co-authorship networks in the digital library research community

The field of digital libraries (DLs) coalesced in 1994: the first digital library conferences were held that year, awareness of the World Wide Web was accelerating, and the National Science Foundation awarded $24 Million (US) for the Digital Library Initiative (DLI). In this paper we examine the state of the DL domain after a decade of activity by applying social network analysis to the co-authorship network of the past ACM, IEEE, and joint ACM/IEEE digital library conferences. We base our analysis on a common binary undirectional network model to represent the co-authorship network, and from it we extract several established network measures. We also introduce a weighted directional network model to represent the co-authorship network, for which we define AuthorRank as an indicator of the impact of an individual author in the network. The results are validated against conference program committee members in the same period. The results show clear advantages of PageRank and AuthorRank over degree, closeness and betweenness centrality metrics. We also investigate the amount and nature of international participation in Joint Conference on Digital Libraries (JCDL).     

The use of 2D and 3D information in a perceptual-cognitive judgement task

Abstract

We examined whether the use of three-dimensional (3D) simulations in an off-field offside decision-making task is beneficial compared to the more widely available two-dimensional (2D) simulations. Thirty-three assistant referees, who were all involved in professional football, participated in the experiment. They assessed 40 offside situations in both 2D and 3D formats using a counterbalanced design. A distinction was made between offside situations near (i.e., 15 m) and far (i.e., 30 m) from the touchline. Subsequently, a frame recognition task was performed in which assistant referees were asked to indicate which of the five pictures represented the previous video scene. A higher response accuracy score was observed under 3D (80.0%) compared to 2D (75.0%) conditions, in particular for the situations near the touchline (3D: 81.8%; 2D: 72.7%). No differences were reported between 2D and 3D in the frame recognition task. Findings suggest that in highly dynamic and complex situations, the visual system can benefit from the availability of 3D information, especially for relatively fine, metric position judgements. In the memory task, in which a mental abstraction had to be made from a dynamic situation to a static snapshot, 3D stereo disparities do not add anything over and beyond 2D simulations. The specific task demands should be taken into account when considering the most appropriate format for testing and training.     

Why Should States Fund Denominational Schools?

It is generally accepted that liberal states should fund public schools for compulsory education. But whether states should also finance denominational schools is controversial. Does such funding not compromise the principle of liberal neutrality? In this article we evaluate two opposing views on this question. Both views give different interpretations of liberal neutrality and both have contrasting views on the relation between education and conceptions of the good. Arguing that neither view is convincing, we defend an alternative view, which holds that the liberal state under certain conditions should fund denominational schools.