On time-varying collaboration networks

The patterns of scientific collaboration have been frequently investigated in terms of complex networks without reference to time evolution. In the present work, we derive collaborative networks (from the arXiv repository) parameterized along time. By defining the concept of affine group, we identify several interesting trends in scientific collaboration, including the fact that the average size of the affine groups grows exponentially, while the number of authors increases as a power law. We were therefore able to identify, through extrapolation, the possible date when a single affine group is expected to emerge. Characteristic collaboration patterns were identified for each researcher, and their analysis revealed that larger affine groups tend to be less stable.     

Teacher and student perceptions of creativity in the classroom environment

The purpose of this study was to investigate teachers and students perceptions about characteristics which either stimulate or inhibit the development of creativity in the classroom environment. Interviews were conducted with seven Connecticut public school teachers and 31 students (grades 3 and 4). The findings suggest that both teachers and students believe that a classroom environment which enhances creativity provides students with choices, accepts different ideas, boosts self‐confidence, and focuses on students’ strengths and interests. On the other hand, in an environment which inhibits creativity, ideas are ignored, teachers are controlling, and excessive structure exists.     

小学数学合作学习的探索

合作学习是指在小组或团队中为了完成共同的任务 ,经历动手实践、自主探索和合作交流的过程 ,有明确责任分工的互助性学习 ,它强调学习的实践性、亲历性、指导性、开放性和综合性。     

Pre-service teachers’ beliefs and knowledge about multiculturalism

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.     

Effects of concurrent training on interleukin-6, tumour necrosis factor-alpha and C-reactive protein in middle-aged men

The purpose of this study was to evaluate the effects of moderate- to high-intensity resistance and concurrent training on inflammatory biomarkers and functional capacity in sedentary middle-aged healthy men. Participants were selected on a random basis for resistance training (n = 12), concurrent training (n = 11) and a control group (n = 13). They performed three weekly sessions for 16 weeks (resistance training: 10 exercises with 3 × 8-10 repetition maximum; concurrent training: 6 exercises with 3 × 8-10 repetition maximum, followed by 30 minutes of walking or running at 55-85% [Vdot]O(2peak)). Maximal strength was tested in bench press and leg press. The peak oxygen uptake ([Vdot]O(2peak)) was measured by an incremental exercise test. Tumour necrosis factor-α, interleukin-6 and C-reactive protein were determined. The upper- and lower-body maximal strength increase for both resistance (+42.52%; +20.9%, respectively) and concurrent training (+28.35%; +21.5%, respectively) groups (P = 0.0001).[Vdot]O(2peak) increased in concurrent training when comparing pre- and post-training (P = 0.0001; +15.6%). No differences were found in tumour necrosis factor-α and interleukin-6 for both groups after the exercise. C-reactive protein increased in resistance training (P = 0.004). These findings demonstrated that 16 weeks of moderate- to high-intensity training could improve functional capacity, but did not decrease inflammatory biomarkers in middle-aged men.