Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences

The present study aimed to identify difficulties in writing at the beginning of educational science programmes in the Finnish Open University by analysing the students’ written argumentation and use of sources at the textual level. The data were analysed using qualitative content analysis. The results showed that many students began their educational studies with weak writing competencies. While many of the problems were directly related to students’ failure to explain the ideas in their sources in their own words, some problems pertained to other aspects, such as the inability to construct convincing arguments. Understanding the nature of the problems in writing encountered by beginning students in educational sciences can help teachers foster students’ participation in academic discourse.     

Distance mathematics teaching in Flanders,Germany, and the Netherlands during COVID-19 lockdown

Educational Studies in Mathematics - The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance...     

The 'Book of Life' in the press: comparing German and Irish media discourse on human genome research

The essay compares German and Irish media coverage of human genome research in the year 2000, using qualitative and quantitative frame analysis of a print media corpus. Drawing from a media-theoretical account of science communication, the study examines four analytic dimensions: (1) the influence of global and national sources of discourse; (2) the nature of elaboration on important themes; (3) the extent of societal participation in discourse production; (4) the cultural conditions in which the discourse resonates. The analysis shows that a global discursive package, emphasizing claims of scientific achievement and medical progress, dominates media coverage in both countries. However, German coverage is more extensive and elaborate, and includes a wider range of participants. Irish coverage more often incorporates the global package without further elaboration. These finding indicate that the global package is 'localized' differently due to national patterns of interests, German participation in human genome research, traditions of media coverage, and the domestic resonance of the issue.     

Exploring groups’ affective states during collaborative learning: what triggers activating affect on a group level?

Educational technology research and development - During collaborative learning, affect is constantly present in groups’ interactions, influencing and shaping the learning process. The aim of...     

Structural evolution of protein-biofilms: Simulations and experiments

The control of biofilm formation is a challenging goal that has not been reached yet in many aspects. One unsolved question is the role of van der Waals forces and another is the importance of mutual interactions between the adsorbing and the adsorbed biomolecules ("critical crowding"). In this study, a combined experimental and theoretical approach is presented, which fundamentally probes both aspects. On three model proteins-lysozyme, α-amylase, and bovine serum albumin-the adsorption kinetics is studied experimentally. Composite substrates are used enabling a separation of the short- and the long-range forces. Although usually neglected, experimental evidence is given for the influence of van der Waals forces on the protein adsorption as revealed by in situ ellipsometry. The three proteins were chosen for their different conformational stabilities in order to investigate the influence of conformational changes on the adsorption kinetics. Monte Carlo simulations are used to develop a model for these experimental results by assuming an internal degree of freedom to represent conformational changes. The simulations also provide data on the distribution of adsorption sites. By in situ atomic force microscopy we can also test this distribution experimentally, which opens the possibility to, e.g., investigate the interactions between adsorbed proteins.     

The Probability Ranking Principle Revisited

A theoretic framework for multimedia information retrieval is introduced which guarantees optimal retrieval effectiveness. In particular, a Ranking Principle for Distributed Multimedia-Documents (RPDM) is described together with an algorithm that satisfies this principle. Finally, the RPDM is shown to be a generalization of the Probability Ranking principle (PRP) which guarantees optimal retrieval effectiveness in the case of text document retrieval. The PRP justifies theoretically the relevance ranking adopted by modern search engines. In contrast to the classical PRP, the new RPDM takes into account transmission and inspection time, and most importantly, aspectual recall rather than simple recall.     

Early Crying,Sleeping, and Feeding Problems and Trajectories of Attention Problems From Childhood to Adulthood

This study investigated if crying, sleeping or feeding problems that co-occur (multiple regulatory problems [RPs]) or are persistent predict attention problems and diagnoses of attention deficit hyperactivity disorder (ADHD) in childhood and adulthood. Participants were 342 individuals who were assessed at 5, 20, and 56 months for crying, sleeping, and feeding (RPs) and at 6, 8, and 28 years for ADHD diagnoses, attention problems, and attention span. Infants/toddlers with multiple/persistent RPs had an increased risk of receiving an ADHD diagnosis both in childhood and adulthood compared to those who never had RPs. Multiple/persistent RPs were further associated with a high-decreasing attention problems trajectory from childhood to adulthood. Interventions to alleviate early RPs may prevent the development of attention problems.     

Effect of time-of-day-specific strength training on maximum strength and EMG activity of the leg extensors in men

In this study, we examined the effects of time-of-day-specific strength training on maximum strength and electromyography (EMG) of the knee extensors in men. After a 10-week preparatory training period (training times 17:00-19:00 h), 27 participants were randomized into a morning (07:00-09:00 h, n = 14) and an evening group (17:00-19.00 h, n = 13). Both groups then underwent 10 weeks of time-of-day-specific training. A matched control group (n = 7) completed all testing but did not train. Unilateral isometric knee extension peak torque (MVC) and one-repetition maximum half-squat were assessed before and after the preparatory training and after the time-of-day-specific training at times that were not training-specific (between 09:00 and 16:00 h). During training-specific hours, peak torque and EMG during MVC and submaximum isometric contraction at 40% MVC were assessed before and after the time-of-day-specific training. The main finding was that a significant diurnal difference (P < 0.01) in peak torque between the 07:00 and 17:00 h tests decreased after time-of-day-specific training in the morning group but not in the evening or control groups. However, the extent of this time-of-day-specific adaptation varied between individuals. Electromyography during MVC did not show any time-of-day-specific adaptation, suggesting that peripheral rather than neural adaptations are the main source of temporal specificity in strength training.