FACILITATING THE DEVELOPMENT OF TALENTS

World class pioneering achievements are a nation's most valuable asset. They arise from the efforts of talents‐people of extraordinary ability. The vital task of fostering the emergence of such talents requires a concentrated effort covering the entire lifespan. Significant factors are parents, contemporaries and teachers as well as media, the societal atmosphere and contact with great social and scientific issues. These must act together to produce talents with not only the ability but also the dedication to achieve.

     

Comparison of Activity Type Classification Accuracy from Accelerometers Worn on the Hip,Wrists, and Thigh in Young,Apparently Healthy Adults

The purpose of this article is to compare accuracy of activity type prediction models for accelerometers worn on the hip, wrists, and thigh. Forty-four adults performed sedentary, ambulatory, lifestyle, and exercise activities (14 total, 10 categories) for 3–10 minutes each in a 90-minute semi-structured laboratory protocol. Artificial neural networks (ANNs) were developed for four accelerometers (right hip, both wrists, and right thigh,) to predict individual activities and activity categories, with direct observation (DO) as criterion. The wrist-mounted accelerometers achieved the highest accuracy for individual activities (80.9%–81.1%) and activity categories (86.6%–86.7%); accuracy was not different between wrists. The hip-mounted accelerometer had the lowest accuracy (66.2% individual activities, 72.5% activity categories); thigh-mounted accelerometer accuracy (71.4% individual activities, 84.0% activity categories) fell between the wrist- and hip-mounted accelerometers. ANNs developed for accelerometers worn on the wrists and thigh provided high accuracy for activity type prediction and represent a potential approach to physical activity (PA) assessment.     

家的修复力

1 When Becky Rohrer rescued an abandoned wreck of a house and lovingly transformed it into a cozy inn, she ended up healing her life as well. Emotionally and spiritually, the distance she's traveled from the life she once lived to where she is today seems almost impossible to measure.……     

Trauma symptoms among infants exposed to intimate partner violence

OBJECTIVE: To determine whether infants have a traumatic response to intimate partner violence (male violence toward their female partner; IPV) experienced by their mothers, two questions were explored: (1) Is the number of infant trauma symptoms related to the infant's temperament and the mother's mental health? (2) Does severity of violence moderate those relationships? METHODOLOGY: Forty-eight mothers reported whether their 1-year-old infants experienced trauma symptoms as a result of witnessing episodes of IPV during their first year of life. Mothers also reported on their own trauma symptoms that resulted from experiences of IPV. RESULTS: For those infants experiencing severe IPV and whose mothers exhibit trauma symptoms, we were able to predict whether infants exhibited trauma symptoms (b = .53, p < .01). This was not true for children who witnessed less severe IPV (b= -.14, ns). Maternal depressive symptoms and difficult infant temperament did not predict infant trauma symptoms for either group of infants. CONCLUSION: Mothers report that infants as young as 1-year-old can experience trauma symptoms as a result of hearing or witnessing IPV. The significant relationship between infant and maternal trauma symptoms, especially among those infants experiencing severe IPV, are consistent with the theory of relational PTSD. Findings suggest that interventions for mothers and families need to consider the influence of the severity of IPV on very young children.     

Teaching Inquiry With a Lens Toward Curiosity

Abstract

This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a curiosity–inquiry cycle and become most active in a classroom that exhibits a culture of asking questions.     

High-Resolution Ultrasonic Imaging of Artworks with Seismic Interferometry for Their Conservation and Restoration

Artworks are an inseparable part of the cultural heritage of societies and provide us with a unique look at cultural developments through time and space. For the best possible conservation, it is paramount to know the constituent materials, condition, and construction techniques of the objects (e.g. painting on wood, fresco, sculpture). Such information is required not only for the surfaces of the objects, but also for the interiors; in the imaging discipline, this is known as depth imaging. Here, we introduce a new method for non-invasive depth imaging as an alternative to traditional non-invasive methods when the latter cannot be used to obtain the required information. We use ultrasonic transverse-wave transmission measurements and turn them into virtual reflection measurements. We achieve this by applying seismic interferometry with active sources. Obtaining reflection measurements by seismic interferometry allows us to apply an advanced imaging technique – prestack depth migration, as used in seismic exploration – to produce a high-resolution depth image of an object. We apply our method to ultrasonic data recorded on a mockup of a painting on a wooden support. We validate our method by comparing our results with an image from X-ray computed tomography.     

Attitudes towards being assessed in group work: The effects of self-efficacy and collective efficacy moderated by a short educational intervention

Being assessed in group work is a balance between cooperation and competition. Self-efficacy and collective efficacy are important concepts in understanding how group work progresses and what attitudes assessment evokes. The aim of the study was to investigate the effects of a short educational intervention on the association between efficacy beliefs and attitudes towards being assessed in group work. In a randomized, controlled study of 22 pupil work groups, half of them got a short educational intervention. The work groups were formed for this study. The pupils answered a questionnaire before the intervention and after doing group work for 3 to 6 weeks with a study-specific task. A moderated mediation analysis showed that attitudes towards being assessed in group work significantly are related to self-efficacy mediated through perceived collective efficacy and that this relationship is stronger in the intervention group. In the context of work group assessment, we have shown that self-efficacy and collective efficacy are two separate, but related concepts that are dependent on each other when it comes to pupil attitudes towards group work assessment, and that a relatively short educational intervention to teachers and pupils had an effect on the attitude. However, the older girls' attitude towards group work assessment was the least positive of all, which may indicate that the intervention depends on gender and age.     

Classroom Location,Activity Type,and Physical Activity During Preschool Children's Indoor Free-Play

Early Childhood Education Journal - Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical...     

“What’s in it for Me?” A Study on Students’ Accommodation or Resistance during Group Work

This article explores students’ accommodation and resistance while participating in group work. The data collected are from fieldwork observations in several classrooms over the course of four terms in different secondary school classes in Sweden, and also from interviews with the students. Through this data analysis, we report that the students accommodated for such reasons as amusement, compliance, fulfilling expectations, and striving for high marks. The reasons for students’ resistance were blending, inability, stage fright, and vagueness. Macro-sociological concepts from Ziehe's cultural theory were used to capture explanations for students’ behaviour in order to understand why students, on a micro-sociological level, accommodate or resist when using group work as a learning mode. On the basis of results, three models of interpretation were developed, namely, individual, institutional, and structural.