Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history.     

Social scientists under threat: Resistance and self-censorship in Turkish academia

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.     

Equity for English Learners: Evidence from Four Years of California’s Local Control Funding Formula

This study examined evidence of equity for English Learners-one of the three targeted student groups–in the early implementation of California’s Local Control Funding Formula (LCFF) across data sets from seven studies. We used social justice inquiry methods and data integration analytic approaches that included purposeful sampling of districts’ Local Control and Accountability Plans (LCAPs), and data integration analyses of interviews with education leaders to examine how equity was advanced for English Learners. Our findings reveal that the quest for equity for English Learners is elusive and requires multilevel efforts to reverse the national, state, and local histories of unequal treatment, deficit orientations, socio-political dynamics, and legacies of unequal funding that still permeate many schools. Further advances in equity will require greater systemic coherence that sharpens the focus on educational outcomes for English Learners. California’s most recent policy shifts–including the passage of Proposition 58 and the English Learner Roadmap–show promise of systemic coherence and alignment to an assets-based approach for English Learners in the state and nation, as tangible evidence of equity in services and outcomes are still works in progress.     

Designing instruction for complex learning: 4C/ID in higher education

Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed.     

Robust Visual Servoing of Robot Manipulators with Neuro Compensation

This paper considers the problem of visual servoing of planar robot manipulators in the presence of uncertainty associated with robot dynamics, camera system and Jacobian matrix. By using radial basis function neural networks, these uncertainties can be compensated effectively. Two kinds of robust visual servoing are proposed, one is for image uncertainties, another is for Jacobian matrix uncertainty. By Lyapunov method and input-to-state stability technique, we prove that these robust controllers with neural compensators are stable. Real-time experiments are presented to show the applicability of the approach presented in this paper.     

Assistant principals in high-stakes accountability environments: The effects of job attributes and school characteristics

This study addressed the topic of job specifications and school characteristics since there is a shortage of quality AP applicants in high-stakes accountability environments. It is important to learn about allocation of duties from educational administrators with on-the-job experience as well as to learn why current APs would consider applying for other AP positions. The purpose of this study was to investigate the impact of job attributes (instruction, discipline), school level (elementary, middle, high), and school achievement (in-need-of-assistance, progressing, meets goal) on applicant’s rating of an AP position. This research study used an experimental design. A main effect for job attributes indicated that instruction was significantly higher than discipline when attracting assistant principals. Implications for practice and research are discussed.     

The skill bias effect of technological and organisational change: Evidence and policy implications

Previous studies have suggested that technological change is the main cause of the recent increase in demand for highly skilled workers in developed countries. However, a more recent strand of literature has also introduced the “Skill Biased Organisational Change” hypothesis, according to which the increasing diffusion of new organisational practices within firms plays a role in the increasing demand for skilled workers. We estimate a SUR model for a sample of 400 Italian manufacturing firms, showing that upskilling is more a function of reorganisational strategy than a consequence of technological change alone. Moreover, some evidence of superadditive effects emerges, which is consistent with the notion that technology and organisation jointly affect the demand for labour.     

Organic-inorganic material for the consolidation of plaster

Organic-inorganic materials to be used as hydrophobic consolidants for plasters were synthesized starting from an inorganic precursor (Tetraethoxysilane [TEOS]), added to a polysiloxane epoxy formulation and thermally cured with Ytterbium as acid catalyst. The TEOS reduces the viscosity of the resin, contributing to the mechanical properties of the film, without causing cracking. Solvents, that are harmful for workers and environment and show some drawbacks in the practice of restoration, were not used. The film properties and the formation of silica clusters were investigated. The products were applied by brush on plaster's samples and their compatibility and effectiveness were verified. Thanks to the organic content, the products penetrate deeply, are more stable to photo-oxidative degradation, and the hydrophobicity of the resin, provided by the silicone component, is not altered.     

Noninvasive physicochemical characterization of two 19th century English ferrotypes

The present work was one of the first attempts to analyze the conservation status of two ferrotypes, ancient photographic plates realized on a support made of iron. The photographic material was constituted of collodion as binder for the photosensitive silver halides grains. The two ferrotypes studied belonged to a private collection of a family from Durham, UK, and were made at the end of the 19th century. The analytical techniques used for the morphological and physicochemical characterization were noninvasive. The surface morphology was studied by means of optical microscopy (OM) and environmental scanning electron microscopy (ESEM) coupled with an energy dispersive X-rays (EDX) system for the elemental analysis. These techniques, together with microreflectance Fourier transform infrared spectroscopy (μ-FTIR) and contact angle, allowed to obtain information on both the chemical – elemental – composition of the materials constituting the ferrotypes, and the conservation status of these photographic plates. The study showed that the physicochemical diagnostics allowed to characterize the two ferrotypes that, despite their similar age and provenance, showed different conservation status, surface properties, and elemental composition.     

Effectiveness of pedalling retraining in reducing bilateral pedal force asymmetries

ABSTRACT

Previous studies have been limited to describe asymmetries during pedalling and suggest possible repercussion on performance and/or injury risks. However, few studies have presented strategies to mitigate asymmetries. The purpose of this study was to assess the effectiveness of a pedalling retraining intervention to reduce bilateral pedal force asymmetries. Twenty cyclists were assessed and 10 enrolled in a pedalling retraining method receiving visual and verbal feedback of pedal forces. The asymmetry index was computed for comparison of bilateral peak pedal forces and used during retraining (12 trials at 70% of peak power). Significantly larger asymmetry was observed for asymmetrical cyclists at the first three trials (P < 0.01 and ES = 1.39), which was reduced when post-retraining was compared to measures from symmetrical cyclists (P = 0.69 and ES = 0.18). Cyclists with larger asymmetry (>20%) in bilateral pedal forces reduce their asymmetries using sessions of pedalling retraining and achieve asymmetry indices similar to symmetrical cyclists.