Animations and Problem Solving in a Windows Environment

In this article we describe the way we teach our students a systematic problem solving method in a computer assisted learning project on ‘Dynamics for mechanical engineering’, Animations are used to enhance insight and motivation. We briefly discuss the theoretical foundations of systematic problem solving, and the role of animations. One of the dynamics problems will be described in more detail. Finally, we remark on the development tools used in the Windows environment.     

Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner,Sweller, and Clark (2006)

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.     

‘Reading drop‐outs’: Can they be predicted?

Abstract

In the Netherlands many pupils in grade one have difficulties in beginning reading. Approximately 7.5% of all children do not succeed in learning to read well enough to be able to proceed to the following school‐year together with the other pupils. These children either have to repeat a year or have to go back to kindergarten; alternatively, they are referred to special education. These children are called ‘reading drop‐outs’.     

Cell-free protein expression systems in microdroplets: Stabilization of interdroplet bilayers

Cell-free protein expression with bacterial lysates has been demonstrated to produce soluble proteins in microdroplets. However, droplet assays with expressed membrane proteins require the presence of a lipid bilayer. A bilayer can be formed in between lipid-coated aqueous droplets by bringing these into contact by electrokinetic manipulation in a continuous oil phase, but it is not known whether such interdroplet bilayers are compatible with high concentrations of biomolecules. In this study, we have characterized the lifetime and the structural integrity of interdroplet bilayers by measuring the bilayer current in the presence of three different commercial cell-free expression mixtures and their individual components. Samples of pure proteins and of a polymer were included for comparison. It is shown that complete expression mixtures reduce the bilayer lifetime to several minutes or less, and that this is mainly due to the lysate fraction itself. The fraction that contains the molecules for metabolic energy generation does not reduce the bilayer lifetime but does give rise to current steps that are indicative of lipid packing defects. Gel electrophoresis confirmed that proteins are only present at significant amounts in the lysate fractions and, when supplied separately, in the T7 enzyme mixture. Interestingly, it was also found that pure-protein and pure-polymer solutions perturb the interdroplet bilayer at higher concentrations; 10% (w/v) polyethylene glycol 8000 (PEG 8000) and 3 mM lysozyme induce large bilayer currents without a reduction in bilayer lifetime, whereas 3 mM albumin causes rapid bilayer failure. It can, therefore, be concluded that the high protein content of the lysates and the presence of PEG polymer, a typical lysate supplement, compromise the structural integrity of interdroplet bilayers. However, we established that the addition of lipid vesicles to the cell-free expression mixture stabilizes the interdroplet bilayer, allowing the exposure of interdroplet bilayers to cell-free expression solutions. Given that cell-free expressed membrane proteins can insert in lipid bilayers, we envisage that microdroplet technology may be extended to the study of in situ expressed membrane receptors and ion channels.     

Conceptual Development and Relativism: reply to Siegel

I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage-relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage-bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its justijcation. Education cannot, therefore, be conceived as commuunication between equals. Reality is different for children, not simply defective or wrong.     

Performance indicators in the Oxford Region Library and Information Service: first steps

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Distraction Effects of Background Soap Operas on Homework Performance: An experimental study enriched with observational data

An experiment was conducted to examine the impact of background soap operas on homework performance and time. Students in grade eight (aged 14) ( n =192) did paper-and-pencil and memorisation assignments with two types of soap opera episodes in the background, or the soundtrack of soap operas, or no medium. In each condition, half of the students were observed. Results indicated that students in the television conditions performed worse and used more time than students in the control condition. No significant differences were found between the audio-only and control conditions. Observational data showed that the extension of time in the television conditions was completely due to the fact that students used time to look at the screen. Although the television did not reduce time spent looking at the task, performance did decrease, probably because the alternation of resources between homework and television led to less thorough processing of the assignments.     

Counseling Athletes: A New Specialty in Counselor Education

A master's-level specialization in athletic counseling is described. Development of the program, course work, student recruitment, and program evaluation are discussed.     

A Dynamic Model of Career Choice Development

In modern society many hierarchical and time-related career development models have been proposed. Key to these models is the need to go through a career choice process in a specific order and according to a pre-set timing in order to achieve a good career decision. Recent theories lend support to some doubts about the extent to which these models are actually able to comply with reality. A new framework of thought is proposed a dynamic model for career choice development. At the centre of this model is the idea of arriving at a decision after a flexible and non-hierarchical development process. Some consideration is given to what is needed to test the model and on possible consequences for career guidance practice.

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Résumé. Un modèle dynamique du développement du choix professionnel.Dans la société moderne, de nombreux modèles hiérarchiques ont été proposés qui intégraient la dimension temporelle du développement de la vie professionnelle. Un élément clé de ces modèles est la nécessité de passer par un processus de choix vocationnel dans un ordre spécifique donné, qui obéit à de séquences temporelles déterminées afin qu’une bonne décision vocationnelle soit prise. Les théories récentes mettent quelque peu en doute la pertinence de ces modèles par rapport à la réalité. On propose ici un nouveau cadre de pensée un modèle dynamique pour le développement du choix vocationnel. Au centre de ce modèle il y a l’idée que l’on arrive à une décision après un processus de développement flexible et non-hiérarchisé. Quelques réflexions sont proposées sur ce qu’il est nécessaire de faire pour tester le modèle et sur les conséquences possibles pour la pratique en matière de conseils d’orientation vocationnelle.Zusammenfassung. Ein dynamisches Modell der Berufsentscheidungsvorbereitung.In der modernen Gesellschaft wurden viele hierarchische und auf Zeitabläufe bezogene Berufswahlmodelle vorgeschlagen. Kern dieser Modelle ist die Notwendigkeit, einen Berufswahlprozess in einer bestimmten Reihenfolge und nach einem bestimmten Zeitplan zu durchlaufen, um zu guten Berufswahlentscheidungen zu kommen. Aktuelle Theorien nähren allerdings die Zweifel daran, in welchem Ausmaß derartige Modelle der Realität entsprechen. Ein neuer gedanklicher Rahmen wird hier vorgeschlagen Ein dynamisches Berufswahl-Modell. Im Mittelpunkt dieses Modells steht die Idee, nach einem flexiblen und nicht-hierarchischen Entwicklungsprozess zu Berufswahlentscheidungen zu kommen. Es werden einige Überlegungen angestellt, unter welchen Voraussetzungen dieses Modell überprüft werden könnte, und was die möglichen Konsequenzen für die Beratungspraxis sein könnten.Resumen. Un Modelo Dinámico del Desarrollo de la Elección de Carrera.En la sociedad moderna se han propuesto muchos modelos del desarrollo de la carrera jerárquicos y basados en un orden temporal concreto. Lo que caracteriza a estos modelos es que el proceso de elección debe seguir un orden específico y una temporalización concreta para llegar a tomar decisiones adecuadas. Hay teorías recientes que vienen a apoyar algunos de los interrogantes sobre el grado en el que estos modelos realmente se ajustan a la realidad. Se propone un nuevo marco para la reflexión un modelo dinámico del desarrollo de la elección de la carrera. La idea central en este modelo es que se llega a tomar una decisión a través de un proceso de desarrollo flexible y no jerárquico. Se plantean algunas reflexiones sobre lo que se necesita para validar empíricamente el modelo y las posibles consecuencias para la práctica de la orientación para la carrera.