Many phases of carbon

Conclusion The phases and forms of carbon cover a wide spectrum of properties and applications. Research in carbon unveils the rich science underlying, which facilitates better understanding. Many innovative applications are at the offing and lot of avenues still remain unexplored.     

平面单摆计时点选取的非线性理论分析

本文用非线性理论分析了单摆的运动 ,讨论对单摆进行测量时应该怎样选取单摆计时点才能尽可能减小测量误差     

Interpersonal Consulting Skills for Instructional Technology Consultants: a Multiple Case Study

Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study research design, four experienced ITCs at a large urban research university located in the Midwest showed that interpersonal skills are crucial when consulting with faculty on course design, technology integration, and teaching. By applying eight interpersonal consulting skills (active listening, paraphrasing, summarizing, open questioning, closed questioning, explaining concepts, explaining procedures, and informal conversation), ITCs developed trust-based relationships with faculty and generated an atmosphere conducive to change. While research on interpersonal skills is limited in the field of Instructional Design (ID), other fields, such as counseling or medicine, offer promising methods and results for teaching these skills. This article concludes with a presentation of methods for teaching interpersonal skills in counseling and medical preparation programs that could be adopted in the Instructional Design curricula.     

A behavior systems view of the organization of multiple responses during a partially or continuously reinforced interfood clock

We examined how a 50% Pavlovian partial reinforcement (PRF) schedule, versus a 100% continuous reinforcement (CRF) schedule, altered the asymptotic amount and distribution of focal and general search behavior in rats during 48-sec trials with and without a four-segment interfood clock (S1-S2-S3-S4-US). Under CRF, but not PRF, average asymptotic focal search (nosing in the feeder) increased across the last two clock segments (S3 and S4), and more for the clock group than the no-clock group. Locomotor general search peaked in the second clock segment (S2) for the CRF-clock and CRF-no-clock groups and in S3 for the PRF-clock groups. Furthermore, the ratio of general search to maximum focal search was higher for the PRF-clock group than for the CRF-clock group. This pattern of results supports the view that predictable reward presentations temporally organize search states and related responses between food presentations. The relative expression of these responses varies with the predictability and proximity of reward and is more sharply defined in the presence of a clock.     

Over-education and its opportunity cost in Japan

In this paper, we investigate the determinants of over-education in Japan and evaluate its opportunity costs for university graduates. To this end, we use the REFLEX data. Results reveal that over-education level in Japan is high and it brings an important wage penalty for Japanese workers. Large firm and high occupations point toward a significant reduction in the likelihood of over-education. Results for wage regressions for over-education indicate that Japanese workers who achieve jobs in large organizations will experience 20 % increase in their wage due to the firm size and, if over-educated, their increase in wage will remain positive. Results for women are puzzling as there is no significant effect associated with gender.     

Technology’s Non-Neutrality: Past Lessons Can Help Guide Today’s Classrooms

The benefits of classroom computers and associated technologies seem to be an accepted truism with those who question the benefits often dismissed as intractable Luddites. Educational technology has become big business both commercially and academically for today’s increasingly high-tech classrooms. Clearly, computers mark changes—permanent changes—in the way everyone lives, learns, works, and interacts globally. Ellul, Norman, and Postman, among others, have focused on the application of a technology and not on the “box” itself. All three have warned that although educators’ focus should be on the application, it is the characteristic of technology itself that shapes the future. History is replete with lessons and voices that support these warnings and provide a foundation for reasoned discussions of any technology’s Faustian bargains and its often unanticipated uses and consequences. The topic and open debate could not be more crucial or timeless, for how young minds, mental habits, and values are shaped in classrooms around the world affects everyone.     

Ist Akademikermangel unvermeidbar?

Für die kommenden Jahre wird ein drastischer Akademikermangel in Deutschland vorausgesehen. In den letzten 150 Jahren sind Akademikermangelphasen wiederholt aufgetreten. Der Beitrag verknüpft bildungshistorische und aktuelle Daten, um einen Mechanismus zu rekonstruieren, der aus einer Akademikermangelphase unausweichlich die n?chste entstehen l?sst. Er besteht aus der Folge von Eigenausbauphasen des Bildungssystems und Breitenwachstumsphasen der anderen akademischen Berufe. Die Unvermeidlichkeit des Mangels ergibt sich daraus, dass die Berufsdauer der Lehrer/-innen gleich lang ist wie diese Phasenfolge (ca. 30–35 Jahre). In der „Tiefe“ dieses Mechanismus liegen die Altersstrukturwellen der Lehrer, die die Zeitpunkte der Mangelphasen bestimmen.     

Proofs through Exploration in Dynamic Geometry Environments

The recent development of powerful new technologies such as dynamic geometry software (DGS) with drag capability has made possible the continuous variation of geometric configurations and allows one to quickly and easily investigate whether particular conjectures are true or not. Because of the inductive nature of the DGS, the experimental-theoretical gap that exists in the acquisition and justification of geometrical knowledge becomes an important pedagogical concern. In this article we discuss the implications of the development of this new software for the teaching of proof and making proof meaningful to students. We describe how three prospective primary school teachers explored problems in geometry and how their constructions and conjectures led them see proofs in DGS. Constantinos Christou: Author for correspondence.