Efficiency and Inefficiency in the Ranking in Competitions: the Case of the Queen Elisabeth Music Contest

The Queen Elisabeth Contest is one of the most prestigious competitions in classical music. For both the artists who participate and for the public, it is important that the ranking of the finalists be affected as little as possible by exogenous factors relating to the organisation of the competition. Still, it is impossible to control for all contingencies. Thus, the ranking can be expected to deviate from that obtained in a hypothetical full-information assessment process. As such, the ranking may be unfair to the candidates and inefficient in providing information to the consumer. Deviations from the full-information ideal may result from self-selection of candidates, from positive information at the margin, and from differences in circumstances. Analysing data on all piano and violin versions of the Contest over the period 1956–1999, we find strong evidence of biases in the rankingprocess. Confirming previous research, we find that musicians who perform later in the final week or later on a given day in this week (on average) obtain a better classification. Further, in the piano competitions women obtain lower rankings and, prior to 1990, finalists from the Soviet Union obtained higherrankings than average. The jury appreciates innovation in the sense that musicians who perform a more recently composed concerto obtain a higher rank. Finally – especiallyfor violin – the candidate's decision to perform a popular concerto leadsto a lower ranking.     

East Meets West in Assessment Development: Western Technical Assistance to Eastern Needs. Part III. Reform of an Examination System: Shoulder to Shoulder in the Polish SMART Project

This is Part III of a three part series describing the consultancy and training demands that are encountered in technical assistance projects in Central and Eastern Europe. Part I dealt with strategic issues for a successful delivery of "Western Technical Assistance to Eastern Needs." Part II highlighted project management and co-operation aspects in delivering support to the Romanian Assessment and Examination Service. In this part, we address training of Polish subject experts who were preparing to take on responsibility for a decentralized and strongly innovative final exam, the Matura.     

档案学与信息技术

信息技术（Information Technologies)影响了档案管理的观念和；方法。并要求它们要适应IT的发展，许多信息技术专家认为，档案学的方法，原则甚至概念都过时了，作者在本文中，则论证档案学能帮助我们回答IT给档案管理带来的问题，强调了档案工作者与信息技术或电子归档专家的合作。     

The condition is critical: continuing professional development of library and information services staff

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The Dynamics of Opinion Formation in Local Popular Referendums: Why the Dutch Always Say No

There is growing research on voting behavior in referendums.However, the dynamics of opinion formation in popular referendums,referendums initiated by the electorate to approve or rejectdecisions made by representative bodies, has not yet been studied.This is especially unfortunate as voting decisions in popularreferendums differ from those in other referendums in interestingways. Opinion formation can be a very dynamic process in popularreferendums, making the referendum campaign crucial. This paperstudies the dynamics of opinion formation in popular referendumsand relates them to particular characteristics of the campaignsand the issues at hand. Based on the literature, we consideredthe effects of the intensity of the yes and no campaigns, familiaritywith the issue, and partisan cues. Our study uses content analysisdata and data from public opinion surveys dealing with variouspopular referendums held in the Netherlands. The study revealedseveral factors that contributed to the volatility of opinionsin the referendum campaigns: the issue (new and did not fittraditional political schemes), lack of support from societaland community organizations for the position of the local authorities,and low profile campaigns on the part of local authorities.While some of these factors are general and may play a rolein referendums everywhere, some can be considered ‘typicallyDutch’, related to the characteristics of popular referendumsin the Netherlands and the country’s political system.     

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.     

Learning through artful knowing

Unfinished and ongoing exploration, Oil Painting, 1.30?*?1?m, September 2015.     

Improving cognitive and physical function through 12-weeks of resistance training in older adults: Randomized controlled trial

ABSTRACT

We performed a randomized, controlled trial to analyse the effects of resistance training (RT) on cognitive and physical function among older adults. Fifty participants (mean age 67 years, ~60% woman) were randomly assigned to an RT program or a control group. Participants allocated to RT performed three sets of 10-15RM in nine exercises, three times per week, for 12-weeks. Control group did not perform any exercise. Variables included cognitive (global and executive function) and physical function (gait, mobility and strength) outcomes. At completion of the intervention, RT was shown to have significantly mitigated the drop in selective attention and conflict resolution performance (Stroop test: -494.6; 95%CI: -883.1; ?106.1) and promoted a significant improvement in working memory (digit span forward: -0.6; 95%CI: ?1.0; ?0.1 and forward minus backward: -0.9; 95% CI: ?1.6; ?0.2) and verbal fluency (animal naming: +1.4, 95%CI 0.3, 2.5). No significant between-group differences were observed for other cognitive outcomes. Regarding physical function, at completion of the intervention, the RT group demonstrated improved fast-pace gait performance (?0.3; 95% CI: ?0.6; ?0.0) and 1-RM (+21.4 kg; 95%CI: 16.6; 26.2). No significant between-group differences were observed for other mobility-related outcomes. In conclusion, RT improves cognitive and physical function of older adults.