Pedagogical attachments and Virtual Reality: on immersion with digital technology in school

Paul traps are devices that confine particles using an alternating electric field and have been used in undergraduate experimental classes at universities. Owing to the requirement of a high voltage ( > 103 V), Paul traps are not used in middle and high schools. Therefore, we developed an all-in-one-type Paul trap, including a high-voltage transformer. The Paul trap can be equipped with two different types of electrode attachments, ring-type and linear-type, and the trap image can be observed using a built-in web camera. For example, the charge-to-mass ratio of particles was measured with different types of attachments, and reasonable values were obtained. These types of trap devices are currently used at several educational facilities in Japan.

This article is a critical review of policy and literature relating to vocational education and training (VET) in schools in Australia. Over the past decade in Australia, VET in schools has grown considerably so that not only are nearly half of senior school students now involved, but also VET in schools represents around 10% of total VET activity. In both schools and the VET sector itself, VET in schools was originally marginalised and this article explores its movement from the margins towards the mainstream in both spheres. An overview of the growth of VET in schools in Australia, along with other vocational developments in schools, is given, along with discussion of some of the benefits and challenges of VET in schools, both from a schooling perspective and from a national skills formation perspective. The consequences of the move from margins to mainstream have not yet been fully digested and debate rarely moves beyond consideration of implications for the school sector. The article moves beyond these narrow confines to raise broader questions for the VET sector.

The introduction of outcomes‐based vocational education in schools can have significant impact on the management and delivery of education and training. These impacts are not limited to classroom practice, and extend to the fields of policy and system coordination. This article reports on the results of a major trial of outcomes‐oriented vocational education and training in vocational schools and colleges in the Chongqing municipality of central China. Between March 2002 and August 2007, a team of Australian advisors worked with the Chongqing Municipal Education Commission to implement new vocational education and training programmes in five key industry fields. Phase 1 of the project worked with five pilot schools, but by the end of the project, over 60 different schools, colleges and universities were participating in the project along with key agencies and ministries at the municipal and national levels. The article provides an overview of the project and highlights the key challenges experienced during the five years of implementation. It situates the key outcomes against the broader process of reform to technical and vocational education and training in China, and then considers the likely long‐term impacts through consideration of what reforms remain in place 18 months after the project ended.

Background: Since mandibular complete denture faces problems with retention, stability, support mandibular implant supported overdenture is a more successful and durable treatment option. Different types of attachments used with mandibular overdentures improve the retention and dissipate stress as well. It is of paramount importance for the success of the prosthesis. Finite element analysis (FEA) is a very precise method for stress assessment in the bone. Materials and Methods: Mandibular 2 implant supported overdenture was considered. Noble Biocare replace implant of diameter 4.3 mm, length 11.5 mm was used in the study. 3 models were considered: Model A – Implant overdenture with Ball/O-ring attachment, Model B – Implant overdenture with Locator Attachment, Model C – Implant overdenture with Ceka attachment. A detailed, precise 3D solid model of human mandible was obtained upon which FEA could be optimized using Autodesk NETFABB ver. 8.1, a software and MAYA 3D software tool. These models were subjected to vertical, oblique and horizontal forces of 35N, 70N and 10N, respectively. Stress was assessed at different sites namely silicon cap/ring, abutment, implant–abutment interface, implant body, surrounding bone. The amount of force required to uplift the dentures was assessed. Results and Conclusion: Results showed that locator attachment showed least amount of stress generation under all three types of loads. Within the limitations of the study, it was concluded that locator attachment was better in terms of stress generation in comparison to Ball and Ceka attachment. It was the most retentive attachment in comparison to the other two attachments.

The impact of skills and training on local development

Thirteen teachers and coordinators of vocational education and training in schools (VETiS) programs in eight Australian secondary schools were interviewed to determine the extent to which their involvement in school-based vocational education and training (VET) was grounded in their contact with contemporary workplaces, to identify the nature of barriers secondary teachers may face in forming and maintaining such contact, and to assess the issues that impact on the development of secondary teachers' sense of identity in relation to vocational education and training. VET studies are becoming an increasingly popular option for secondary students; however, this research indicates that these changes have had only limited impact on the role of secondary teachers. VET in schools, in spite of increasing student enrolments, has remained a marginal operation in many secondary schools, all but ignored by the majority of teachers, while making considerable demands and offering minimal support to those involved.

Coastal areas are exposed to changing patterns of mobility and increasingly extreme weather events, offering unique opportunities to study the complexity of adaptation to global changes and the diversity of responses to risk. How individuals and communities respond to risk varies widely, however traditional rationalist and economic based understandings have proved limited in explaining responses to risk. Increasingly social science, and specifically, a focus on peoples' relationships with their local places is providing a useful approach to understanding human responses to place based change. We bring together literature on sense of place, mobility, risk perception, and adaptation and develop a conceptual model to highlight the dynamic links between these processes. In particular we concentrate on a way of understanding risk that focuses on the role of different types of attachments to place. We explore this model using a pilot study (n = 70) and present data that indicates how different types of place attachments are significant in whether people perceive themselves to be at risk of flooding. Our review and results emphasize the interconnectivity of social and environmental change, and suggests that by identifying particular place attachments, as shaped by mobility, we can deepen our understanding of how communities choose to respond to risk.

The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growing economy. Absent from this policy agenda is a focus on the efficacy of the expanding vocational education and training (VET) in Schools. At the core of this discussion are the impacts of ongoing tensions between the instrumentalist labour market role of VET in Schools programmes and the expectation that an equitable senior secondary landscape should respond to the education and training needs of all students. Despite rapid growth, low achievers and socioeconomically disadvantaged learners remain the dominant participants in VET in Schools programmes, and pathways for these students into post-school education and training or full-time employment remain weak. This paper draws on the views of students, teachers, and policy-makers to examine the ways in which vocational programmes are delivered within the different curricular contexts of VET in Schools across Australian senior secondary education systems.

Australian Governments of different levels have initiated and carried out some policies to reform vocational education and training in schools to ensure school to work successful transition. This article takes the New Framework as the target policy for analysis, supplemented by other related policies to investigate Governments’ purposes, principles and measures for organizing vocational education and training in schools. Dramaturgical coding method, together with excerpt-commentary analysis, has been adopted in the policy analysis. It is found that the partnerships among different levels and different agencies are key to the organizational changes in the success of vocational education and training in schools in effecting a seamless work/study transition. This approach offers an informed representation of the information that is conveyed in the New Framework by vividly interpreting its terms and conventions. The most important factor promoted by these policies was the promotion of partnerships between schools and industries.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

This paper develops an analytical solution for the dynamic response of a Euler-Bernoulli functionally graded (FG) beam subjected to a load moving with constant velocity and different types of attachments. The classical beam theory (CBT) is used to derive the equation of motion. The material properties of the beam are considered to vary continuously in the transverse direction according to an exponential and a power law models. The stress distribution is evaluated and the location of the neutral axis of the FG beam is obtained. Different types of attachments connected to the beam at specific locations are analysed. The effect of using FG materials to enhance the properties of the beam, resulting in a decreased response of the beam, is made clear. Also, the effect of the restoring force of attachments in reducing the dynamic response of the beam is discussed.

The study aims at identifying obstacles of orienting vocational education in the school of future in Gaza Strip according to educational supervisors’ views in public schools in Gaza Strip. This study highlights those views according to the variables of the study data (gender, educational qualifications, years of service) and suggests recommended solutions to overcome them. In order to achieve the study results, the study depicts the analytic descriptive method by distributing a questionnaire consisted of (32) items covering four major fields related to the nature of the study. The study population includes all educational supervisors in public schools in the Ministry of Higher Education (MOHE) in Gaza Strip in the academic year 2016/2017. The study recommended the need to raise the level of awareness of all society segments as a whole; its institutions and the educational community to the importance of orienting vocational education in the school of future in Gaza Strip.

Aim. The aim of this paper is to theoretically substantiate individual’s attachment as a need for ontological security, to outline the educational aspects of supporting the ontological security, and to empirically investigate the attachment styles and coping strategies of individuals in early and middle adulthood. Methods. The article is based on an extensive review of the literature, which involves the use of such methods as interpretation (of previously unexplained psychological aspects of ontological security) and comparative analysis (of the views of Ronald Laing and family psychotherapists). An empirical study was conducted. The study group consisted of 90 persons: 45 male and 45 female, at the age of early and middle adulthood. The research used a number of psychological methods to study different types of attachments, relationships, personality traits and coping strategies that help overcome ontological insecurity. The method of statistical and mathematical analysis of results was also applied. Results. Ontological security is a marker of positive types of attachment. Our empirical research has shown that people with anxious attachment more often overcome ontological insecurity by positively rethinking the problem, which can lead to an underestimation of the possibilities of its effective solution. People with a reliable attachment are ontologically secure due to mutual trust, responsibility, problem analysis and planning, which eliminate escape strategies and problem avoidance. Conclusions. Ontological security-insecurity manifests itself in different types of attachments and corresponding coping strategies. The results showed the importance of developing and adapting the methodology of ontological protection for Ukrainian socio-cultural realities. This technique is being prepared to be operationalized with the scales of psychological techniques used in this study.

To systematically review and evaluate the effects of different types of attachments, implant numbers and loading protocols on the peri-implant mucosa of implant-supported overdentures (ISODs). The impact of peri-implant tissue health on the ISOD treatment outcome is unclear, and current evidence is inadequate on this aspect. A systematic literature search for randomised controlled trials or prospective studies was conducted in indexed databases from 1995 to April 2020. The focused question was as follows: How does the peri-implant mucosa respond to implant-supported or implant-tissue-supported complete overdentures based on different types of attachments, implant numbers, and loading protocols, in terms of clinical outcomes achieved [plaque index (PI), gingival index (GI), probing pocket depth (PD) and bleeding index (BI)]? A random- or fixed-effects model was applied to measure the significance of standardised mean differences (SMD) of PD between the groups. Seventeen studies met the eligibility criteria. The SMD for PD between splinted/bar and unsplinted/stud attachments was 0.10mm (95% CI: -0.27 to 0.47; P=.60) and between 2- and 4-implant groups was 0.15mm (95% CI: -0.16 to 0.45; P=.34), which were not statistically significant. Significant difference (P=.003) was observed between immediate/early loading and delayed loading (SMD=0.46mm [95% CI: 0.16 to 0.75]). Probing depth for the immediate loaded implants was significantly higher than for the delayed loading group. No attachment type, implant number or loading protocol seemed to have a clear advantage over the other, in terms of other peri-implant mucosal outcome measures.

The descriptive mixed-methods study explores and describes the challenges and prospects of the growth and development of technical and vocational education and training (TVET) schools and science-based technology education in Nigeria. It is not understood how Nigerians in the United States perceive the impacts of governmental policies on education and the eventual contribution of graduates of TVET schools in Nigeria to the country's economic growth and development. The purpose of this descriptive mixed-methods study was to discover the opinions and perceptions of Nigerians in the United States regarding the consequences stemming from the Nigerian government's limited level of support for technical and vocational education and training (TVET) schools and programs. The questions for the descriptive mixed-methods study enable us to understand how the Nigerian government's limited level of support for TVET relate to the shortage of highly skilled manpower and technological capabilities and the policy interventions that will improve the situation and enhance national development. To provide a practical solution to the problem, my stances and conceptual framework hinged on human-capital development, leadership and governance, and technological capabilities. A triangulation of both quantitative and qualitative methods was utilized for data collection. To collect primary quantitative data for the study, 100 questionnaires were distributed; eight semi-structured interviews and focus-group sessions of six individuals were utilized to capture qualitative data. Quantitative data were scored on a 5-point Likert-type scale and qualitative data from the semi-structured questions were systematically examined, analyzed, coded, and integrated into the main data. Simple descriptive statistics of frequency counts and percentages were employed to analyze and describe the data. The results were expected to enable the researcher to better understand the topic, reach a valid conclusion, and recommend possible practical solutions to the problem.