Regular Classes Research Articles

Quantum multifractality as a probe of phase space in the Dicke model.

We study the multifractal behavior of coherent states projected in the energy eigenbasis of the spin-boson Dicke Hamiltonian, a paradigmatic model describing the collective interaction between a single bosonic mode and a set of two-level systems. By examining the linear approximation and parabolic correction to the mass exponents, we find ergodic and multifractal coherent states and show that they reflect details of the structure of the classical phase space, including chaos, regularity, and features of localization. The analysis of multifractality stands as a sensitive tool to detect changes and structures in phase space, complementary to classical tools to investigate it. We also address the difficulties involved in the multifractal analyses of systems with unbounded Hilbert spaces.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.

Accelerometer-measured sedentary volume and bouts during the segmented school day among Chinese school students

Background/ObjectiveThis study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. MethodsA total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1–4 min, 5–9 min and ≥10 min) during all segments. ResultsThe participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1–4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1–4 min than boys and primary students during PE classes. ConclusionRegular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions.

Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object

Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.

A Second-Order Generalized Total Variation with Improved Alternating Direction Method of Multipliers Algorithm for Electrical Impedance Tomography Reconstruction

The issue of Electrical Impedance Tomography (EIT) is a well-known inverse problem that presents challenging characteristics. In order to address the difficulties associated with ill-conditioned inverses, regularization methods are typically employed. One commonly used approach is total variation (TV) regularization, which has shown effectiveness in EIT. In order to meet the requirements of real-time tracking, it is essential to acquire fast and reliable algorithms for image reconstruction. Therefore, we present a modified second-order generalized regularization algorithm that enables more-accurate reconstruction of organ boundaries and internal structures, to reduce EIT artifacts, and to overcome the inability of the conventional Tikhonov regularization method in solving the step effect of the medium boundary. The proposed algorithm uses the improved alternating direction method of multipliers (ADMM) to tackle this optimization issue and adopts the second-order generalized total variation (SOGTV) function with strong boundary-preserving features as the regularization generalization function. The experiments are based on simulation data and the physical model of the circular water tank that we developed. The results showed that SOGTV regularization can improve image realism compared with some classic regularization.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria

ABSTRACT In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged. In Austria, a model of ‘German Language Support Classes’ (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context. Critics argue that this approach contradicts evidence-based language learning and principles of inclusive education, and that it diminishes school autonomy. With this in mind, we present a qualitative interview study comprising 25 primary teachers of German language in Vienna, Austria, which aims to capture their beliefs about what constitutes ‘ideal practice’ in language education and to explore the extent to which these beliefs are evidence-based. A typological analysis reveals that there is a ‘segregative type’, an ‘integrative type’, and an ‘in-between type’. Although teachers’ perceptions of language education differ, their understandings are similarly shaped by a monolingual habitus. Our findings provide evidence for the inappropriateness of this language education model and reveal aspects of teacher education needed to lead to better outcomes in language education.

Compressing Features for Learning With Noisy Labels.

Supervised learning can be viewed as distilling relevant information from input data into feature representations. This process becomes difficult when supervision is noisy as the distilled information might not be relevant. In fact, recent research shows that networks can easily overfit all labels including those that are corrupted, and hence can hardly generalize to clean datasets. In this article, we focus on the problem of learning with noisy labels and introduce compression inductive bias to network architectures to alleviate this overfitting problem. More precisely, we revisit one classical regularization named Dropout and its variant Nested Dropout. Dropout can serve as a compression constraint for its feature dropping mechanism, while Nested Dropout further learns ordered feature representations with respect to feature importance. Moreover, the trained models with compression regularization are further combined with co-teaching for performance boost. Theoretically, we conduct bias variance decomposition of the objective function under compression regularization. We analyze it for both single model and co-teaching. This decomposition provides three insights: 1) it shows that overfitting is indeed an issue in learning with noisy labels; 2) through an information bottleneck formulation, it explains why the proposed feature compression helps in combating label noise; and 3) it gives explanations on the performance boost brought by incorporating compression regularization into co-teaching. Experiments show that our simple approach can have comparable or even better performance than the state-of-the-art methods on benchmarks with real-world label noise including Clothing1M and ANIMAL-10N. Our implementation is available at https://yingyichen-cyy.github.io/CompressFeatNoisyLabels/.

Social Communication Problems, Social Anxiety, and Mood Problems among Students with Autism Spectrum Disorder from Teachers' Point of View

This study examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' point of view in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD.

The hidden curves of risk: a nonlinear model of cumulative risk and school bullying victimization among adolescents with autism spectrum disorder

BackgroundSchool bullying victimization (SBV) occurs more frequently in students with autism spectrum disorder (ASD) in general education than in special classes, and there is a cumulative risk effect on SBV exposure among young people with ASD reported by their parents and teachers. However, SBV is a personal experience, the predictive patterns of cumulative risk on SBV reported by themselves and its psychological mechanism remain unclear. This study aims to explore the relationship between cumulative risk and SBV based on self-report, and to test whether internalizing problems mediates this relationship among adolescents with ASD placed in regular classes.MethodsThis study used data from the Taiwan Special Needs Education Longitudinal Study (SNELS) in 2011. The analysis included 508 adolescents with ASD who were in regular classes across Taiwan. The primary variables under study were the quality of friendship interactions, teacher-student relationship, school connection, perceived stigma, the impact caused by the disabilities, internalizing problem, and whether the participants had experienced SBV over the past semester, while control variables were adaptability and social-emotional skills. Established risk factors were summed to form a cumulative risk score.ResultsThe cumulative risk was positively associated with SBV. The relationship was characterized by the nonlinear pattern of the quadratic function (negative acceleration model) between cumulative risk and SBV. Internalizing problem played a partial mediating role in the effect of cumulative risk on SBV.ConclusionsIntervention measures to reduce SBV should include the strategies to reduce the number of risks to which adolescents with ASD in regular classes are exposed, comprehensive prevention targeting each risk factor is needed specially when the number of risks is one or two, and more attention needs to be given to their internalizing problem in various ways.

Navigating Insights and Perspectives of Students with Disability to Include in Nepalese Classroom

Integrated schools with resource classes and special schools provide education for children with disability in Nepal. Government funds and the partial support of national and internal donor partners run these schools. This study intends to seek how children with disability normalize in regular classes after the additional support service in resource class to become a case of inclusion in the education system of Nepal. The study explored the adjustment challenges and identified coping strategies in a regular course. The four students with disability from integrated schools representing children with visual impairment and children with deaf were purposively selected and interviewed through semi-structured interview guidelines in a natural setting. The interview responses were transcribed verbatim and analyzed by extracting themes within a theoretical framework based on post-structuralism and discourse analysis. More than five themes were identified from the discussion of students' reports regarding adjustment challenges in the students' narratives. The study explored significant challenges such as the lack of disabled-friendly physical facilities, domination of traditional methods, presence of an untrained teacher, lack of expanded core curriculum, lack of peer support and poor psychological attachment. The exploration of challenges assists policymakers and well educators set up strategies for effective inclusion in school education and the community. The extreme mitigation of challenges promotes an inclusive atmosphere in regular classrooms.

Identifying the Heat Source in Radially Symmetry and Axis-Symmetry Problems

This paper solves the inverse source problem of heat conduction in which the source term only varies with time. The application of the discrete regularization method, a kind of effective radial symmetry and axisymmetric heat conduction problem source identification that does not involve the grid integral numerical method, is put forward. Taking the fundamental solution as the fundamental function, the classical Tikhonov regularization method combined with the L-curve criterion is used to select the appropriate regularization parameters, so the problem is transformed into a class of ill-conditioned linear algebraic equations to solve with an optimal solution. Several numerical examples of inverse source problems are given. Simultaneously, a few numerical examples of inverse source problems are given, and the effectiveness and superiority of the method is shown by the results.

Effect of Parachute Training on Heart Rate and Blood Pressure among Physical Education Students

This research aimed to investigate the impact of parachute training on heart rate and blood pressure among a group of 30 students from the Department of Physical Education at Annamalai University, Tamil Nadu, aged between 18 and 24 years. The participants were divided into two groups: the parachute training group (Group I) and the control group (Group II), each comprising fifteen subjects. Group I underwent a twelve-week training program, three days a week, while Group II served as a control with no specific training regimen beyond their regular physical education classes. Pre- and post-training assessments of resting heart rate, systolic and diastolic blood pressure were conducted using the radial pulse method and sphygmomanometer. Analysis of covariance (ANCOVA) was employed to determine significant differences between the groups, with a significance level of 0.05. The findings indicated that twelve weeks of parachute training, three days per week, resulted in a significant enhancement in both resting heart rate, systolic and diastolic blood pressure among the physical education students compared to the control group.

Partial Fourier Transform Method for Solution Formula of Stokes Equation with Robin Boundary Condition in Half-space

The area of applied science known as fluid dynamics studied how gases and liquids moved. The motion of the fluid in the liquid and vapour phases is described by a special system of partial differential equations. The research purpose of this article investigated the solution formula of incompressible Stokes equation with the Robin boundary condition in half-space case. The solution formula for Stokes equation was calculated using the partial Fourier transform. This calculation was carried out over the Weis’s multipliers theorem. Our calculation showed that the solution formula of Stokes equation with Robin boundary condition in half-space for velocity and pressure were contained multipliers as due to work Shibata & Shimada. Due to our consideration of the half-space situation, the partial Fourier transform approach is the most appropriate one to use to get the velocity and pressure for the Stokes equation with Robin boundary condition. Furthermore, research methods in this article, in the first stage, we use the resolvent problem of the model. Secondly, we apply the partial Fourier transform to the model problem and finally, we use inverse partial Fourier transform to get the solution formula of the incompressible type of Stokes equation for velocity and pressure. This result indicates that Weis' multiplier theorem also allows us to find the local well-posedness of the model problem in addition to the maximal Lp-Lq regularity class (Gerard-Varet et al., 2020).

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial.

Introduction: The aim of this study was to evaluate the effects of a 16-week school-based physical activity (PA) intervention on physical fitness (PF) (speed, hand-eye coordination, flexibility) of 8- to 9-year-olds. Methods: A total of seventy-eight boys and girls (boys: n = 45, aged 8.4 ± 4.9years; girls: n = 42, aged 8.6 ± 0.5years) from a school in Slovenia were randomly assigned to either a group with an after-school PA program (EXP) or a control group (CON) that participated exclusively in mandatory physical education (PE). The EXP group engaged in the extracurricular PA program for 60 min twice a week for 16 weeks, concurrent with regular PE classes. The program primarily involved elementary PE games that included elements of athletics (e.g., skipping, push- off running, hopping, crossstepping, and jumping) and gymnastics (e.g., handstand, forward roll, backward roll, hand support jumps, squat jump on a vault box, climbing on horizontal bars, incline benches and ropes, crawling, and jumping rope). Standardized tests appropriate for this age group were used to assess PF, including the sit and reach test (SAR), the 30-meter sprint, and the alternate hand wall toss test at distances of 1.0 and 2.0 m (AHWT 1.0 and 2.0). Results: There was a significant group-time interaction for SAR test (EXP group increase: +1.6 cm, +6.3%; CON group decrease: -0.1cm, -0.4%; p < 0.001, ηp2 = 0.361), and the 30m sprint (EXP group improvement: -0.4 s, -6.3%; CON group decrease: +0.1 s, +1.6%; p < 0.001, ηp2 = 0.193). Similarly, the EXP group improved by +2.1 points (+25.6%) in the 1.0 m wall throw with the alternating hand, while the CON group showed only minimal changes (-0.2 points, -2.4%; p < 0.001, ηp2 = 0.545). No significant interaction was found for the 2.0m toss (EXP and CON group both -0.1 points, -2.6%; p = 0.888, ηp2 = 0.001). Post-hoc analyses with paired t-tests revealed that the EXP group showed significant improvements in SAR test (p < 0.001), 30 m sprint (p < 0.001) and AHWT 1.0 test (p < 0.001), while the CON group showed no significant changes in SAR test (p = 0.533), 30 m sprint (p = 0.150), AHWT 1.0 test (p = 0.186) and AHWT 2.0 test (p = 0.430). Discussion: The results of the study showed that the extracurricular program with only two additional weekly sessions significantly improved the components of PF in 8- to 9-year olds. Significant improvements were observed in the areas of flexibility, speed and coordination, as shown in the SAR test, 30-meter sprint and 1.0-meter handwall toss tests. However, no similar improvements were observed in the 2.0-meter handwall toss, which illustrates the specific areas of impact of the program.

Research on the Integrated Education for Autistic Children

As an inevitable trend in the development of international education, "integrated education" emphasizes the provision of a normal educational environment for children with physical and mental disabilities. Integrated education integrates special education and general education by providing special education and related services in regular classes. Indeed, the core of integrated education is to ensure equity in quality education. This paper adopts the literature reference method. Through searching and reviewing related literature, this paper examines the development and strategies of integrated education for children with autism in the United States, and puts forward suggestions and inspirations in light of the current situation of integrated education for children with autism in China. Finally, the paper concludes that the society need to raise awareness, train professionals, adopt effective strategies, and provide adequate resources and support systems. Only in this way can this society truly realize the equal educational rights and interests of autistic children and reach the core of integrated education.

Teaching critical reading in the classroom: A comparison of CLIL and EFL across contexts

Critical reading (Fairclough, 1989, 1995; Kress, 1985; Wallace, 2003) is considered to be one of the instruments that gives the necessary resources to construct meaning in discourse. This paper presents the results of a quasi-experimental study with a pre-test post-test design on students in the 6th year of primary education (10-11 years old) enrolled in two schools in Spain, one school located in the Basque Country (Content and Language Integrated, CLIL group) and the other in Cantabria (English as a Foreign Language, EFL group). Altogether four groups were selected: CLIL-experimental, CLIL-control, EFL-experimental and EFL-control. The experimental groups received critical reading strategy instruction for seven weeks while the control groups continued with regular classes. The one-way ANCOVA results showed that students in both the CLIL and EFL programmes developed greater mastery in critical reading after the teaching protocol. However, and contrary to our initial hypothesis, experimental students from the EFL context outperformed the CLIL learners. The novelty of the critical reading awareness protocol seemed to have a greater influence on the EFL students, who, unlike the CLIL students, were not so familiar with strategy learning. The new training procedure helped them to promote higher order critical reading skills, taking more advantage of the whole strategy learning protocol.&#x0D; &#x0D;

EFL Learners’ Participation in Primary Schools of Coastal Areas in Bangladesh

Despite numerous initiatives by both governmental and non-governmental organizations, primary level students’ skills in English language are still below the expected level in Bangladesh (Hamid &amp; Honan, 2012; Sultana, 2010). Our study examined reasons behind the limited participation of EFL (English as a Foreign Language) learners in primary level classrooms in the coastal areas of Bangladesh. To conduct the research, we followed an explanatory sequential mixed methods design (Creswell, 2014; Creswell &amp; Creswell, 2018; Ivankova &amp; Stick, 2007). We collected data from 37 male and 23 female students in grades four and five through questionnaire surveys and three focus group discussions (FGDs). We also collected data from five teachers through interviews and three class observations. We found that teachers had less motivation to create an interactive learning environment for the students due to heavy teaching loads and administrative assignments. Many of the students had low academic expectations and motivation, lived in poor socio-economic conditions that required them to work, and were impacted by frequent natural disasters that interrupted their regular classes. The results of our research provide insights for educationists and policymakers related to primary education in disaster-prone coastal areas as well as other rural parts of the country.

Perspective of Decision Making Based on Factor Analysis in Choosing A College (Case Study at University of Nias)

This research is a survey study with a descriptive approach. The population consists of students at University of Nias. The sampling technique is random sampling, conducted on 185 students. Data were collected using a questionnaire and Likert scale for each statement. The data analysis techniques used in this research are descriptive analysis and t-test with the assistance of SPSS 24. The research results indicate that: out of 30 factors considered by students in choosing a place for study, 16 factors form 2 variables. The Main Variable consists of P1 Type of University, P2 University Status (Public/Private), P4 Accreditation of Study Program (Department), P5 Tuition Fees, P6 Scholarships, P7 Quality/Profile of Lecturers, P8 Service of Educational Personnel (Staff). The Supporting Variable includes P12 Student Activity Units / Student Organizations, P13 Campus Location, P14 Campus Work Partnerships, P15 University Entrance Exams, P16 Campus Brochures/Promotion, P17 Transportation Access, P18 Residential Access (Boarding House), P19 Classification of Regular and Special Classes, and finally, P20 Degree and Professionalism of Graduates.

Menganalisis Karakter Anak Berkebutuhan Khusus Penyandang Tunawicara Di Sekolah Dasar

Education is an effort to improve the quality of human resources. Education can be obtained through formal or non-formal institutions.Informal education institutions there are regular classes and inclusive classes.Where in the class there are not only regularchildren but also some children with special needs. Children with special needs (ABK) are defined as individuals who have different characters from other individuals .Inparticular,children with special needs show physical, ability, and emotional characteristics that are lower or higherthan regular children of their age imposed in society.Likechildren with special needs who are speech impaired. Children with special needs with disabilities are people who experience abnormalities both in terms of pronunciation (articulation). Thus, education is not only for regularchildren,but children with special needs arealsoentitledtoaproperschool.Itisalso