International Handbook Research Articles

Chapter 6 – Mobility, migration and transnational connectivity

Chapter 6 – Mobility, migration and transnational connectivity

Finance-Informed Citizens, Citizen-Informed Finance: An Essay Occasioned by the International Handbook of Financial Literacy

Purpose: Throughout the world, the dominant discourse treats “financial literacy” as both necessary and sufficient to improve the well-being of individuals and society. Findings: This essay argues that financial literacy is neither, and that promoting financial literacy is a perverse way to address the inadequate retirement funding, overindebtedness, financial crises, and other social ills that have inspired governments and educators to pursue it. In its place, this essay suggests that the aim of financial education ought to be to foster finance-informed citizens, who have the capacity for civic engagement that can create citizen-informed economic policies and financial regulation.

235U elastic cross-section adjustment in criticality benchmarks – Comparison between JENDL-4.0 and ENDF/-VII.1

The main aim of this study is to estimate the uncertainty on the multiplication factor (keff) caused by the elastic cross-section uncertainty of the 235U nucleus, and the adjustment of this cross-section using the generalized linear-least squares method. For this purpose, the sensitivity matrix of keff with respect to 235U elastic cross section in the two nuclear evaluations ENDF/B-VII.1 and JENDL-4.0, has been assessed in several thermal, intermediate and fast benchmarks; which have been taken from the International Handbook of Evaluated Criticality Safety Benchmark Experiments (IHECSBE). The selection of these benchmarks is based on chi-square statistic test (χ2) that measures the statistical weight of deviations between calculus and experience results of the integral parameters caused by uncertainty in differential data. In this statistical test the sensitivity and covariance matrices are used. The sensitivity matrix has been calculated by the adjoint-weighted perturbation technique of the multi-purpose Monte Carlo code MCNP6.1. The 235U elastic covariance matrix has been generated in 44 neutron energy groups by the ERRORJ module of the nuclear data processing system NJOY99. The prior and posterior uncertainties on the keff, the adjusted elastic cross-section of the 235U and covariance matrix have been estimated using FORTRAN 95 code developed in our laboratory based on the generalized linear-least squares method.The results obtained show that: the 235U elastic cross-sections taken from JENDL-4.0 requires an adjustment which can reach 6% in 0–100 keV, 4.5% in 100 keV–625 keV and 2.5% in 625 keV–0.5 MeV, while those from ENDF/B-VII.1 needs an adjustment which can reach 5% in 0–100 keV, 3% in 100 keV-625 keV and 1% in 625 keV–0.5 MeV interval. The adjusted cross-section in the two evaluations ameliorates the posterior calculated keff with respect to the experimental keff. Also the posterior covariance matrix decreases the nuclear uncertainty of the adjusted keff.

Cognitive and Affective Probing for Neuroergonomics

Cognitive and Affective Probing for Neuroergonomics

Routledge International Handbook of Visual Criminology. Edited by Michelle Brown and Eamonn Carrabine (Abingdon: Routledge, 2017, 578pp., £165.00 hb)

Routledge International Handbook of Visual Criminology. Edited by Michelle Brown and Eamonn Carrabine (Abingdon: Routledge, 2017, 578pp., £165.00 hb)

Book review

No accessFULL TEXTAustralasian Journal of Gifted EducationBook Review01 December 2017The Routledge international handbook of research on teaching thinking [Book Review] Authors: Peta K Hay Authors: Peta K Hay Lecturer, Gifted Education, The University of New South Wales Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract Review(s) of: The Routledge international handbook of research on teaching thinking, by Wegerif, R. Li, L. & Kaufman, J. C. (Eds.) (2015), New York, NY: Routledge. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:51-57First Page:51Last Page:57Source:Australasian Journal of Gifted Education, Vol. 26, No. 2, Dec 2017: 51-57Date of Publication:December 2017Date Last Modified:05 September 2019 12:02Date Last Revised:01 November 2017Volume:26Issue:2SubjectCritical thinking--Study and teaching (Higher) METRICS Downloaded 0 times Copyright© Australian Association for the Education of the Gifted and Talented, 2017Download PDFLoading ...

Digital technologies for promoting “student voice” and co-creating learning experience in an academic course

“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning.

Finance-Informed Citizens, Citizen-Informed Finance: An Essay Occasioned by the International Handbook of Financial Literacy

Throughout the world, the dominant discourse treats “financial literacy” as both necessary and sufficient to improve the well-being of individuals and society. This essay argues that financial literacy is neither, and that promoting financial literacy is a perverse way to address the inadequate retirement funding, overindebtedness, financial crises, and other social ills that have inspired governments and educators to pursue it. In its place, this essay suggests that the aim of financial education ought to be to foster finance-informed citizens, who have the capacity for civic engagement that can create citizen-informed economic policies and financial regulation.

Combating Torture and other Ill-Treatment. A Manual for Action. London. 2016 By Amnesty International

The new edition of Amnesty International's anti-torture manual appeared last year in a discreet way. So discreet that, being an international reference text, very few people seem to know about it. This is probably partly due to the contemporary trend to only publish texts and reports in an electronic format. In an environment of electronic saturation, documents can be ephemeral and the benefit of these kinds of general - purpose manuals are diluted. But, be sure, the Amnesty International handbook is a manual to have on the shelf, to consult and underline.

International Handbook of Learning, Teaching and Leading in Faith‐Based Schools. Edited by J. D.Chapman, S.McNamara, M.Reiss, & Y.Waghid. Pp. xxvi, 722, Dordrecht, Springer, 2014, $175.98.

International Handbook of Learning, Teaching and Leading in Faith‐Based Schools. Edited by J. D.Chapman, S.McNamara, M.Reiss, & Y.Waghid. Pp. xxvi, 722, Dordrecht, Springer, 2014, $175.98.

L. Weber, E. Fishwick and M. Marmo (EDS), The Routledge International Handbook of Crimonology and Human Rights

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Cities for a small continent. International handbook of city recovery

Cities for a small continent. International handbook of city recovery

Equivalences Among Polarity Algorithms

The concept of polarity is pervasive in natural language. It relates syntax, semantics and pragmatics narrowly (Giannakidou, in: Maienborn, von Heusinger, Portner (eds.), Semantics: an international handbook of natural language meaning, De Gruyter Mouton, Berlin, 2011; Israel in The grammar of polarity: pragmatics, sensitivity, and the logic of scales, Cambridge studies in linguistics, Cambridge University Press, Cambridge, 2014), it refers to items of many syntactic categories such as nouns, verbs and adverbs. Neutral polarity items appear in affirmative and negative sentences, negative polarity items cannot appear in affirmative sentences, and positive polarity items cannot appear in negative sentences. A way of reasoning in Natural Language is through Natural Logic (van Benthem in Essays in logical semantics, vol. 29 of Studies in linguistics and philosophy, Reidel, Dordrecht, 1986; Language in action: categories, lambdas, and dynamic logic, vol. 130 of Studies in logic, Elsevier, Amsterdam, 1991). This logic is based on the concept of polarity in order to make the meaning of a sentence weaker o stronger without changing its truth value. There exist many proposals to compute polarity in the Natural Logic context, the most widely known are the ones by: van Benthem (1986, 1991), Sanchez-Valencia (Studies on natural logic and categorial grammar, Ph.D. thesis, Universiteit van Amsterdam, 1991), Dowty (Proceedings of the 4th conference on semantics and theoretical linguistics, Cornel University, CLC Publications, Rochester, 1994), and van Eijck (in: ten Cate, Zeevat (eds.), 6th international Tbilisi symposium on logic, language, and computation, Batumi, Georgia, Springer, 2007). If Natural Logic is going to be used, as an inferential mechanism between text fragments, in Natural Language Processing applications such as text summarization, question answering, and information extraction, it is a priority to know what the existing relationship among the aforementioned algorithms is; for example, to implement the most general. We show in this paper the equivalence among the analyzed algorithms, filling a gap in Natural Logic research, particularly in computing polarity, and the soundness of their algorithms.

Fast spectrum reactor fuel assembly sensitivity analysis

The Experimental Breeder Reactor-II was a sodium-cooled, metal-uranium-fueled fast-neutron reactor designed and built by Argonne National Laboratory. The reactor achieved initial criticality September 30, 1961, and continued operation until 1994. The reactor thermal power limit was 62.5MW with a corresponding electrical output of 19MW. To preserve important EBR-II reactor physics information, a benchmark evaluation is underway for proposed inclusion in the International Handbook of Evaluated Reactor Physics Benchmark Experiments. Coupled with development of the reactor physics benchmark evaluation, sensitivity analysis has been performed. Individual nuclide cross-section sensitivities for heterogeneous and homogeneous fuel assembly models were calculated using the multi-group adjoint method, the iterated fission probability (IFP) method, and the Contribution-Linked eigenvalue sensitivity/Uncertainty estimation via Track length importance Characterization (CLUTCH) method. Good agreement between the three methods was observed except for the sodium total and elastic cross-section and the uranium-235 total cross-section sensitivity coefficients where the multi-group adjoint method produced results approximately 14% and 7% lower than the IFP and CLUTCH methods, respectively.

Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses

Enhancing teachers’ pedagogical content knowledge (PCK) is essential to improving the teaching and learning of mathematics. Mathematics teacher educators (MTEs) need to help prospective teachers enhance PCK (Marks in J Teach Educ 41(3):3–11, 1990. doi: 10.1177/002248719004100302 ; Mason 2008). However, we know very little about the practices of MTEs, especially in mathematics content courses, as these practices are not widely researched or disseminated (e.g., Bergsten and Grevholm, in: Jaworski, Wood (eds) The international handbook of mathematics teacher education, vol 4, Sense Publishers, Rotterdam, pp 223–246, 2008; Floden and Philipp, in: Lester, Ferrini-Mundy (eds) Proceedings of the NCTM research catalyst conference, National Council of Teachers of Mathematics, Reston, pp 171–176, 2003). This phenomenographical study offers empirical findings on commonly identified purposes across ten expert MTEs who provided K-8 prospective teachers with opportunities to develop PCK in their mathematics content courses. Furthermore, our emergent findings indicated that expert MTEs also provided opportunities for prospective teachers to develop orientations toward teaching the subject, which prompted framework adaptations and articulations of “orientations” as a construct discussed in the broader literature outside of mathematics teacher education research (Magnusson et al., in: Gess-Newsome, Lederman (eds) Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999). Research and practitioner implications from this study provide specific PCK-related learning opportunities of prospective teachers through the lenses of expert MTEs’ (personal and professional) purposes and reflections on teaching, as a foundation on which the field can continue building future research and MTEs can continue building their practice in mathematics content courses.

The International Handbook of Suicide Prevention (2nd edition)

The International Handbook of Suicide Prevention (2nd edition)

RESEARCH TRENDS IN SCIENCE EDUCATION.

RESEARCH TRENDS IN SCIENCE EDUCATION.

Book Review: The Routledge International Handbook of Philosophy for Children

The Routledge international handbook of philosophy for children offers ‘a wide variety of critical perspectives on this diverse and controversial field, in order to generate new discussions and to identify emerging questions and themes’ (xxi). As a collection of scholarly papers on Philosophy for Children (P4C), the volume is a thorough and detailed handbook which highlights the distance P4C has travelled since its inception 50 years ago. Several uses of this volume spring to mind. Somebody new to P4C would do well to read the concise introduction which covers the history and thematic strands which shape P4C. Experienced practitioners or researchers could use the handbook to explore new directions and ideas in the field. School leaders and policy makers could refer to the section headings to identify uses of P4C that would pertain to their particular situations. The editors have identified a fairly definitive list of key questions for P4C; while the papers do not form a cohesive whole, they do function as a useful handbook to give readers a taste of some of the answers currently available to these questions.

Innovation and University‐Firm R&D Collaboration in the European Food and Drink Industry

AbstractIn the National Innovation System (NIS), knowledge is produced and accumulated through interactive innovation processes that are embedded in a national context, which in turn may help determine innovation. This paper investigates how product and process innovations in the European food and drink industry are affected by: (i) NIS structure; (ii) NIS output in terms of scientific publications and the supply of graduates; (iii) NIS cohesion and coordination; (iv) NIS scientific impact and specialisation. The main source of data on innovation by firms is the EU‐EFIGE/Bruegel‐UniCredit dataset. This is supplemented by information from the International Handbook of Universities, Eurostat and a bibliometric analysis of academic research output. Our results suggest that large research institutions in the public sector may well be detrimental to interaction between university and industry and to process innovation. The indicators used for public research assessment are not necessarily the most appropriate proxies of local knowledge spillovers.

The International Handbook on Gender, Migration and Transnationalism: Global and Development Perspectives

The International Handbook on Gender, Migration and Transnationalism: Global and Development Perspectives