Reinforcement sensitivity theory (RST) and body change behaviour in males

According to the unrevised Reinforcement Sensitivity Theory two motivational systems shape personality: a behavioural approach system (BAS) that determines sensitivity to rewards, and a behavioural inhibition system (BIS) that determines sensitivity to punishments. The role of reinforcement sensitivity in body change behaviour in males was explored with a non-clinical sample of 120 men aged 18–40 years. Self-reported symptoms of unhealthy weight loss (weight preoccupation, fasting, bingeing/purging) and body development (muscle/size preoccupation, obligatory exercise, use of chemical supplements) were regressed on measures of BAS and BIS sensitivity. Significant relationships were observed between BAS sensitivity and body development, and between BIS sensitivity and weight loss. These relationships were mediated by internalization of the athletic/muscular ideal, body comparisons, the importance of achieving one’s ideal or ‘best possible’ body (in the case of BAS but not BIS), and body dissatisfaction (in the case of BIS but not BAS). These results support the proposition that body development in males is influenced by sensitivity to rewards associated with achieving a certain body shape, and that weight loss is influenced by sensitivity to punishments associated with possessing an unsatisfactory body shape.

Investigation of effective material properties in composites with internal defect or reinforcement particles

This paper is concerned with the investigation of the effective material properties of internally defective or particle-reinforced composites. An analysis was carried out with a novel method using the two-dimensional special finite element method mixing the concept of equivalent homogeneous materials. A formulation has been developed for a series of special finite elements containing an internal defect or reinforcement in order to assure the high accuracy especially in the vicinity of defects or reinforcements. The adoption of the special finite element can greatly simplify numerical modeling of particle-composites. The numerical result provides the effective material properties of particle-reinforced composite and explains that the size of particles has great influence on the material properties. Numerical examples also demonstrate the validity and versatility of the proposed method by comparing with existing results from literatures.

A reinforcement learning approach for robot control in an unknown environment

In this paper, a control approach based on reinforcement learning is present for a robot to complete a dynamic task in an unknown environment. First, a temporal difference-based reinforcement learning algorithm and its evaluation function are used to make the robot learn with its trials and errors as well as experiences. Second, the simulation are carried out to adjust the parameters of the learning algorithm and determine an optimal policy by using the models of a robot. Last, the effectiveness of the present approach is demonstrated by balancing an inverse pendulum in the unknown environment.

The application of a reinforcement learning agent to a multi-product manufacturing facility

An intelligent agent-based scheduling system, consisting of a reinforcement learning agent and a simulation model has been developed and tested on a classic scheduling problem. The production facility studied is a multiproduct serial line subject to stochastic failure. The agent goal is to minimise total production costs, through selection of job sequence and batch size. To explore state space the agent used reinforcement learning. By applying an independent inventory control policy for each product, the agent successfully identified optimal operating policies for a real production facility.

Where in the world is room N101? Engaging with first year education students' experiences of transition

National reports on students’ experiences in their first year of tertiary study suggest that many students, particularly those coming directly from  secondary schools, find the transition into university life particularly difficult. These reports suggest that while many students find the experience to be a challenging hurdle others feel disengaged and unconnected to academic life. Reports also note that many students enter university with the expectation that their university experience should 'fit into their lives' rather than vice-versa.

Additionally, research indicates that successful transitional experiences for undergraduate students are critical in promoting effective learning habits, positive attitudes and openness to new knowledge. Establishing positive practices in the early days of the undergraduate course can enable students to utilise these experiences and knowledge as a part of their life-long professional habits. However, in order for this to occur, connections must be made, and relationships built, between students and their new peer groups and with the wider academic community. Connections must also be made between students' prior experiences and their new knowledge.

In light of the findings of recent research and reports, Deakin University has instituted a First Year Initiative to assist students in their transitions. Alongside and complementary to this, the Faculty of Education has developed a new three year Education Studies Major program which began this year.

In this paper, we discuss the ways in which the first two units of this new educational program aim to address some of the issues that students face when making the transition into university life. We see the implementation of the first two units as a 'pilot study' and while at this stage, evaluation of these units is only beginning, here we will consider some of the pedagogical strategies, resources, organisational structures and 'grounded' experiences that are being trialled as means to help students make the connections and take the first successful steps in their journey to becoming professional educators. Ways in which these new approaches aim to build important relationships between students, with staff and, as well, help them connect their prior experiences with new knowledge, will be considered in light of the literature on first year student transitions.

A scale-model room as a practical teaching experiment

A practical experiment is described which was used to help university students increase their understanding of the effect of construction methods and window design on passive solar heating and electrical heating. A number of one tenth scale model rooms were constructed by students and sited out-of-doors in the late autumn. The models were fabricated to mimic available commercial construction techniques with careful consideration being given to window size and placement for solar access. Each model had a thermostatically controlled electric heating element. The temperatures and electricity use of the models were recorded using data-loggers over a two week period. The performances of the models based on energy consumption and internal temperature were compared with each other and with predictions based upon thermal mass and R-values. Examples of questions used by students to facilitate this process are included. The effect of scaling on thermal properties was analysed using Buckingham’s p-theorem.

Construction of aggregation operators with noble reinforcement

This paper examines disjunctive aggregation operators used in various recommender systems. A specific requirement in these systems is the property of noble reinforcement: allowing a collection of high-valued arguments to reinforce each other while avoiding reinforcement of low-valued arguments. We present a new construction of Lipschitz-continuous aggregation operators with noble reinforcement property and its refinements.

Room-temperature insertion of elemental tellurium into the Cspł-Br and -I bonds of α-bromo-and α-iodopinacolone

Pinacolyltellurium(IV) dihalides, (t-BuCOCH₂)₂TeX₂ (X ) Br (1b), I (1c)) and Ar(t-BuCOCH₂)TeCl₂ (Ar == 1-C₁₀H₇ (Np) (2a), 2,4,6-Me₃C₆H₂ (Mes) (3a)), are readily prepared at room temperature by the oxidative insertion of elemental tellurium into the C_sp³-Br or -I bond of the α-halopinacolone and by the reaction of ArTeCl₃ with the pinacolone t-BuCOCH₃. The bromides Np(t-BuCOCH₂)TeBr₂ (2b) and Mes(t-BuCOCH₂)TeBr₂ (3b) can be prepared by the addition of bromine to the telluride Ar(t-BuCOCH₂)-Te or of α-bromopinacolone to ArTeBr. Variable-temperature ¹H and ¹³C NMR of the separate signals for the o-Me groups in 3a,b indicate a very high barrier to rotation about the Te-C(aryl) bond. Crystal diffraction data for 1c, 2a-c, and 3b show that intramolecular 1,4-Te …O(C) secondary bonding interactions (SBIs) are retained even in the presence of bulky aryl groups and intermolecular Te …X SBIs are subject to electronic population and steric congestion around the Te(IV) center in the solid state.

Interventions for educating children who have attended the emergency room for asthma (Review)

Background: Asthma is one of the most common reasons for paediatric admissions to hospital, with substantial cost to the community. There is some evidence to suggest that many hospital admissions could be prevented with effective education about asthma and its management.
Objectives: To conduct a systematic review of the literature in order to identify whether asthma education leads to improved health outcomes in children who have attended the emergency department for asthma.
Search strategy: We searched the Cochrane Airways Group trials register, including MEDLINE, EMBASE, and CINAHL databases, and reference lists of trials and review articles.
Selection criteria: Randomised controlled trials or controlled clinical trials of asthma education for children who had attended the emergency department for asthma, with or without hospitalisation, within the previous 12 months. Data collection and analysis:Two reviewers independently assessed trial quality and extracted data. Study authors were contacted for additional information.
Main results: Eight trials involving 1407 patients were included, in all the education was provided by nurses or researchers. Compared to control (usual care or lower intensity education) education did not reduce subsequent emergency department (ED) visits [4 trials; relative risk (RR)= 0.87, 95% confidence interval (CI) 0.37 to 2.08], hospital admissions [5 trials; RR=0.74, 95% CI 0.38 to 1.46] and unscheduled doctor visits [5 trials; RR= 0.74, 95% CI 0.49 to 1.12). Each analysis showed evidence of heterogeneity among the studies (P<0.01). Subgroup analyses by the overall difference in scale of intervention between treatment and control groups (comprehensive programme versus information only) or the timing of the intervention/recruitment (early versus delayed) gave similar results to the main analysis and still revealed significant heterogeneity between trials. Authors' conclusions: On the basis of the published trials, there is no firm evidence to support the use of asthma education for children who have attended the emergency department for asthma as a means of reducing subsequent ED visits, hospital admissions or unscheduled doctor visits. Some trials appeared to show clear evidence of benefit, but reasons for differences between these and the negative studies is not clear. More research is required.

States, markets and communities : is there room for educational leadership?

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.