Innovation in education. Commentary:teaching statistics using dance and movement and a case for neuroscience in mathematics education

Review: A commentary on Teaching statistics using dance and movement by Irving, L.T. (2015). Front. Psychol. 6:50. doi: 10.3389/fpsyg.2015.00050 A case for neuroscience in mathematics education by Susac, A., and Braeutigam, S. (2014). Front. Hum. Neurosci. 8:314. doi: 10.3389/fnhum.2014.00314

On the relationship between cultural diversity and creativity in education:the moderating role of communal versus divisional mindset

We conducted an experimental study with the aim of testing certain conditions under which engaging with cultural diversity increases creativity among schoolchildren. Results obtained from a sample of 149 Italian elementary schoolchildren revealed that engaging with cultural diversity, operationalized by asking Italian children to work with immigrant children on a cooperative task, led to an increase in creativity. Furthermore, we found that this effect was only present when a communal but not a divisional mindset (emphasizing group distinctions) was present. We discuss theoretical and practical implications of findings.

Spirituality and transformational leadership in education

The purpose of this study was to investigate the relationship between school principals' self-reported spirituality and their transformational leadership behaviors. The relationship between spirituality and transactional leadership behaviors was also explored. The study used Bass and Avolio's (1984) Full Range Leadership Model as the theoretical framework conceptualizing transformational leadership. Data were collected using online surveys. Overall, six principals and sixty-nine teachers participated in the study. Principal surveys contained three parts: the Multifactor Leadership Questionnaire (MLQ Form-5X Short), the modified Spirituality Well-Being Scale (SWBS) and demographic information. Teacher surveys included two parts: the MLQ-5X and demographic information. The MLQ-5X was used to identify the degree of principals' transformational and transactional leadership behaviors. The modified SWBS (Existential Well Being) was used to determine principals' degree of spirituality. The correlation coefficients for the transformational leadership styles of inspirational motivation and idealized behavioral influence were significantly related to principals' spirituality. In addition, a multiple regression analysis including the five measures of transformational leadership as predictors suggested that spirituality is positively related to an individual's transformational leadership behaviors. A multiple regression analysis utilizing a linear combination of all transformational leadership and transactional measures was predictive of spirituality. Finally, it appears that the inspirational motivation measure of transformational leadership accounts for a significant amount of unique variance independent of the other seven transformational and transactional leadership measures in predicting spirituality. Based on the findings from this study, the researcher proposed a modification of Bass and Avolio's (1985) Full Range Leadership Model. An additional dimension, spirituality, was added to the continuum of leadership styles. The findings from this study imply that principals' self-reported levels of spirituality was related to their being perceived as displaying transformational leadership behaviors. Principals who identified themselves as "spiritual", were more likely to be characterized by the transformational leadership style of inspirational motivation.

Multicultural Literacy in Education: Meeting the Objectives of the Florida Sunshine State Standards

The purpose of this paper is to show how incorporating multicultural literacy in education can meet the Florida Sunshine State Standards to promote a more equitable approach to classroom discourse and a qualitative teacher-facilitated learning environment for students who reflect a multicultural and global community.

Diversity in Education: Profiles of Students at FIU's School of Hospitality Management

The authors are conducting a study of career patterns for students enrolled in the Florida International University School of Hospitality Management. A preliminary ethnographic phase of the study was to profile a variety of student participants in order to identify potential factors which might affect career patterns. The result is a fascinating and diverse mosaic of ambitious young people and a wealth of insight for corporate recruiting.

Self-tuning algorithm for dsp-based motion control in cnc applications

This thesis describes the development of an adaptive control algorithm for Computerized Numerical Control (CNC) machines implemented in a multi-axis motion control board based on the TMS320C31 DSP chip. The adaptive process involves two stages: Plant Modeling and Inverse Control Application. The first stage builds a non-recursive model of the CNC system (plant) using the Least-Mean-Square (LMS) algorithm. The second stage consists of the definition of a recursive structure (the controller) that implements an inverse model of the plant by using the coefficients of the model in an algorithm called Forward-Time Calculation (FTC). In this way, when the inverse controller is implemented in series with the plant, it will pre-compensate for the modification that the original plant introduces in the input signal. The performance of this solution was verified at three different levels: Software simulation, implementation in a set of isolated motor-encoder pairs and implementation in a real CNC machine. The use of the adaptive inverse controller effectively improved the step response of the system in all three levels. In the simulation, an ideal response was obtained. In the motor-encoder test, the rise time was reduced by as much as 80%, without overshoot, in some cases. Even with the larger mass of the actual CNC machine, decrease of the rise time and elimination of the overshoot were obtained in most cases. These results lead to the conclusion that the adaptive inverse controller is a viable approach to position control in CNC machinery.

The Significance of Critical Theory for Restorative Justice in Education

Restorative Justice (rj), a distinctive philosophical approach that seeks to replace punitive, managerial structures of schooling with those that emphasize the building and repairing of relationships (Hopkins 2004) has been embraced in the past two decades by a variety of school systems worldwide in an effort to build safe school communities. Early studies indicate rj holds significant promise, however, proponents in the field identify that theoretical and evidence-based research is falling behind practice. They call for further research to deepen the current understanding of rj that will support its sustainability and transformative potential and allow it to move from the margins to the mainstream of schooling (Braithwaite 2006; Morrison & Ahmed 2006; Sherman & Strang 2007).

Global form and motion processing in healthy ageing

Peer reviewed

Prevalence, Predictors & Prevention of Motion Sickness in Zero-G Parabolic Flights

INTRODUCTION Zero-G parabolic flight reproduces the weightlessness of space for short periods of time. However motion sickness may affect some fliers. The aim was to assess the extent of this problem and to find possible predictors and modifying factors. METHODS Airbus Zero-G flights consist of 31 parabolas performed in blocks. Each parabola consisted of 20s 0g sandwiched by 20s hypergravity of 1.5-1.8g. The survey covered n=246 person-flights (193 Males 53 Females), aged (M+/-SD) 36.0+/-11.3 years. An anonymous questionnaire included motion sickness rating (1=OK to 6=Vomiting), Motion Sickness Susceptibility Questionnaire (MSSQ), anti-motion sickness medication, prior Zero-G experience, anxiety level, and other characteristics. RESULTS Participants had lower MSSQ percentile scores 27.4+/-28.0 than the population norm of 50. Motion sickness was experienced by 33% and 12% vomited. Less motion sickness was predicted by older age, greater prior Zero-G flight experience, medication with scopolamine, lower MSSQ scores, but not gender nor anxiety. Sickness ratings in fliers pre-treated with scopolamine (1.81+/-1.58) were lower than for non-medicated fliers (2.93+/-2.16), and incidence of vomiting in fliers using scopolamine treatment was reduced by half to a third. Possible confounding factors including age, sex, flight experience, MSSQ, could not account for this. CONCLUSION Motion sickness affected one third of Zero-G fliers, despite being intrinsically less motion sickness susceptible compared to the general population. Susceptible individuals probably try to avoid such a provocative environment. Risk factors for motion sickness included younger age and higher MSSQ scores. Protective factors included prior Zero-G flight experience (habituation) and anti-motion sickness medication.

Of two contrasting philosophies that underpin openness in education and what that entails

From the conclusion: The ultimate question is a normative one: Which way do we want that openness in education to go? That question concerns educational resources, open educational practices and what other forms the educational system may spawn. For ultimately, we as stakeholders, in the learning of our children and grandchildren, in the professional development and Bildung of ourselves, should get the educational systems that we want, including appropriate forms of openness therein. Every individual then should decide for herself or himself to what extent this requires education as a public good and to what extent education as a private good, that is, as a commodity subject to market forces. It should not come as a surprise that we side with the humanitarian elaboration of openness. Indeed, we feel that governments as guardians of the public space should actively get involved in promoting this kind of openness, indeed, much as Delors in 1996 advocated for education as a whole.

Balancing cultural diversity and social cohesion in education: The potential of shared education in divided contexts

This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts – the development of social cohesion and the protection of cultural, ethnic and religious identities - and explores how these may be reconciled through a model of ‘shared education’. Drawing on research evidence and recent experience of shared education in relation to Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division.

Democratic Citizenship - A Conditioned Apprenticeship : A Call for Destabilisation of Democracy in Education

We live in times when the search for a citizenship education that can transcend national, ethnical and cultural borders is an important part of educational policy. In times of increased pressure by the European Union on its nation states to provide for nation-transcending democracy, this question becomes crucial for national policymaking in Europe. In this text, Swedish education policy will be taken as a case in point in order to shed light on how this question is being handled in this particular national policy setting. It is argued that the policy’s citizen fostering agenda tends to be counterproductive in the sense that it is still situated in national notions of the relationship between democracy and education, which tend to exclude certain individuals and groups of people on an age-related and (ethno) cultural basis. It is further argued that these excluding features can be related to educational ideas about socialisation. The aim of this text is underlined by suggesting a different way of framing democracy and democratic citizenship education: to increase the potential of education as regards the renewal of democracy and democratic citizenship.

What Counts as Young People's Civic Engagement in Times of Accountability? : On the Importance of Maintaining Openness about Young People's Civic Engagement in Education

One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.