On Eccentric Connectivity Index of Eccentric Graph of Regular Dendrimer

The eccentric connectivity index $\xi ^c(G)$ of a connected graph G is defined as $\xi ^c(G) =\sum _{v \in V(G)}{deg(v) e(v)},$ where deg( v) is the degree of vertex v and e( v) is the eccentricity of v. The eccentric graph, $G_e$, of a graph G has the same set of vertices as G; with two vertices u; v adjacent in Ge if and only if either u is an eccentric vertex of v or v is an eccentric vertex of u: In this paper, we obtain a formula for the eccentric connectivity index of the eccentric graph of a regular dendrimer. We also derive a formula for the eccentric connectivity index for the second iteration of eccentric graph of regular dendrimer

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

A Qualitative IPA of the Motivations of Retirees’ Transitions to ‘Retirement’ Social Identities and the Consequences on Retirement Adjustment Satisfaction

Retirement is a relatively new phenomenon in relation toshifting from being a privilege for the few to becoming anormative ‘third age’ of the life course. However, retirementrepresents one of the major life course transitions in late adultlife and associated with this transition is the question of howwell people adjust to retirement and the consequences of howwell people negotiate this adjustment on their sense of worthand well-being can be either negative or positive. This paperpresents a qualitative approach through Social Identity Theoryand Self-determination Theory to explore the underpinningmotivational processes of retirees in their transition to‘retirement’ social identities and the consequences onsatisfaction in retirement. Semi-structured interviews wereconducted with four white British participants includingthree males and one female ranging in age from sixty-fourto sixty-nine and having retired between fifteen months andfour years. An Interpretative Phenomenological Analysis ofthe transcribed interviews led to five main themes emerging,namely Strength of identity with working life; Significanceof non-work-related aspects of life; Psychologically preparingfor retirement; Process of shifting/adjusting to retirement;Meeting expectations of retirement. The study found thatretirement is not a formulaic process but people experienceadjusting to retirement differently based on their individualmotivations and resources for preparing for and facilitatingthe transition. The findings from the study has implicationsin relation to the provision of intervention in supportingindividuals psychologically preparing for retirement beyondfinancial planning along with those experiencing negativeconsequences in transitioning to retirement

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Esa 12th Conference: Differences, Inequalities and Sociological Imagination: Abstract Book

Esa 12th Conference: Differences, Inequalities and Sociological Imagination: Abstract Boo