Statutory guidance on induction for newly qualified teachers in England

"Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a personalised programme of development, support and professional dialogue, with monitoring and an assessment of performance against the core standards... This guidance explains the provisions of the 2008 regulations [Education (Induction Arrangements for School Teachers) (England) Regulations 2008], which come into effect on 1 September 2008 and provides further advice to help individuals to comply with the regulations. " - pp. 1-2

Harmonic effects on induction and line start permanent magnet machines

Power Electronics (PE) are implemented in a wide variety of appliances, either to increase its controllability or energy efficiency, or simply because a DC supply is needed. The massive integration of rectifiers has resulted in a decrease of the supply voltage quality. Although PE have enabled the end user to control electrical machines, the resulting distortion inversely affects Direct On-Line (DOL) machines. In this paper a review is presented of the influence of these supply anomalies on Induction Motors (IM). The suggested problems have already been subject of much study. However, as new DOL technologies are emerging, for example Line Start Permanent Magnet Machines or Induction Generator systems, the influence of supply distortion on these systems should also be considered. This paper will present a comprehensive overview of the loss mechanisms, the magnitude of the losses and the impact of these losses on operation of IM, LSPMM and IG

An Inductive Proof of Whitney's Broken Circuit Theorem

We present a new proof of Whitney's broken circuit theorem based on induction on the number of edges and the deletion-contraction formula

Effect of carbon dioxide and water vapor on the induction period of the hydrogen-oxygen reaction

Carbon dioxide and water vapor effects on induction period kinetics of hydrogen-oxygen reactio

Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement

In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning. Yet there is little evidence to support claims for such policies regarding the distinct components of induction programs or their effectiveness (Wang, Odell & Schwille, 2008). Scholars have argued for targeted mentoring that addresses the learning needs of beginning teachers with regard to instructional practice (Feiman-Nemser, 2001). Some suggest that induction efforts may increase teacher knowledge, student achievement, teacher satisfaction, and retention (Darling-Hammond, 1999; Fletcher, Strong & Villar, 2008; Smith & Ingersoll, 2004).There is, however, insufficient data to assist educators and policy makers in determining the most effective or critical components of induction programs. There is scant consensus around a number of induction issues, for example: the most effective mentoring condition (full-time or add-on mentoring); the amount of time required to enhance the development of beginning teachers; the amount of professional development mentors need to be effective; and the level of match (subject or grade level) required between mentor and beginning teacher. Furthermore, few studies explore the different components of induction and their effects on teacher and student outcomes.Given such a dearth of evidence and the current state of induction policy, this study was developed to examine differences in student engagement and teacher instructional practice in two types of induction conditions: comprehensive full-time induction and add-on induction. These two conditions differed in- the amount of mentor participation in professional development on induction;- the amount of time mentors could spend on structured observations, reflection, and feedback focused on pedagogy;- mentors' abilities to prioritize induction efforts;- mentors' abilities to serve as liaisons between beginning teachers and administrators; and- the amount of professional development mentors could offer beginning teachers.The goal of this study was to examine the instructional practice of beginning teachers who were mentored in these two conditions and to explore differences in instructional practice and student engagement

Algebraic Signal Processing Theory: Cooley-Tukey Type Algorithms for Polynomial Transforms Based on Induction

A polynomial transform is the multiplication of an input vector x\in\C^n by a matrix \PT_{b,\alpha}\in\C^{n\times n}, whose $(k,\ell)$-th element is defined as $p_\ell(\alpha_k)$ for polynomials p_\ell(x)\in\C[x] from a list $b=\{p_0(x),\dots,p_{n-1}(x)\}$ and sample points \alpha_k\in\C from a list $\alpha=\{\alpha_0,\dots,\alpha_{n-1}\}$. Such transforms find applications in the areas of signal processing, data compression, and function interpolation. Important examples include the discrete Fourier and cosine transforms. In this paper we introduce a novel technique to derive fast algorithms for polynomial transforms. The technique uses the relationship between polynomial transforms and the representation theory of polynomial algebras. Specifically, we derive algorithms by decomposing the regular modules of these algebras as a stepwise induction. As an application, we derive novel $O(n\log{n})$ general-radix algorithms for the discrete Fourier transform and the discrete cosine transform of type 4.Comment: 19 pages. Submitted to SIAM Journal on Matrix Analysis and Application

On induction of class functions

Let G be a connected reductive group defined over a finite field F_q and let L be the Levi subgroup (defined over F_q) of a parabolic subgroup P of G. We define a linear map from class functions on L(F_q) to class functions on G(F_q). This map is independent of the choice of P. We show that for large q this map coincides with the known cohomological induction (whose definition involves a choice of P).Comment: 11 page

Induced conjugacy classes, prehomogeneous varieties, and canonical parabolic subgroups

We extend the notion of induced conjugacy classes in reductive groups, introduced by Lusztig and Spaltenstein for unipotent classes, to arbitrary classes. We study properties of equivariant fibrations of prehomogeneous affine spaces, especially the existence of relative invariants. We also detect prehomogeneous affine spaces as subquotients of canonical parabolic subgroups attached to elements of reductive groups in the sense of Jacobson-Morozov. These results are prerequisites for making the geometric expansion of the Arthur-Selberg trace formula more explicit.Comment: New proofs given for the results on induction of conjugacy classes in section