1,015 research outputs found
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
Influences on studentsâ attainment and progress in Key Stage 3: academic outcomes in English, Maths and Science in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-, primary and secondary school characteristics and students\u27 academic attainment in English, maths and science in Year 9 at secondary school (age 14). It compares the latest findings with those found for students\u27 attainment at younger ages. It also highlights the influences of secondary school on students\u27 attainment in the core curriculum areas and studies their academic progress across Key Stage 3 between the ages of 11 and 14
Effective pre-school, primary and secondary education project (EPPSE 3-14): studentsâ reports of their experiences of school in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has inves tigated the academic and social
behavioural (+ in the later stages the affective)
development of approximately 3,000 children from the age of 3+ years since 1997. This report presents the results of analyses related to studentâs experiences in Year 9 (age 14), with the purpose of creating measures of both school and classroom life as experienced by students. These measures have been used in the analysis of academic and social-behavioural outcomes as well as dispositions to investigate whether a studentâs reported experience of school can significantly predict outcomes in other areas. The findings highlight the importance of the âstudent voiceâ and provide an insight into the experiences of teenagers in the first decade of the 21st Century
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
Effective pre-school, primary and secondary education 3-14 project (EPPSE 3-14) - Final report from the Key Stage 3 phase: influences on students' development from age 11 - 14
Overview of the design of the ITER heating neutral beam injectors
The heating neutral beam injectors (HNBs) of ITER are designed to deliver 16.7MWof 1 MeVD0 or
0.87 MeVH0 to the ITER plasma for up to 3600 s. They will be the most powerful neutral beam\uf0a0(NB)
injectors ever, delivering higher energy NBs to the plasma in a tokamak for longer than any previous
systems have done. The design of the HNBs is based on the acceleration and neutralisation of negative
ions as the efficiency of conversion of accelerated positive ions is so low at the required energy that a
realistic design is not possible, whereas the neutralisation ofH 12 andD 12 remains acceptable ( 4856%).
The design of a long pulse negative ion based injector is inherently more complicated than that of
short pulse positive ion based injectors because:
\u2022 negative ions are harder to create so that they can be extracted and accelerated from the ion source;
\u2022 electrons can be co-extracted from the ion source along with the negative ions, and their
acceleration must be minimised to maintain an acceptable overall accelerator efficiency;
\u2022 negative ions are easily lost by collisions with the background gas in the accelerator;
\u2022 electrons created in the extractor and accelerator can impinge on the extraction and acceleration
grids, leading to high power loads on the grids;
\u2022 positive ions are created in the accelerator by ionisation of the background gas by the accelerated
negative ions and the positive ions are back-accelerated into the ion source creating a massive power
load to the ion source;
\u2022 electrons that are co-accelerated with the negative ions can exit the accelerator and deposit power on
various downstream beamline components.
The design of the ITER HNBs is further complicated because ITER is a nuclear installation which
will generate very large fluxes of neutrons and gamma rays. Consequently all the injector components
have to survive in that harsh environment. Additionally the beamline components and theNBcell,
where the beams are housed, will be activated and all maintenance will have to be performed remotely.
This paper describes the design of theHNBinjectors, but not the associated power supplies, cooling
system, cryogenic system etc, or the high voltage bushingwhich separates the vacuum of the beamline
fromthehighpressureSF6 of the high voltage (1MV) transmission line, through which the power, gas and
coolingwater are supplied to the beam source. Also themagnetic field reduction system is not described
Assessment for learning : a model for the development of a childâs self competence in the early years of education
In recent years policy documents, curricula and other educational initiatives have promoted a pedagogy founded on the concept of independent learning. This is broadly defined as âhaving the belief in yourself to think through learning activities, problems or challenges, make decisions about your learning and act upon those decisions (Blandford and Knowles, 2009:336). The central role of Assessment for Learning (AfL) in this process is often overlooked in practice. By considering the findings from a small scale research study this article addresses the central role of the teacher /practitioner in developing effective AfL in the early years classroom (3-5 years)
Children, play and computers in pre-school education
The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children âplaying with the computerâ. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development
Theory of Exciton Migration and Field-Induced Dissociation in Conjugated Polymers
The interplay of migration, recombination, and dissociation of excitons in
disordered media is studied theoretically in the low temperature regime. An
exact expression for the photoluminescence spectrum is obtained. The theory is
applied to describe the electric field-induced photoluminescence-quenching
experiments by Kersting et al. [Phys. Rev. Lett. 73, 1440 (1994)] and Deussen
et al. [Synth. Met. 73, 123 (1995)] on conjugated polymer systems. Good
agreement with experiment is obtained using an on-chain dissociation mechanism,
which implies a separation of the electron-hole pair along the polymer chain.Comment: 4 pages, RevTeX, 2 Postscript figure
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