Life status and demographic characteristics of IAPES’ members during the COVID-19 pandemic

This study on the life status of IAPES members based on identified conditions and their demographic characteristics during the COVID-19 pandemic was conducted to provide an updated profile of the members of the International Association of Physical Education and Sports. The objectives of the study is to collect data and information based on the following: (i) demographic characteristics of selected IAPES members as to their country of origin, age, sex, civil status, educational attainment, length of service as PE teacher, length of service in their current institution, and the type of institution they are employed; (ii) the current life status of selected IAPES members in terms of psychological, physical, financial, work/professional, and sociocultural conditions; (iii) presence of significant relationships on the current life status when grouped according to their demographic characteristics; (iv) how the selected IAPES’ members describe their greatest attributes that have helped them cope with the COVID-19 pandemic; and, (v) what other matters have been bothering the selected IAPES’ members in relation to the prevalence of the pandemic. The study used mixed methods of research, the quantitative (descriptive-correlational) and qualitative (descriptive-exploratory) methods. Moreover, the study utilized purposive-convenient sampling techniques in the selection of 246 IAPES’ members from the Philippines, India, Malaysia, Bangladesh, Egypt, Ethiopia, Pakistan, Iran, Thailand, and United States. Results show that respondents’ life status based on the cited conditions have significant relationships when grouped according to the respondents’ country of origin, sex (except for the physical condition), and educational attainment, while there are no significant relationships based on their age, civil status (except for physical and work/professional conditions), length of service as PE teacher, length of service in the current institution, and type of institution. Moreover, there were 5 greatest attributes in coping with the COVID-19 pandemic identified by the respondents, resilience, attitude of maintaining good physical condition, seeking for families’ and friends’ support in times of crisis, volunteerism, and faith in God. Other matters bothering the respondents related to COVID-19 pandemic are financial stability, family’s safety, learning more about mental health, their students’ learning conditions, and the lack of initiatives from the authorities in battling the COVID-19 pandemic

Thermal expansion and pressure effect in MnWO4

MnWO4 has attracted attention because of its ferroelectric property induced by frustrated helical spin order. Strong spin-lattice interaction is necessary to explain ferroelectricity associated with this type of magnetic order.We have conducted thermal expansion measurements along the a, b, c axes revealing the existence of strong anisotropic lattice anomalies at T1=7.8 K, the temperature of the magnetic lock-in transition into a commensurate low-temperature (reentrant paraelectric) phase. The effect of hydrostatic pressure up to 1.8 GPa on the FE phase is investigated by measuring the dielectric constant and the FE polarization. The low- temperature commensurate and paraelectric phase is stabilized and the stability range of the ferroelectric phase is diminished under pressure.Comment: 2 pages, 3 figures. SCES conference proceedings, houston, TX, 2007. to be published in Physica

Polyethylene Terephthalate (PET) Waste as Partial Aggregate and Reinforcement in Reinforced Concrete: A Review

Plastic disposal is now a significant problem for the sustainability of the environment. And, viewing the engineering properties of plastics (e.g., lightweight, flexible, strong, moisture-resistant, and cheap) opens the possibility of using them as a structural material. Over the decade, many researchers have studied using plastics as a replacement for natural aggregates in concrete or as an additive. Besides, past experimental results have shown that adding plastic waste in concrete will alter the concrete's mechanical and durability properties. However, such concrete can still fulfill engineering properties and be used in other structures with low strength requirements. This research intends to try other possibilities of using plastic waste as partial aggregate and reinforcement in reinforced concrete. Therefore, it is proposed that researchers look into the effects of plastic particles in concrete on the environment and their durability over time due to its deterioration. It recommends surface treatment of plastics waste using appropriate chemicals

Polyethylene Terephthalate (PET) Waste as Partial Aggregate and Reinforcement in Reinforced Concrete: A Review

Plastic disposal is now a significant problem for the sustainability of the environment. And, viewing the engineering properties of plastics (e.g., lightweight, flexible, strong, moisture-resistant, and cheap) opens the possibility of using them as a structural material. Over the decade, many researchers have studied using plastics as a replacement for natural aggregates in concrete or as an additive. Besides, past experimental results have shown that adding plastic waste in concrete will alter the concrete's mechanical and durability properties. However, such concrete can still fulfill engineering properties and be used in other structures with low strength requirements. This research intends to try other possibilities of using plastic waste as partial aggregate and reinforcement in reinforced concrete. Therefore, it is proposed that researchers look into the effects of plastic particles in concrete on the environment and their durability over time due to its deterioration. It recommends surface treatment of plastics waste using appropriate chemicals

Hermitian self-dual quasi-abelian codes

Quasi-abelian codes constitute an important class of linear codes containing theoretically and practically interesting codes such as quasi-cyclic codes, abelian codes, and cyclic codes. In particular, the sub-class consisting of 1-generator quasi-abelian codes contains large families of good codes. Based on the well-known decomposition of quasi-abelian codes, the characterization and enumeration of Hermitian self-dual quasi-abelian codes are given. In the case of 1-generator quasi-abelian codes, we offer necessary and sufficient conditions for such codes to be Hermitian self-dual and give a formula for the number of these codes. In the case where the underlying groups are some $p$-groups, the actual number of resulting Hermitian self-dual quasi-abelian codes are determined

New record of parasitic isopod (Isopoda: Bopyridae) infecting the branchial chamber of blue swimming crab Portunus pelagicus (Linnaeus, 1758) (Decapoda: Portunidae) in the Philippines

A parasitic disease causing swollen carapace in commercially important blue swimming crab (Portunus pelagicus L.) has not received considerable attention; neither its causative agent is identified nor its seasonality is recorded. This study aimed to identify the parasite in P. pelagicus inhabiting the Manila Bay. Parasite found in the branchial chamber were isolated, preserved in ethanol and examined. A total of 292 crab specimens were examined and ten were found to be infected (3.42% prevalence with 0–2 parasites per host). Infections were only observed in November 2014 and between January and June 2015. The highest prevalence of infection (10.34%) was recorded in January 2015 whereas the greatest intensity of infection (up to two parasites per infected crab individual) was recorded from February to April 2015. The parasite, based on morphology, was identified as Allokepon monodi. This study presents the third record of female and second record of male A. monodi infecting a crab species. It also represents the first record of male A. monodi in P. pelagicus and in the Philippines. We recommend further studies on the impacts and economic implications of the disease

Physics diagnostic test: an approach to qualify astronomy students

This study determines the learning outcomes measured by the physics diagnostic test, the performance of the incoming college freshman astronomy students in the physics diagnostic test, the suitability of the physics diagnostic test as entry requirement for the BS Astronomy Technology students, and the differences in the result of the physics diagnostic test. It deals with the analysis on the conceptualization that students may have difficulties pursuing the astronomy course if they have impediments in the result of their physics diagnostic test. In the past years, it casually occurs that students with low physics adaptation results to have lower to failing grades when they reach higher astronomy subjects.This study utilized a causal-comparative research design. A purposive sampling was used to the incoming freshmen students of BS Astronomy Technology during the first semester of school year 2014-2015 who took the 25 item validated basic introductory concepts in physics diagnostic test of the department.The findings showed that the physics diagnostic test measured and matched the prescribed learning outcomes set by the department. It also showed that most of the students have very satisfactorily understanding in physics. Therefore, it concludes that the physics diagnostic test match entry requirement for BS Astronomy Technology and that there is no significant difference in the physics diagnostic test between the BS Astronomy Technology college freshman students

Magnetic Phase Diagrams of Multiferroic Hexagonal RMnO3 (R=Er, Yb, Tm, and Ho)

The magnetic phase diagrams of RMnO3 (R = Er, Yb, Tm, Ho) are investigated up to 14 Tesla via magnetic and dielectric measurements. The stability range of the AFM order below the Neel temperature of the studied RMnO3 extends to far higher magnetic fields than previously assumed. Magnetic irreversibility indicating the presence of a spontaneous magnetic moment is found near 50 K for R=Er, Yb, and Tm. At very low temperatures and low magnetic fields the phase boundary defined by the ordering of the rare earth moments is resolved. The sizable dielectric anomalies observed along all phase boundaries are evidence for strong spin-lattice coupling in the hexagonal RMnO3. In HoMnO3 the strong magnetoelastic distortions are investigated in more detail via magnetostriction experiments up to 14 Tesla. The results are discussed based on existing data on magnetic symmetries and the interactions between the Mn-spins, the rare earth moments, and the lattice.Comment: 23 pages, 16 figures, to be published in JMR's Aug. focus issue on multiferroic

TESOL beyond Plights and Flights: A Book-Review

An adage tells us that there is nothing permanent in this world except the idea of change. This was proven to be true even in the education sector. The drastic changes in the education paradigm called for resilient and innovative solutions. The book titled TESOL Teacher Education in a Transnational World was crafted based on the collective insights and experiences of the highly recognized language professors, researchers, and TESOL practitioners in which Osman Z. Barnawi and Anwar Ahmed served as primary editors.  The book investigates modern TESOL teacher education theories and practices to provide new and relevant insights on the nexus of language teacher education as well as transnationalism. It stresses the study of language instructors' global movement and exhibits crucial studies from many contexts. The discussions in the book aim to fill a significant research hole by delving deeper into the theories and teacher education field at a transitioning period when national identities and inter-country mobilities push scholarly arguments. The book is broken into four parts. Part 1 focuses on international origins, constructs, struggles in TESOL teacher education. Part 2 examines how transnational activities in TESOL teacher education are grounded in space. Part 3 consists of four chapters that engage readers in lively debates about how transnationalism is enacted in online TESOL teacher education. Within the broader field of TESOL teacher education, Part 4 investigates how practices in the transnational level are mistakenly represented in policy and professional learning curriculum. For part 1 taking into consideration the international origins, constructs, struggles in transnationalism concerning TESOL teacher education, the authors clarified that TESOL has mostly operated within the monolingual worldview, despite taking place in multilingual and global environments. TESOL teachers' identity and epistemology have been formed by this ideology, which relates to their ideas about English teaching, as well as their knowledge on content and pedagogy. These are found to be essential for teaching English either as a second or a foreign language. Furthermore, they indicate that while English becomes a Lingua Franca as a result of globalization if it is thought and practiced in a transnational framework, it has the ability to overcome cultural divides. In this context, English must be viewed as a field practice, pertaining to the various strategies employed by practitioners worldwide. The highlight in transnationalism denotes that, in addition to Standard English, English users will communicate with a variety of languages and even dialects. The English language is a complex construct with a colonial and nationalist past. As a language teacher, through this chapter, I gained insights into the origin of TESOL. This knowledge helps me to reflect on the fact that TESOL is present not only in English native speaking countries but also around the globe. Hence, because of the transnational construct concerning TESOL, I reflected that English language teachers like me should also promote the varieties of world English to my students. As regards part 2 which focused on the specific transnational practices in the field of TESOL teacher education, in this part of the book, the authors noted that as our world becomes more globalized, we are witnessing extraordinary increases in human mobility as well as an insatiable need to learn English. This chapter discusses teaching-abroad experiences and how they have evolved in response to changing TESOL ITE roles, needs, and expectations. These experiences can help future TESOL teachers as a tool to their in-campus practice teaching, offering a conducive space for learners to become more adaptable and critically reflective during the development of their abilities to interact with other people. To work effectively in an increasingly complicated global context, TESOL professionals must possess these abilities (Johnson & Golombek, 2018). To attain these things, however, the tasks should be prepared methodically with specified academic goals in mind. In part 2 of this book, I appreciate how the authors shared the transnational practices of TESOL teachers that include their experiences in adapting to challenges, changes, and needs of the students’ considering globalization. Part 3 of the book focused on current English Language teachers’ critical challenges in the practice of ESL. Teachers must be ready for the transnational, technology-mediated and plurilingual ELT practice and play a very important duties as facilitators of intercultural relations, improving digital literacies and strategies for lifelong learning. As discussed by the author, this offered framework is a beginning mark for TESOL programs to aid mentors proactively solve these issues, turning these stumbling blocks into possible solutions and useful strategies. Reviewing part 3 of the book, I realized that learning through a crucial reflective lens can benefit teachers inculcate learner-centered teaching, meticulously evaluating technologies, and teaching strategies to facilitate meaningful learning in the community. Today, in fact, employing ELT approach that is based in transnationalism can be a tool for students and teachers. This could help them reiterate student and teacher identity and agency in view of transnationalim. This could benefit both teachers and students embrace their cultural and linguistic resources. With the integration of an interactive, intercultural approaches based on by technology and pedagogical competence can aid teachers realize needs of English language students globally. Moving to Part 4, which zeroed on TESOL policy, curricula, professional learning, and development, it can be depicted that transnational students, because of the impact of transnational mobility, brought schema from their home and cultures to their classes where they can be used in teaching and learning process. The diversity of learners invites culturally sensitive teaching strategies that address to the significant effects of transnational mobility. As a reviewer and educator, I advocate translanguaging in view of culturally-responsive teaching. However, a limitation to this transnationalism may be the fact that some teacher may raise concerns that there is no space in their respective syllabi to integrate transnationalism modules as offered in part 4 of the book. The answer for this would be to offer the modules in short courses. Others could propose different topics for modules that could appeal to wider audiences in the transnationalism. To conclude this review, it can be emphasized that language as well as language education has always served a critical role in the progress of different nations. In my view, teaching English to non-native English speakers has been an integral component of the economic global movement. Teachers and students alike are migrating across national borders in search of work and educational possibilities. They generate and pay a lot of money. While many do it independently, others are controlled directly or indirectly by global organizations, including recruitment agencies. Today, TESOL is a truly global organization, with offerings ranging from worldwide language testing regimes to textbooks and online resources. These and other factors must be taken into account when considering transnationalism and TESOL teacher education. Instances have created an entirely new and vital space for reflection and debate. It will spur additional research that will have a significant impact on policy and practice