Pre-emptive intervention and its effect on student attainment and retention

This paper describes how a small educational technology (edtech) company worked with academics, combining technological expertise, science content expertise, pedagogy and social research methodology to develop and evaluate the effect of video feedback on learners’ ability to answer science questions correctly. The investigation was carried out by the research team in Tassomai as part of their involvement with the EDUCATE programme. The Tassomai team worked with the research mentors in EDUCATE to find the best ways of helping students both to understand science concepts and to help them correctly answer science questions in exams. Findings indicated that, as expected, the video feedback helped learners to answer the question correctly, but also that, after a delay of around one week, a higher proportion of those students were still able to answer the question correctly compared to those in a control group of learners who did not have access to the related instructive video. The collaborative work between the Tassomai research team and the EDUCATE business and research mentors provided an environment to share expertise and channel it to improve Tassomai’s offering to learners. As a result of this study, Tassomai is now investing in the production of more instructive videos to help students understand difficult science concepts, and students will be offered these videos if they are having difficulty in answering the questions correctly

Strategy elimination in games with interaction structures

We study games in the presence of an interaction structure, which allows players to communicate their preferences, assuming that each player initially only knows his own preferences. We study the outcomes of iterated elimination of strictly dominated strategies (IESDS) that can be obtained in any given state of communication. We also give epistemic foundations for these "intermediate" IESDS outcomes. This involves firstly describing the knowledge that the players would have in any state of communication, using the framework from Apt et al. [3]. We then prove that when there is common knowledge of rationality, each intermediate outcome is entailed by the knowledge in the relevant state of communication

(Re)Mapping the centres Membership and State

How is it possible to belong to a territory when its boundaries are no longer exclusively physical? How can we define the centre, or allegiance to that centre, at the beginning of the third millennium, if that centre cannot hold? 2In an age when appeals are made both to sovereignty and "the global village", when terms such as "subsidiarity" and "the international community" have become common currency, the notion of membership is irrevocably plural. 3This obviously invites reflection upon the fluctuating relations between central authority and secessionist tendencies in a historical perspective. Today one might consider that the issues of federalism and devolution are not necessarily incompatible. Another case in point would be the tensions between competing conceptions of nationhood experienced in America, between the "melting pot" and a genuinely multicultural society, and between the various linguistic, social, religious and ideological identities