An Examination of Ronald Edmonds\u27 Effective Schools Theory Applied to Various Grades in Two Demographically Different Oklahoma City Elementary Schools

Effective schools research has been a key to the improvement of education for many urban school children, especially in large cities such as New York City and Chicago, Illinois. This research has revealed many different ideologies on helping a child learn, helping teachers teach, and giving administrators the tools to handle their schools more efficiently. Effective schools research also addresses parents and their involvement in the school system. One researcher who constantly pushed Effective Schools research is Dr. Ronald R. Edmonds. Edmonds, along with many other researchers helped to restructure the urban area schools in New York City and Michigan School systems. As a result, many school systems across the United 4 States have adopted a number of the ideas and methods that Edmonds and his counterparts have set into motion. This paper will attempt to examine two Oklahoma City elementary schools and apply the criteria of Edmonds\u27 Effective School research to school in the northeast and northwest Oklahoma City areas. Through interviews and observations of teachers and administrators and the observation of specific grade levels, it will be determined if Edmonds\u27 Effective School research theory is being used in these two demographically different Oklahoma City elementary schools and if the research is being used, to what extent

Coherence compilation: applying AIED techniques to the reuse of educational resources

The HomeWork project is building an exemplar system to provide individualised experiences for individual and groups of children aged 6-7 years, their parents, teachers and classmates at school. It employs an existing set of broadcast video media and associated resources that tackle both numeracy and literacy at Key Stage 1. The system employs a learner model and a pedagogical model to identify what resource is best used with an individual child or group of children collaboratively at a particular learning point and at a particular location. The Coherence Compiler is that component of the system which is designed to impose an overall narrative coherence on the materials that any particular child is exposed to. This paper presents a high level vision of the design of the Coherence Compiler and sets its design within the overall framework of the HomeWork project and its learner and pedagogical models

Osteosclerotic myeloma with peripheral neuropathy

A case of solitary osteosclerotic myeloma with peripheral neuropathy and unusual radiological features is presented. The association of myeloma and clinical peripheral neuropathy is unusual, but occurs more commonly with osteosclerotic lesions. The radiological appearance of a lytic focus involving contiguous vertebrae with a surrounding rim of sclerosis is extremely uncommon, but the diagnosis of myeloma should, in future, be suspected in these circumstances. The literature is briefly reviewed.S. Afr. Med. J., 48, 1246 (1974)

Using mobile technology to create flexible learning contexts

This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology of Resources. These resources can be deployed variously but with a concern to promote and support different kinds of mediations, including those of the teacher and learner. Our approach is informed by sociocultural theory and is used to construct a framework for the evaluation of learning experiences that encompass various combinations of technologies, people, spaces and knowledge. The usefulness of the framework is tested through two case studies that evaluate a range of learning contexts in which mobile technologies are used to support learning. We identify the benefits and challenges that arise when introducing technology across multiple locations. An analytical technique mapped from the Ecology of Resources framework is presented and used to identify the ways in which different technologies can require learners to adopt particular roles and means of communication. We illustrate how we involve participants in the analysis of their context and highlight the extent to which apparently similar contexts vary in ways that are significant for learners. The use of the Ecology of Resources framework to evaluate a range of learning contexts has demonstrated that technology can be used to provide continuity across locations: the appropriate contextualization of activities across school and home contexts, for example. It has also provided evidence to support the use of technology to identify ways in which resources can be adapted to meet the needs of a learner

A fault detection method for railway point systems

Failures of railway point systems (RPSs) often lead to service delays or hazardous situations. A condition monitoring system can be used by railway infrastructure operators to detect the early signs of the deteriorated condition of RPSs and thereby prevent failures. This paper presents a methodology for early detection of the changes in the measurement of the current drawn by the motor of the point operating equipment (POE) of an RPS, which can be used to warn about a possible failure in the system. The proposed methodology uses the one-class support vector machine classification method with the similarity measure of edit distance with real penalties. The technique has been developed taking into account specific features of the data of infield RPSs and therefore is able to detect the changes in the measurements of the current of the POE with greater accuracy compared with the commonly used threshold-based technique. The data from infield RPSs, which relate to incipient failures of RPSs, were used after the deficiencies in the data labelling were removed using expert knowledge. In addition, possible improvements in the proposed methodology were identified in order for it to be used as an automatic online condition monitoring system

Cross-accent intelligibility of speech in noise: Long-term familiarity and short-term familiarization

Listeners must cope with a great deal of variability in the speech signal, and thus theories of speech perception must also account for variability, which comes from a number of sources, including variation between accents. It is well-known that there is a processing cost when listening to speech in an accent other than one’s own, but recent work has suggested that this cost is reduced when listening to a familiar accent widely represented in the media, and/or when short amounts of exposure to an accent are provided. Little is known, however, about how these factors (long-term familiarity and short-term familiarization with an accent) interact. The current study tested this interaction by playing listeners difficult-to-segment sentences in noise, before and after a familiarization period where the same sentences were heard in the clear, allowing us to manipulate short-term familiarization. Listeners were speakers of either Glasgow English or Standard Southern British English, and they listened to speech in either their own or the other accent, thereby allowing us to manipulate long-term familiarity. Results suggest that both long-term familiarity and short-term familiarization mitigate the perceptual processing costs of listening to an accent that is not one’s own, but seem not to compensate for them entirely, even when the accent is widely heard in the media