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The work of artists, creatives and the cultural community that provides arts, culture and artistic education to society deserves due credit. It is not always easy to find the appropriate mechanisms to appraise and communicate in what ways this work impacts and benefits different target groups, different communities and society as whole. There is an urgent need for reliable evaluation of qualitative achievements of cultural and creative endeavours. We argue that, after years of focusing on the quantities of (economic) life, the time has arrived for considering the qualities of life. The new creative economy, based on sustainable development, calls for a different way of thinking: the Value-Based Approach (VBA). This paper will address the theoretical and methodological aspects of the VBA and suggests why it is a useful method for evaluating (social and cultural) impact of cultural production. This paper will draw on some empirical examples of the application of the VBA to the cultural sector.

This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the 'conventional wisdom' associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating cliches. By providing conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than 'radicalization studies' has been eager to acknowledge.

The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UIDB/00317/2020

[Excerpt] This issue includes seven papers from different parts of the world which address, in one way or another, key dimensions of teaching in a multicultural and complex reality. The papers focus upon issues of learning about and dealing with diversity, organisational and collegial support, conditions for teacher leadership, autonomy support and student engagement. In the first paper, ‘Determinants of classroom engagement: A prospective test based on self-determination Theory’, Juan L. Núñez and Jaime León, from Spain, report on a validation of a classroom engagement measure to the Spanish context, investigating the effect of students’ perception of support for learner autonomy provided by their teachers. Data were collected from 448 undergraduate students by using a longitudinal design. The results indicated adequate psychometric properties for the engagement scale. The authors concluded that autonomy support was a significant predictor of the autonomy, which, in turn, led to likely changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with students’ need for autonomy. In addition, the need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. Núñez and León’s interpret their findings as supporting self-determination theory’s motivation mediation model that perceived autonomy support longitudinally predicts student engagement because it nurtured changes in autonomy. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

[Excerpt] Learning to be a teacher has been described as a complex, contextual and idiosyncratic process (Flores 2001, 2006; Feiman-Nemser 2012). It entails a diversity of learning contexts (Livingston and Shiach 2010) and activities (for instance university course work and field work) and it is dependent on a wide array of factors such as opportunities for developing professional knowledge, support, facilitation of different forms of reflection, classroom observation and modelling by teacher educators. The papers included in this issue address some of these key issues. They illustrate, in one way or another, aspects associated with mentoring, collaboration and professional practice in teacher education in various countries. The first paper ‘Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning’, by Dubravka Knezic, Paulien Meijer, Auli Toom,, Äli Leijen, Juanjo Mena and Jukka Husu, reports on findings from a study carried out in the Netherlands. It focuses on three types of dialogues as reflective tools in placement learning, namely supervisory dialogues (mentor to student teacher), peer dialogues (student teacher to student teacher) and self-dialogues (student teachers to themselves). Data collection was obtained through the use of guided reflection according to which student teachers talked about their teaching experience. The authors conclude that supervisory and peer dialogues seemed to point to similar reflective power in terms of student teacher’s practical knowledge and richness of argumentation for appraisals. Knezic et al. argue for the use of more frequent peer dialogues and they suggest that self-dialogues may be employed for student teachers to consolidate their own knowledge and manage their learning behaviour. The authors discuss the use of the three types of dialogues and their contribution in terms of practical knowledge and support for reflection. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and research-informed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features., Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562

This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers' identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers' resilience. Issues concerning veteran teachers' identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers' identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers' identities are highlighted in the paper., Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562

This paper is concerned with an age-structured model in population dynamics. We investigate the uniqueness of solution for this type of nonlinear reaction-diffusion problem when the source term depends on the density, indicating the presence of, for example, mortality and reaction processes. Our result shows that in a spatial environment, if two population densities obey the same evolution equation and possess the same terminal data of time and age, then their distributions must coincide therein. This work is in commemoration of the first death anniversary of V. A. K's father. V. A. K thanks Prof. Nguyen Huy Tuan for introducing him the ultraparabolic problem. The work of V.A.K. was supported by the Research Foundation-Flanders (FWO) under the project 'Approximations for forward and inverse reaction-diffusion problems related to cancer models'. Lesnic, D (reprint author), Univ Leeds, Dept Appl Math, Leeds, W Yorkshire, England. amt5ld@maths.leeds.ac.uk

A new bio-economic model for managing population of non-renewable inland fishery resource in uncertain environment is presented. Population dynamics of the resource is described with stochastic differential equations (SDEs) having ambiguous growth and mortality rates. The performance index to be maximized by the manager of the resource while minimized by nature is presented in the context of differential game theory. The dynamic programming principle leads to a Hamilton-Jacobi-Bellman-Isaacs (HJBI) equation that governs the optimal resource management strategy under the ambiguity. The main contribution of this paper is a series of theoretical analysis on the reduced HJBI equation for non-renewable fishery resources in a broad sense, indicating that the ambiguity critically affects the resulting optimal controls. Practical implications of the theoretical analysis results are also presented focusing on artificially hatched Plecoglossus altivelis (Ayu), an important inland fishery resource in Japan.

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought.

This paper reports on a three-year research project aimed at examining experiences of being a teacher in a context of school reform and adverse times. A mixed-method research design was devised, including a national survey, semi-structured interviews, focus groups and a professional development programme. Findings suggest that teachers face old and new demands in a context of school reform and adverse times along with the worsening of their working conditions, the deterioration of their socio-economic status and the lack of career prospects. Some of them try to survive; others resist feelings of giving up by becoming more resilient and resisting. Professional values, a sense of professionalism and identity, along with the relational and emotional dimensions of teaching, and, in some cases, school culture and leadership, explain the ways in which some teachers became more resilient and resistant than others., This work was supported by the Fundacao para a Ciencia e a Tecnologia (National Foundation for Science and Technology) [PTDC/CPE-CED/112164/2009]., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

[Excerpt] Becoming a teacher entails a complex process which occurs over time in different contexts. Teacher education (TE) plays a central role in it. Although TE has been subject to criticism in regard to its effectiveness in preparing high quality teachers, it does make a difference for quality teachers (Flores 2016). As such, it requires careful programme design, an elaborated view of the intended process of teacher learning, specific pedagogical approaches and an investment in the quality of staff members (Korthagen, Loughran, and Russell 2006). Thus, debates focusing on TE revolve around, amongst other features, its curriculum, its rationale and key components, and its impact on the education and professional learning of preservice teachers (e.g., Darling-Hammond and Lieberman 2012; Livingston and Flores 2017). While teacher education is not to be seen as the panacea to improve education, it certainly does play a role in educating teachers to deal with the increasing complexities of teaching and learning in schools and classrooms in the 21st century. Issues such as motivations for becoming a teacher, the place of reflection in learning to teach, the formation of the professional identity as a teacher, the value of teacher education, the role of teacher educators and the importance of international and comparative perspectives in investigating teacher education are but a few examples of the complex interplay of variables in studying teacher education. The papers included in this issue investigate and discuss these aspects of teacher education. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

This introductory paper reviews the literature on the use of evidence-based knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how teachers may, or may not, acquire this and, drawing on and updating the outcomes of the previous JET SI (41 (5), 2014), some of the implications of translational research and knowledge mobilisation., Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward., Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562

Purpose – The purpose of this paper is to improve the general operationalization of an “active patient,” by examining the specific activities and skills expected of active patients. Design/methodology/approach – Expected activities and necessary skills were studied through a qualitative case study into the development and use of an assistive technology (i.e. web site) aimed at stimulating active patient-ship. Interviews, observations and document analysis were used to capture and explore designers’ inscribing practices and their consequences regarding expected competences and activities of patients using the web site. Findings – Designers inscribed two “co-design roles” that active patients were expected to perform on the web site (co-designing their own healthcare and co-designing the healthcare of peers), for which at least eight different competencies were needed. The absence of skills or facilities to apply these skills resulted in incomplete use, a different use than intended by designers and non-use of the web site. Practical implications – Technological choices and inscribing processes determine who is able or facilitated to become active and who is not. Due to inscribed co-design roles, it also influences the extent to which already active peers are able to perform health-related activities. Different users with different conditions should be taken into account in the design as specific group characteristics can influence level of individual activity. Originality/value – This study is, as far as the authors know, the first that examines the “active patient” concept by studying an assistive technology and using scripting literature, resulting in an improved understanding of what it means to become “active” in terms of skills and activities.

Cross-training is becoming increasingly important to firms in order to cope with the more stringent performance requirements they are faced with in today's market. However, many firms put considerable effort into cross-training their workers only to find out that their workers favour the familiar tasks and hardly use and maintain the newly acquired skills. In this paper we explore the hypothesis that reducing the amount of work in process in a constant work in process (CONWIP) controlled job shop with worker preferences forces workers to make a more balanced use of the skills they possess. We test this hypothesis by means of a simulation study with the level of cross-training as moderating variable. Based on this study, it can be concluded that the control and limitation of the amount of work in process breaks the pattern of workers remaining at their preferred machines and constrains the workers to use and maintain their other skills more.

Labour flexibility is an important issue in the design and development of teams. By means of an analytical study this paper investigates the impact of cross-training on team performance. Four cross-training policies are distinguished and compared according to their effects on important performance measures, such as the load of the bottleneck worker and the number of newly used qualifications seen in various situations. These measures indicate a team's effectiveness and efficiency. Furthermore, they are related to psychological, social and organizational aspects of team functioning. A task assignment heuristic serves as a tool for comparing the cross-training policies. This is applied in an experimental study in which the team situation varies with respect to the cross-training policy, the level of absenteeism, and the variation in the mix of orders. It is shown that a worker-oriented cross-training policy, which attempts to spread multi-functionality evenly among employees, performs well. This policy offers the opportunity to shift work among employees to keep the load of the bottleneck worker low. The required coordination effort for allocating workers to tasks is also relatively low. In line with previous research, this study shows a diminishing positive effect of expanding the level of labour flexibility. The coordination effort required to apply additional flexibility appears to increase linearly with the amount of additional cross-training. The diminishing positive effect and the linearly increasing coordination effort suggest that managers should critically consider the level of labour flexibility in worker teams.

This paper reports a study investigating trainee teachers' beliefs about music abilities and learning. The study employed two questionnaires: the Music abilities beliefs questionnaire (MABQ) and the Music learning beliefs questionnaire (MLBQ) which were specially designed to reveal the beliefs of trainee teachers of primary and secondary schools (middle and high school). Internal consistency and factor structure of the two questionnaires were investigated through the application of Cronbach alphas and factor analysis techniques. For the MABQ, four factors were extracted, which were interpreted as study abilities, performance technical skills, discriminative abilities and interpretation. For the MLBQ, five factors were extracted, which were interpreted as personality, cognitive characteristics, musical factors, family and social factors, and physiological and body factors. Each factor from both questionnaires was subjected to ANOVA taking into consideration the influence of three concurrent variables, such...

Supply chain planning in manufacturing companies is approached in this paper through empirical case-study research. The target is to chart how different types of manufacturing companies are specifying their future volumes and to identify the type of collaborative planning they are implementing with customers and suppliers. Based on interview-study results, a framework is presented to explain how flexibility is gained in the supply chain and how flexibility sources are connected to planning. Two main supply chain planning approaches can be identified: forecast- and order-focused planning. The chosen planning approach is explained less according to the production master-scheduling approaches and more according to the delivery speed requirement.

This paper reports on variation in the ways that instrumental and vocal students at tertiary level experience, or understand, learning. Five related conceptions of learning are described ranging from quite limiting views to expansive views. Students who only experience learning music within a limiting conception will focus their attention on the technical aspects of playing or singing. Students who experience learning music within the expansive conception are able to focus on more meaningful aspects of music if the learning environment supports their view. Understanding the ways that instrumental and vocal students experience learning may have implications for the development of learning environments that will encourage students to adopt a more sophisticated learning framework resulting in higher quality learning outcomes.

SUMMARY In this paper the mathematical part of the entrance examinations at the Politecnico di Torino is considered; the topics covered are compared with the SEFI Mathematical Working Group Level Zero Core Curriculum. The structure of the examinations is described, and the global results of the examination, in particular Algebra and Trigonometry, are analysed.

The complexity of regulations governing investigator-initiated trials (IITs) places a great burden on hospitals. Consequently, many hospitals seek to alleviate regulatory pressures by seeking an alternative quality management system (QMS). This paper takes the Netherlands as a case. To investigate how QMSs for IITs are organized in Dutch hospitals, we adopted the theoretical concepts of mentoring and monitoring in a mixed methods study in the period 2014–2018. In clinical practice and international guidelines, monitoring is seen as the standard quality assurance for ongoing trials. However, hospitals have implemented monitoring programs that resemble mentoring. The contrast between these ideal types is less pronounced in practice as both combine elements of compliance and feedback for learning in practice. In a monitoring setting, learning is one-way, from monitor to researcher; whereas mentoring focuses on mutual support and learning. To tackle problems in each system, the authority of the Board of Directors (BoD) and the BoD’s relationship with staff members are crucial. We discuss the challenges that BoD and staff face in keeping an integrated view of the various components of QMSs.

The paper presents the analysis of fluid–structure interaction occurring during hydraulic transients in pipe coils by means of a four-equation model. The purpose is to understand and describe the effect of the coil movement on the transient wave. The four-equation model couples the transient pipe flow with the axial movement of the pipe-wall neglecting radial inertia, flexure and torsion of the piping system. Three models have been developed: the first simplifying the coil to a straight pipe with a moving valve, the second model assuming independent axial deformation in each coil ring, and the third model that includes dry friction dissipation. The first allows an easier generalization of the method; however, it does not allow the complete description of the phenomenon; the second and third models fit better the experimental observations in the pipe coil facility, suggesting that its behaviour is dominated by the independent movement of the rings.