New Signal Flow Graph Topological Formulas for Linear Active Networks     

Roland R. Mielke 《Journal of The Franklin Institute》1978,305(3):143-159

Topological analysis of the signal flow graph associated with the hybrid system of equations for a linear active or passive electrical network for which the element admittance matrix exists and is diagonal is considered. First, the term cancellation which occurs in Mason's topological formulas is investigated. Necessary and sufficient conditions on the signal flow graph topology such that a term in the expansion of the graph determinant and cofactors either cancels out with another term in the expansion or does not cancel are established. Properties of the associated network which result in non-cancelling terms are given and the number of non-cancelling terms is determined. Second, new signal flow graph topological formulas for the graph determinant and cofactors are proven. These formulas are such that no term cancellation occurs and are readily adaptable to computer implementation. In addition, the number of terms in these formulas is independent of the network tree used to formulate the signal flow graph. Examples are given to illustrate the new formulas.  相似文献   

Professional Cultures in Schools With High and Low Rates of Bullying     

Erling Roland  David Galloway 《School Effectiveness & School Improvement》2013,24(3-4):241-260

Most research on bullying in schools has focussed on characteristics of bullies or victims, and their families. Relatively little has investigated the school's contribution to pupil bullying. Information was obtained from teachers in 22 Norwegian primary schools on bullying and 3 aspects of professional culture. The school highest in bullying had significantly worse scores on all professional culture variables than the school lowest on bullying. The results are discussed with reference to the possibility that improvement in professional culture may contribute to less bullying and overall improvement in behaviour. In turn, these may be prerequisites for improvement in academic standards.  相似文献   

Editorial     

Roland S. Persson 《High Ability Studies》2000,11(1):5-7

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Management of Innovations from a Cultural-Individual Perspective     

Rudolf van den Berg  Roland Vandenberghe  Peter Sleegers 《School Effectiveness & School Improvement》2013,24(3):321-351

The history of education and schooling is characterised by not only the attainment of results but also ongoing critique of the existing situation in education and schooling. Developers and researchers are, as a result, constantly seeking new strategies and methods for the improved implementation of innovations in actual educational practice. The central question is which factors and which conditions facilitate the effects of innovations. In an attempt to answer this question, many educators will not so much be concerned with objective structural factors such as available funds, classmates, et cetera. They will be concerned, rather, with the questions of which socially constructed realities and which particular forms of involvement on the part of teachers, school administrators, and counsellors facilitate successful innovation. In our search for an answer to these questions, moreover, we will be guided by a cultural-individual perspective on innovation. Traditional innovative strategies – and, in particular, large scale strategies – seem not always suitable to deal with today's educational problems. Alternative scenario's for the management of innovations are considered.  相似文献   

The challenge of continuation: Schools’ continuation of the Respect program   总被引：1，自引：0，他引：1  

Sigrun K. Ertesv?g  P?l Roland  Grete S?rensen Vaaland  Svein St?rksen  Jarmund Veland 《Journal of Educational Change》2010,11(4):323-344

The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period. The study also looked at the actual continuation after the program end. Especially, we looked at which strategies and structures promoted change beyond the implementation phase. The project groups at four Norwegian schools implementing the program were interviewed at the end of the implementation period and again 2? years later. The main findings suggest that involvement in the Respect program enables schools to implement change. However, it is challenging for the schools to continue the work afterwards. The one school that successfully continued the work after the program was characterized by strong and supportive leadership, leadership at many levels, they made plans and saw them through, renewed activities and new members of staff were introduced to and included in the work according to the program principles. These elements were more or less lacking at the other three schools, at least after the active program period. A main finding is that a 1-year program period is not long enough for most schools to implement and continue an extensive whole school program like Respect.  相似文献   

The construction of national identity through primary school history: the Irish case   总被引：1，自引：0，他引：1  

Roland Tormey 《British Journal of Sociology of Education》2006,27(3):311-324

Much recent sociological work on education makes reference to gender, sexual, ethnic, local and political ‘project’ identities, yet there remains a need to bring the nation, and the state, back in; to also question the way in which ‘national’ identities are constructed in a context of globalisation and localisation. Through an analysis of Irish primary history curriculum statements from 1971 and 1999, I identify some key features of the state’s response to identity construction in a globalised context. They include a focus on pupils becoming skilled in reflexively producing identity, and a focus on a ‘boundless’ globalised identity. These changes are not unproblematic.