bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence of S and Se doping on the electronic characteristic and optical properties of T-carbon by first-principles calculation
Authors: Lu Xuefeng , Zhang Yongxiang , Guo Xin , Ren Junqiang , Xue Hongtao , Tang Fuling 
Published: April 2022

Exploring the next generation of invincible energy materials with fascinating properties is vital in the challenge of energy crisis. In this paper, we extract T-carbon as a potential candidate and have an insight into the electronic and optical properties by means of first principles. It is found that S1 position doping system is relatively more stable with the formation energy of 0.323 eV, and has the smallest bandgap value of 1.228 eV. Charge density difference maps show that the electron loss is obvious near the S atom and the covalent bond is weakened. The population analysis shows that the S atom will obtain electrons through competition, while the Se atom will lose electrons. Additionally, the peak values of [Formula: see text]2 in the doped systems decrease significantly, especially for S2 doping system, indicating that S2 doping can effectively improve the service life in related devices. Compared with the instinct system, the absorption coefficient is lower in the UV region and greater in the visible region. The peak of energy loss spectrum reduces after doping, especially for Se1 doping. The results provide a theoretical basis for the industrial application of T-carbon in the energy microdevice fields.
Relating random matrix map enumeration to a universal symbol calculus for recurrence operators in terms of Bessel–Appell polynomials
Authors: Ercolani Nicholas M. , Waters Patrick 
Published: April 2022

Maps are polygonal cellular networks on Riemann surfaces. This paper analyzes the construction of closed form general representations for the enumerative generating functions associated to maps of fixed but arbitrary genus. The method of construction developed here involves a novel asymptotic symbol calculus for difference operators based on the relation between spectral asymptotics for Hermitian random matrices and asymptotics of orthogonal polynomials with exponential weights. These closed form expressions have a universal character in the sense that they are independent of the explicit valence distribution of the cellular networks within a broad class. Nevertheless the valence distributions may be recovered from the closed form generating functions by a remarkable unwinding identity in terms of Appell polynomials generated by Bessel functions. Our treatment reveals the generating functions to be solutions of nonlinear conservation laws and their prolongations. This characterization enables one to gain insights that go beyond more traditional methods that are purely combinatorial. Universality results are connected to stability results for characteristic singularities of conservation laws that were studied by Caflisch, Ercolani, Hou and Landis, Multi-valued solutions and branch point singularities for nonlinear hyperbolic or elliptic systems, Commun. Pure Appl. Math. 46 (1993) 453–499, as well as directly related to universality results for random matrix spectra.
A New Optimization Approach Based on Bipolar Type-2 Fuzzy Soft Sets
Authors: Alsager Kholood M. , Alfahhad Sumaiah A. 
Published: April 2022

The main objective of this research study is to amplify the schematic representation of human reasoning by launching the most generalized fantastic theories of bipolar type-2 fuzzy set (BT2FS) and bipolar type-2 fuzzy soft set (BT2FS

f

S). These incredible models are exclusively developed for the simultaneous capturing of both polarity and abstruseness inherent in equivocal interpretations. The proposed BT2FS

f

S theory renders an outstanding parameterized framework that skilfully wipes out the high-order uncertainty of imprecise knowledge-based systems. First, we keenly provide the formal structure of both proposed models along with the deep exploration of their elementary properties. Moreover, we explore rudimentary set-theoretical operations of developed frameworks inclusive of equality, subset, complement, union, and intersection with their noticeable results. We brilliantly formulate a highly proficient algorithm using proposed theory to disentangle the real-world multiattribute decision-making conundrums with two-sided ambiguous information. Finally, we holistically scrutinize an empirical analysis for the selection best way to cultivate the dessert city to demonstrate the remarkable accountability of the proposed methodology.
Non-Proliferation and State Succession
Authors: Budjeryn Mariana 
Published: April 2022

Abstract
One of the lingering legacies of the Cold War was the enormous nuclear arsenals amassed by the two superpowers. When one of them, the Soviet Union, disintegrated in 1991, its nearly 30,000 nuclear weapons were located on the territory of not one but four newly sovereign states: Belarus, Kazakhstan, the Russian Federation, and Ukraine. Although command-and-control of Soviet strategic missiles was centralized in Moscow, the specter of the single largest wave of horizontal nuclear proliferation loomed after 1991. By 1994, however, Belarus, Kazakhstan, and Ukraine had decided to join the Nuclear Non-Proliferation Treaty (NPT) as non-nuclear weapons states and to give up the missiles on their soil. Drawing on previously untapped archival records, this article reconstructs the divergent paths of Belarus, Kazakhstan, and Ukraine toward relinquishing their armaments. A combination of domestic and international political factors contributed to the resolution of the problem. Among the various contributing factors, the NPT stands out as a salient force that provided normative framing and guided deliberations on post-Soviet nuclear disarmament.
Males signal their breeding burrow characteristics to females in the fiddler crab Austruca perplexa
Authors: Tina Fahmida Wazed , Muramatsu Daisuke 
Published: April 2022

Abstract
Females often choose mates based on their courtship signals. Males may signal their heritable genetic quality, defended resources, or parental care efforts; however, the reasons why females choose males based on their signals are often not clear. Here, we show that, in the fiddler crab Austruca perplexa, male signals (major-claw waving rates) were correlated with important characteristics of their defended resources (width and depth of breeding burrows). By using the male signals, females may be able to roughly predict the burrow quality and decide whether to enter and check the burrow characteristics. The signals are predicted to be honest because the female’s final decision is based on burrow quality. Since females can reject males if their burrow quality is insufficient for breeding, the courtship efforts of deceptive males will be dismissed. The honesty of the signals is beneficial for both sexes and thus easily evolved in their signalling system.
Local Authority Education in a Democratic Scotland
Authors: Fairley John 
Published: April 2022

The establishment of the Scottish Parliament in 1999 Will pose questions about its relationship to local authorities, and about the local authorities’ roles in education. The Parliament could become a force for further centralisation in Scottish education policy, or, as the Scottish Constitutional Convention proposed, it could initiate a radical programme of decentralisation. Both of these scenarios hold significant implications for education and local government.
Local government has recently been reformed in ways which make education much more central to the business of local councils. This gives the new councils an opportunity to shape the emerging debate, and establish for themselves a position as partners of the Parliament in the government of Scotland.
The Early Intervention Programme: Startrite for a New Scotland?
Authors: Pirrie Anne , Fraser Helen 
Published: April 2022

This article arises from the early stages of the National Evaluation of the Early Intervention Programme (NEEIP). The aim of the Early Intervention Programme (EIP) is to raise the standards of literacy and numeracy skills in Primary 1 and 2. It is also acknowledged—tacitly at least—that standards are likely to be poorer in areas of multiple social deprivation. By its very nature, the EIP is located at the boundary between education and social policy, although it seems possible that this particular boundary may be renegotiated by the Scottish Executive. As the article progresses, we follow the trail of The Wee Kircudbright Centipede and explore some of the pitfalls and ‘terrible fankles’ that can arise at the nexus between education and social policy.
The article draws on some preliminary findings from the first round of a survey of stakeholders’ perceptions of the EIP. Stakeholders’ perceptions of the main purpose of the EIP are explored, as are Primary 1 and 2 teachers’ views of its impact upon their practice. It concludes with an exploration of how the term ‘early intervention’ is interpreted in the broad area of education and social policy.
‘Education for Citizenship’ and the New Moral World of Robert Owen
Authors: McLaren David J 
Published: April 2022

This article considers the current resurgence of education for citizenship in a historical context. In particular, it examines the relationship between education and citizenship in the two Owenite communities of New Lanark, Scotland and New Harmony, Indiana. There is an overview of Owen’s world view and the role of education in producing citizens for the new world of Owen’s millenarian vision. The education systems of New Lanark and New Harmony are considered and the article concludes by arguing that, despite the obvious differences between the new moral world of Owenism and the modern understanding of good citizenship, there are many shared issues and contradictions.
This article is a revised version of a paper given at the European Educational Research Association and Scottish Educational Research Association European Conference on Educational Research (ECER 2000) in Edinburgh, September, 2000.
New Teachers’ Perspectives on Continuing Professional Development: Accountability or Professional Growth?
Authors: Purdon Aileen 
Published: April 2022

This article explores new teachers’ views on the purpose and benefits of continuing professional development (CPD) and considers the resulting implications for a national framework. It is based on a study carried out during 1999/2000 in which a sample of new teachers were asked about their perceptions of teacher professionalism and their attitudes to CPD. The study was set within the context of the developing role of the General Teaching Council for Scotland (GTC Scotland), although it also has implications for other educational bodies and institutions in Scotland.
While the study provided some interesting insights into the views of this particular group, it also highlighted the fact that the new teachers involved had had few opportunities to engage with debate on professionalism and CPD. The article, therefore, concludes that if the post-McCrone education community is to foster a climate of trust, respect and collegiality that encourages talented new recruits to enter and stay in teaching, then access to, and participation in, professional debate must be seen as fundamental aspects of the professional role.
The Education of Girls in Malawi: Access and Retention
Authors: Munthali Josephine 
Published: April 2022

Governments and aid donor agencies worldwide have acknowledged the importance of female literacy as a prerequisite for development. At the Jomtien Conference (1990) the importance of universal education was delineated in the policy Education for All (EFA). Indeed, EFA is seen as a strategy for introducing children, especially girls, to conventional schooling. Whilst some progress has been made, retention of girls in schools presents a major obstacle to the fulfilment of the EFA vision, especially in Sub-Saharan Africa including Malawi.
External policies such as EFA are questionable in a country such as Malawi, which is one of the poorest countries in the world. Achieving the original Jomtien vision of EFA is a particularly daunting challenge with a poor economic environment, inhibiting cultural influences and a low quality primary education system. This article is based on research, which emerged from a concern about the quality and sustainability of educational programmes for female education in Malawi. It has been apparent that whilst there have been many positive developments in the implementation of EFA policy, there still remain various obstacles to the development and implementation of Education for All (EFA) in the Malawian context attributable to inadequancies and inefficiencies in the primary education system. Furthermore, the impact of the HIV/AIDS epidemic is also affecting progress in the education sector.
The move towards the achievement of EFA policy is therefore, being constrained by a number of factors explored in this article.
A Comparison between Current Initiatives to Promote Science and Technology Education in Sweden and the Aspirations for Scotland
Authors: Dakers John 
Published: April 2022

This paper evolves from work carried out during a consultancy for the European Commission. This consultancy involved liaison with the European Commission at regular meetings in Brussels with representatives from the extended European Union comprising 30 Countries (including the new accession countries). These formed a ‘working group’ which was set up to explore examples of initiatives aimed at increasing recruitment into the fields of Mathematics, Science and Technology and to draw up reports based upon the discussions.
As part of the remit a study visit to Sweden was organised to enable evaluation of some of the established and ostensibly, successful initiatives which had been set up to promote greater interest in science and technology.
An analysis of recruitment to the field of Science and Technology education in Europe will be shown to be gaining political impetus. The implications of this for both Sweden and Scotland will be considered. Following a brief overview of the Swedish school system, an examination of the current situation in both countries will be explored. Three Swedish initiatives which closely relate to current aspirations for Science and Technology education in Scotland, will be discussed and analysed.
Developing Skills in E-Learning for Further Education Lecturers
Authors: Cornelius Sarah , Gordon Carole 
Published: April 2022

Virtual Learning Environments have been adopted in the majority of Scottish Further Education (FE) colleges, however few staff have experience of them and there is still something of a culture change necessary to integrate e-learning into everyday practice (Dailly, 2003). There is a pressing need for training in e-learning as part of professional development programmes and core lecturer training, particularly as it is recognised that teaching staff need to develop confidence with the technology to use it successfully (Harris, et al., 2004).
In April 2005 over 50 lecturers from Scottish FE colleges took part in e-learning workshops as part of the University of Aberdeen’s Teaching Qualification (Further Education). These workshops delivered course content and provided first hand experience of e-learning tools. This paper presents findings from the evaluation of these workshops. It highlights the need for further training for FE lecturers and makes suggestions for the further development of e-learning skills for staff in FE.
Continuity or Change? The Initial Impact of the Post-McCrone Agreement
Authors: Draper Janet , Sharp Stephen 
Published: April 2022

Changes in teachers’ work, designed to modernise the teaching profession, and derived from the Agreement reached following the ‘McCrone Report, A Teaching Profession for the 21st Century’ in 2000, began to be introduced in Scotland in 2001. The spirit of the original report emphasised change of several types and recommended moves to enhance professional autonomy.
This paper offers an initial analysis of the impact of these changes on teachers’ work, continuing professional development (CPD), careers and autonomy. The findings reported are drawn from 128 teachers in their fifteenth year of teaching, who have taken part since 1988 in a longitudinal study which has explored teachers’ work, careers and development. Data were collected by questionnaire from the full sample and by interview from a sub-set.
The analysis is shaped by Kelly’s GLAD model for reviewing change and concludes that the initial impact of the changes on teachers and their views of the changes are not uniform.
Finally Included? The Evolution of Curricular Access for Students with Learning Difficulties
Authors: Howieson Cathy , Closs Alison 
Published: April 2022

The article sets its discussion within the current Scottish context of a drive towards a more equitable society in which previously marginalised individuals and groups should be included. The recent Higher Still (HS) curricular reform is seen as part of this drive. The authors first address the issue of the descriptive ‘labels’ of students. They then turn to the central theme of the article: a critical analysis of how Scottish curricular reforms in the past have failed to offer students with learning difficulties full access to a national curriculum and assessment framework. Although some limited advances were made towards including some students with learning difficulties in other reforms, the authors argue that inclusion in a national curriculum and qualification system for students with very substantial generalised learning difficulties has only been attempted through HS.
The final section of the article outlines how institutions have reacted to the opportunities offered by HS in respect of students with learning difficulties, drawing on the findings of a recent study of the implementation of the new National Qualifications (NQs) system of HS. Staff in schools and colleges were positive about the inclusion of students with learning difficulties in the system. However, the article suggests that it is now time to examine a range of as yet unexplored issues: the impact of Higher Still on the teaching and learning experiences of students with learning difficulties; their progression through and beyond education; and whether the curricular inclusion promoted by HS has influenced other forms of inclusion.
Higher Education in Transition: Gender and Change in the Sultanate of Oman
Authors: Donn Gari , Issan Salha 
Published: April 2022

Education is crucial for the fast development of the Sultanate of Oman as, having signed, in 2002, the General Agreement on Trade in Services (GATS), Oman has become a country committed to interacting in the competitive global economy. To this end, Oman has taken serious steps to develop higher education (HE) to cope with economic and market changes. However, it may be that in the drive towards generating models and practices of economic efficiency, the gender dynamic has been marginalized. In a society where over 51% of the working-aged population is female it is important for policy makers to focus upon the education of females as a key factor in the development of the workforce. Yet institutional development of the higher education sector, may not have taken this fully into account.
This paper examines recent educational developments and delineates strategies adopted to extend higher education, notably in the context of the teacher-training sector. It will be argued that the diversification of this sector has resulted in course provision which is not only more likely to appeal to males but also replicates the provision already offered by the private college and university sector. This presents a predicament for the government as, whilst there is a need to expand provision, in part to meet growing numbers of secondary school graduates, the curricula imported for the new colleges may not address the gender dynamic in both public and private HE. It will conclude by supporting the need for greater gender sensitivity when developing policies for HE in Oman.
Why the journey to mathematical excellence may be long in Scotland’s primary schools
Authors: Henderson Sheila 
Published: April 2022

In the past 30 years mathematics curriculum reform in many countries has attempted to replace procedural approaches to learning the subject with inquiry based learning that hopes to develop mathematical thinking. Scotland’s Curriculum for Excellence can be seen as part of this trend. The success of such moves is highly dependent on the learning experiences devised by teachers which in turn are informed by their own conceptual understanding of the content and processes of the subject. As mathematics curriculum reform has shifted from “an emphasis on knowing things to being able to do things” (Yates & Collins 2010: 89) subject content detail has tended to be removed from curriculum documentation to be replaced by more global outcomes when it is the very detail teachers may need to prompt and augment their own subject knowledge.
This study analysed data from national and international surveys of achievement to gauge how well prepared Scottish children are in mathematics. It also examined subject content and advised pedagogies in previous and current mathematics curriculum documents to ascertain how these have changed over time. On this basis, recommendations are made relating to national qualifications, initial teacher education and continuing professional development. The hope is that these can begin to inform future policy development on how best to prepare teachers to deliver mathematics within Curriculum for Excellence in such a way that will meet the high aspirations Scotland has for its young people.
The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in Scotland
Authors: Dickie Valerie , Dunker Kai , Saxena Vibhor 
Published: April 2022

Graduate teaching assistants (GTAs) are students who assist in the delivery of higher education programmes. Surprisingly, such employment is not recorded by HESA. In the absence of national data, this paper reports the findings from a survey of postgraduate students studying in Scotland.
The analysis of the data provides evidence to suggest that GTAs perform an assortment of academic duties and receive a wide range of hourly rates of pay. Training provision varies and is often generic. Feedback and support mechanisms are evident but not universally provided. Increased attention is likely to focus on the GTA labour market as the quality and value for money debate gathers pace and becomes a priority for new high fee paying students that opt to study in Scotland. This paper exposes some interesting characteristics of this opaque and imperfect market.
The Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions.
Authors: Bain Yvonne , Gray Donald 
Published: April 2022

This paper explores the professional learning needs identified by teacher educators in Higher Education Institutions in Scotland, with a particular focus on their “researcherly dispositions” (Tack & Vanderlinde, 2016), and identifies some of the implications for the professional learning of teacher educators more broadly. The Scottish data were part of a wider European wide study conducted by the International Forum for Teacher Educator Development (http://info-ted.eu/), and were drawn from a survey based research (Czerniawski, Guberman and MacPhail, 2016), and follow-up in-depth interviews with university based teacher educators (MacPhail et. al., 2018).
The data from 61 questionnaire respondents and 11 interviews revealed recognition of the multi-faceted nature of the role, the self-determined nature of professional learning, the need for support in becoming a teacher educator, and disparity and tensions in being research active despite an expectation, although to varying degrees, of research and scholarship being an expected activity within the professional and academic role as a teacher educator in Higher Education.