pinecone/core-2020-05-10-deduplication huggingface dataset:
Eccentric Figure-Eight Coils for Transcranial Magnetic Stimulation

Previously we proposed an eccentric figure-eight coil that can cause threshold stimulation in the brain at lower driving currents. In this study, we performed numerical simulations and magnetic stimulations to healthy subjects for evaluating the advantages of the eccentric coil. The simulations were performed using a simplified spherical brain model and a realistic human brain model. We found that the eccentric coil required a driving current intensity of approximately 18% less than that required by the concentric coil to cause comparable eddy current densities within the brain. The eddy current localization of the eccentric coil was slightly higher than that of the concentric coil. A prototype eccentric coil was designed and fabricated. Instead of winding a wire around a bobbin, we cut eccentric-spiral slits on the insulator cases, and a wire was woven through the slits. The coils were used to deliver magnetic stimulation to healthy subjects; among our results, we found that the current slew rate corresponding to motor threshold values for the concentric and eccentric coils were 86 and 78 A/µs, respectively. The results indicate that the eccentric coil consistently requires a lower driving current to reach the motor threshold than the concentric coil. Future development of compact magnetic stimulators will enable the treatment of some intractable neurological diseases at home. Bioelectromagnetics. 35:55–65, 2015. © 2014 Wiley Periodicals, Inc
Aggregated data from two double-blind base station provocation studies comparing individuals with idiopathic environmental intolerance with attribution to electromagnetic fields and controls

© 2015 Wiley Periodicals, Inc. Data from two previous studies were aggregated to provide a statistically powerful test of whether exposure to electromagnetic fields (EMFs) produced by telecommunication base stations negatively affects well-being in individuals who report idiopathic environmental illness with attribution to electromagnetic fields (IEI-EMF) and control participants. A total of 102 IEI-EMF and 237 controls participated in open provocation trials and 88 IEI-EMF and 231 controls went on to complete double-blind trials in which they were exposed to EMFs from a base station emitting either a Global System for Mobile Communication and Universal Mobile Telecommunications System or a Terrestrial Trunked Radio Telecommunications System signal. Both experiments included a comparison sham condition. Visual analog and symptom scales measured subjective well-being. Results showed that IEI-EMF participants reported lower levels of well-being during real compared to sham exposure during open provocation, but not during double-blind trials. Additionally, participants reported lower levels of well-being during high compared to low load trials and this did not interact with radiofrequency-EMF exposure. These findings are consistent with a growing body of literature indicating there is no causal relationship between short-term exposure to EMFs and subjective well-being in members of the public whether or not they report perceived sensitivity to EMFs. Bioelectromagnetics. 36:96-107, 2015
Is there a role of pulsed electromagnetic fields in management of patellofemoral pain syndrome? Randomized controlled study at one year follow-up.

Patellofemoral pain syndrome (PFPS) is a common cause of recurrent or chronic knee pain in young adults, generally located in the retropatellar region. Etiology is controversial and includes several factors, such as anatomical defects, muscular imbalance, or joint overuse. Good results have been reported with exercise therapy, including home exercise program (HEP). Joint inflammation with increase of pro-inflammatory cytokines levels in the synovial fluid might be seen especially when chondromalacia becomes evident. Biophysical stimulation with pulsed electromagnetic fields (PEMFs) has shown anti-inflammatory effects and anabolic chondrocyte activity. The purpose of this randomized controlled study was to evaluate if the combination of HEP with PEMFs was more effective than HEP alone in PFPS treatment. Thirty-one PFPS patients were enrolled in this study. All patients were instructed to train with HEP. Patients in the PEMFs group associated HEP with PEMFs. Function and pain were assessed with Victorian Institute of Sport Assessment score (VISA), Visual Analog Scale (VAS), and Feller's Patella Score at baseline at 2, 6, and 12 months of follow-up. Drug assumption was also recorded. Increase in VISA score was significantly higher in PEMFs group compared to controls at 6 and 12 months, as well as the increase in the Feller's Patella Score at 12 months. VAS score became significantly lower in the PEMFs group with respect to control group since 6 month follow-up. Pain reduction obtained with PEMFs enhanced practicing therapeutic exercises leading to a better recovery process; this is extremely important in addressing the expectations of young patients, who wish to return to sporting activities
Rural schools, social capital and the Big Society : a theoretical and empirical exposition.

The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to the rural and adopts an ethnographically-informed methodological approach to provide an in-depth look at two contrasting English rural primary schools and their relationship with their village communities. The empirical investigation seeks to explore the extent to which the potential for building social capital is evidenced in current rural school–community relations within these two locales. The findings reveal a highly differentiated countryside in which any attempt to essentialise the abilities of rural schools to generate social capital in order to build the Big Society should be avoided
Class matters in the interview setting?:Positionality, situatedness and class

In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer–participant dynamics. Despite—or perhaps due to—this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working-class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle- and working-class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working-class people's lives. We explore some of the complexities regarding the class-related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways
Progressing to university:hidden messages at two state schools

This paper considers some of the ways that schools play a role in shaping higher education (HE) decision-making. Through their everyday practices and processes, schools can carry hidden messages about progression to HE, including choice of university. The sorts of routine aspects of school life dealt with here include events and activities, interactions with teachers, as well as resources. The work of Basil Bernstein is particularly useful at elucidating the different kinds of messages about HE choice sent out by schools. By shining a light on the underlying structures of power and control, Bernstein's framework illuminates the mechanisms by which messages are sent out. To illustrate this, two case study schools (both based in the same urban locality in south Wales) are drawn upon here, purposefully selected on the basis of their variances in progression to HE and research-intensive universities. The implications of the role played by schools are discussed in the context of the prevailing inequalities in HE participation, rising tuition fees, and an increasingly uncertain graduate labour market
The progress of pupils in their first school year across classes and educational systems.

Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies suggest that countries are important when attainment is studied while controlling for background factors. A perspective, named the Proximate Variables within Jurisdictions (PVJ) theory, is introduced to help understand and predict relationships. The theory holds that variables which are closest to the student are the most influential but that the jurisdiction where the student is educated, which has its own approaches to education and upbringing is of similar importance. A child's educational success in international terms is most influenced by actions in the home and the classroom seen in the context of the country where she or he is brought up. Does the theory hold when progress in classrooms, year groups and educational systems (jurisdictions) is estimated in a single analysis? This study compared progress of pupils in over 4000 classrooms across 11 educational systems. Large differences were found between classes and the educational systems both for reading and mathematics during the first year at school. The theory holds for the most part but questions are left unanswered and the paper sets out a series of testable hypotheses which may be addressed in the future
An evaluation of the ‘Switch-on Reading’ literacy catch-up programme.

This paper is based on one of the first completed studies funded by the Educational Endowment Foundation (EEF). EEF was set up in response to repeated demands for clearer evidence on school improvement. The paper presents the results of an intensive 10-week literacy intervention called Switch-on Reading. This was trialled in England as part of a government initiative to assist children below Level 4 literacy while at age 10 to catch up with their peers on transfer to secondary school. Switch-on took place in 19 Nottinghamshire schools, with 314 year 7 pupils individually randomised to treatment in the first or second term of school year 2012/13. This is the largest trial so far conducted of this kind of 10-week reading intervention. It was delivered on a one-to-one basis by trained school staff, mostly teaching assistants. The independent evaluation was based on pre and post administration of the New Group Reading Test, and on observations and interviews in schools. The overall result was an effect size of +0.24, based on the pooled standard deviation of the post-test score (and the gain score) for both groups, meaning that the programme made a noticeable positive impact. This effect can be envisaged as suggesting that on average a pupil receiving the intervention would make approximately three additional months' progress over the course of a year compared with similar pupils who did not, at a cost of around £600. The evaluation identified positive results for all groups of pupils (defined by sex, first language, ethnicity, special educational needs, free school meal eligibility and measured attainment at the outset). The trial also illustrates a key role for teaching assistants and shows the feasibility of the EEF research programme
What makes a successful undergraduate? The relationship between student characteristics, degree subject and academic success at university

This paper contributes to the empirical evidence on participation and attainment in higher\ud
education by reviewing the patterns of entry and success of undergraduate students. It\ud
examines the characteristics of entrants to different subjects and considers the role that\ud
subject studied plays in determining the likelihood of graduating with a ‘good’ degree. The\ud
data used were drawn from the administrative records of over 38,000 UK-domiciled\ud
undergraduate students from one ‘elite’ British university. Despite considerable betweensubject\ud
variation in degree outcomes, multivariate analysis of the relationship between\ud
students’ social and academic characteristics and achievement at university revealed that,\ud
once social background and prior attainment had been controlled for, the subject students\ud
studied added little explanatory power to models predicting final degree classifications.\ud
Differences in degree outcome were most strongly related to attainment on entry to higher\ud
education, sex and ethnicity. In contrast with attainment during the earlier phases of\ud
education, the relationship with occupational class was relatively weak. Disparities between\ud
the proportion of higher level classifications awarded in different subjects can be largely\ud
explained by the background characteristics of the students who choose (and are accepted) to\ud
study on these degrees. This finding has particular implications for policies aimed at\ud
increasing both the number and quality of STEM graduates in what is often argued to be a\ud
‘shortage’ or ‘priority’ area.Peer-reviewedPost-prin
A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?

This paper examines how the quality of early childhood education and care accessed by three and four year olds in England varies by children’s background. Focusing on the free entitlement to early education, the analysis combines information from three administrative datasets for 2010-11, the Early Years Census, the Schools Census and the Ofsted inspections dataset, to obtain two main indicators of quality: staff qualification levels and Ofsted ratings. These data are combined with child-level indicators of area deprivation (IDACI scores) as a proxy measure of children’s background. The paper finds that children from more disadvantaged areas have access to better qualified staff, largely because they are more likely than children from richer areas to attend maintained nursery classes staffed by teachers, and less likely to attend services in the private, voluntary and independent (PVI) sectors. However, within both maintained and PVI sectors, services catering for more disadvantaged children receive poorer quality ratings from Ofsted, with a higher concentration of children from disadvantaged areas itself appearing to reduce the likelihood of top Ofsted grades. This may be in part because Ofsted ratings reflect levels of child development, and therefore reward settings where children enter at a more advanced starting point, but it may also be that it is genuinely harder to deliver an outstanding service to a more disadvantaged intake. The result point to the need for funding to support better qualified staff in PVI settings in disadvantaged areas
Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: A systematic qualitative analysis in relation to context and outcomes

This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students (11-14 years old) with moderate learning difficulties (MLD). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a development and research project with about 100 teachers across 30 schools in two LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subject areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.We acknowledge the support and funding of the Esmee Fairbairn Foundation for the research reported in this paper. We are also grateful to all the participating teachers and schools that made this possible
Free Schools and disadvantaged intakes.

The Free Schools policy in England has led to the opening of a number of new autonomous state-funded schools. This article uses data from the Annual Schools Census to present the proportions of socioeconomically disadvantaged children attending the first three waves of these schools. It updates and builds on previous work that focused on the student composition of the first wave of Free Schools that opened in 2011. The analysis compares the Free School intakes with other local schools and Local Authority (LA) data and seeks to establish whether the schools are taking an equal share of disadvantaged children in relation to their nearby competitors. Differences emerge between the different waves of schools with those that opened in 2011 generally underrepresenting disadvantaged children. In the second and third waves the picture is more mixed. It is also the case that Free Schools with a faith designation or an alternative or specialist curriculum appear particularly likely to have proportionally fewer disadvantaged children than might be expected based on their location. The potential impacts of having an increasing number of new schools with unbalanced intakes are discussed
The contribution of cultural capital to students' mathematics achievement in medium and high socioeconomic gradient economies

The present study addresses the issue of how different forms of cultural capital may influence children’s mathematics achievement in economies with different socioeconomic gradients. Data from 73,178 parent–child dyads from 10 economies with different socioeconomic gradients who participated in the Program for International Student Assessment (PISA) 2012 were analysed using hierarchical  linear modelling. The cultural capital variables examined comprised the availability of  home educational resources and parental educational expectations of their children. Results showed that after controlling for parent education, student gender and student history of repeating grades in the past, there were statistically significant main and interaction effects (home educational resources X parent education and parental educational expectations X parent education) of cultural capital  on student achievement. Furthermore, these effects explained more student achievement variance in high than in medium socioeconomic gradient economies (7.45% vs 2.82% respectively). In particular, the main effects for parental educational expectations, and interaction effect between parental  educational expectations and parent education were more pronounced in high as compared with medium socioeconomic gradient economies. Overall, the results underscore the challenges confronting low socioeconomic status (SES) parents who aspire social mobility for their children and the need for high SES parents to strategically ‘activate’ their cultural capital advantages to benefit their children’s achievement maximally.postprin
Teachers as health workers: Patterns and imperatives of Australian teachers’ work

With increasing cross-sectoral relationships and partnerships and the blurring of the boundaries of the various service sectors (Westall 2009), the membrane that is assumed separate education and health in terms of young people’s wellbeing looks thinner than ever. In this project we are concerned to know what teachers do in terms of young people’s health, how much time they spend doing it, and to what extent this work might be considered as health work? The paper is informed by a Likert style survey and semi-structured interview data collected from a large cohort of teachers employed in different school sectors across Queensland, Australia and is framed by Bourdieu’s (1977) ideas around field, practice and doxa. The data suggest that teachers, often with a minimum of training undertake work that might be categorised as health work and do so with a high degree of commitment and with a growing sense of urgency but with concerns related to their competence. We consider it important to understand the reasons why and the extent to which teachers engage in work that might be more readily associated with public health and to ask “are teachers health workers?
The outcomes of educational welfare officer contact in England

The key purpose of educational welfare officers in England is to support students and parents to maximise educational opportunities for young people. However more is known about their role in relation to school attendance than in relation to pupils’ educational outcomes. Using the Longitudinal Survey of Young People in England (LSYPE), this paper investigates the characteristics of teenagers who received educational welfare contact because of their behaviour between 2004 and 2006. With observational data it is often difficult to isolate respondents exposed to a particular intervention or ‘treatment’, because of non-random allocation. We address this using inverse-probability-weighted regression adjustment (IPWRA) to estimate more accurately the effect of educational welfare contact on outcomes of educational achievement and aspiration. Our findings indicate that young people who had educational welfare contact because of their behaviour were less likely to apply to university, less confident in university acceptance if they applied and had lower odds of achieving five General Certificate of Secondary Education at grades A*–C, the government benchmark for education achievement at age 16. We discuss the limitations we face and implications of these findings for future research