University of Education, Winneba

About: University of Education, Winneba is a education organization based out in Winneba, Ghana. It is known for research contribution in the topics: Population & Educational technology. The organization has 7630 authors who have published 10429 publications receiving 120247 citations. The organization is also known as: UEW & IAU-020151.

Circadian typology: a comprehensive review.

Abstract: The interest in the systematic study of the circadian typology (CT) is relatively recent and has developed rapidly in the two last decades. All the existing data suggest that this individual difference affects our biological and psychological functioning, not only in health, but also in disease. In the present study, we review the current literature concerning the psychometric properties and validity of CT measures as well as individual, environmental and genetic factors that influence the CT. We present a brief overview of the biological markers that are used to define differences between CT groups (sleep-wake cycle, body temperature, cortisol and melatonin), and we assess the implications for CT and adjustment to shiftwork and jet lag. We also review the differences between CT in terms of cognitive abilities, personality traits and the incidence of psychiatric disorders. When necessary, we have emphasized the methodological limitations that exist today and suggested some future avenues of work in order to overcome these. This is a new field of interest to professionals in many different areas (research, labor, academic and clinical), and this review provides a state of the art discussion to allow professionals to integrate chronobiological aspects of human behavior into their daily practice.

Vibration of a Chain with Nonlinear Interaction

Abstract: Vibration of a chain of particles interacting by nonlinear force is investigated. Using a transformation exact solutions to the equation of motion are aimed at. For a special type of interaction potential of the form \begin{aligned} \phi(r){=}\frac{a}{b}e^{-br}+ar+\text{const.},\ (a,b{>}0) \end{aligned} exact solutions are actually obtained in terms of the Jacobian elliptic functions. It is shown that the system has N “normal modes”. Expansion due to vibration or “thermal expansion” of the chain is also discussed.

A Global Look at Time: A 24-Country Study of the Equivalence of the Zimbardo Time Perspective Inventory

Abstract: In this article, we assess the structural equivalence of the Zimbardo Time Perspective Inventory (ZTPI) across 26 samples from 24 countries (N = 12,200). The ZTPI is proven to be a valid and reliable index of individual differences in time perspective across five temporal categories: Past Negative, Past Positive, Present Fatalistic, Present Hedonistic, and Future. We obtained evidence for invariance of 36 items (out of 56) and also the five-factor structure of ZTPI across 23 countries. The short ZTPI scales are reliable for country-level analysis, whereas we recommend the use of the full scales for individual-level analysis. The short version of ZTPI will further promote integration of research in the time perspective domain in relation to many different psycho-social processes.

A Method for Finding N-Soliton Solutions of the K.d.V. Equation and K.d.V.-Like Equation

Abstract: To find N-soliton solutions of the K.d.V. equation, a method which can be also applicable to the so-called K.d.V.-like equation is presented. This equation belongs to another series than the class of equations solvable bv inverse scattering method for Schrodinger equation.

A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States

Abstract: This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi-experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty-one studies met the criteria for inclusion in the meta-analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436-1460, 2007