The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment

Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers.     

广义电子气体的磁化

电子气体磁化是热力学与统计物理等学科教学中经常采用的理论应用方面的范例。就广义电子气体的磁化展开讨论,涵盖了从经典到量子、从简并到非简并、从非相对论到相对论、从弱场到强场等的许多范围,对学生掌握概念、体会物理理论的使用范围等方面具有很好的示范作用。其中相对论电子气体磁化的结果来自作者的科研成果,没有详细论述,可参阅文中所列举的参考文献进行了解。另外,文中所包含的磁相变内容也是教学中讨论各种相变的实例之一。     

单相室温磁电材料BiFeO_3的研究现状

铁磁、铁电和多铁性材料,被称为信息存储终极材料,近来已成为国际上一个新的研究领域。多功能材料BiFeO3是著名的铁电、压电和磁电材料,在远高于室温的范围内具有良好的铁电性,其铁电极化是同类材料中最大的,因而受到科研人员的强烈关注,越来越多的新奇物理性质被发现。本文探讨A位稀土离子掺杂诱导与调控BiFeO3结构相变、物性变化研究的现状。     

外加应力对外延Pb（Zr1-xTix）O3薄膜相图及物理性质的影响

用非线性热力学方法,研究了外加应力及组分对外延单畴Pb（Zr1-xTix）O3（PZT）薄膜的相图及物理性质的影响。通过数值计算,得到了PZT薄膜在不同组分下的“外加应力-失配应变”相图。由相图可知,外加应力可以使薄膜发生铁电相变。在室温下,外加压应力能使薄膜的铁电相转变到顺电相。薄膜的压电系数对相变非常的敏感,施加一个适当的外加应力,可以大幅度提高压电系数。本文的计算结果,可以解释压痕仪和扫描力电镜研究铁电薄膜时所观察到的实验现象。     

外加应力对外延Pb(Zr_(1-x)Ti_x)O_3薄膜相图及物理性质的影响

用非线性热力学方法,研究了外加应力及组分对外延单畴Pb(Zr1-xTix)O3(PZT)薄膜的相图及物理性质的影响.通过数值计算,得到了PZT薄膜在不同组分下的"外加应力-失配应变"相图.由相图可知,外加应力可以使薄膜发生铁电相变.在室温下,外加压应力能使薄膜的铁电相转变到顺电相.薄膜的压电系数对相变非常的敏感,施加一个适当的外加应力,可以大幅度提高压电系数.本文的计算结果,可以解释压痕仪和扫描力电镜研究铁电薄膜时所观察到的实验现象.     

The Wilsonian revolution in statistical mechanics and quantum field theory

We describe how Wilson’s concept of the renormalization group revolutionized our understanding of the physics of phase transitions, and of quantum field theory in general. We underline the key ideas of Wilson, based on earlier ideas of Landau, Ginzburg, Kadanoff and many others, which gave us an insight into the observed universality of diverse physical phenomena, and the remarkable efficacy of a few simple models to describe them.     

无线Ad Hoc网络的路由协议及分类概述

无线移动Ad Hoc网络(Wireless Mobile Ad Hoc Networks)是随着无线通信技术的快速发展而出现的一种新型网络.它具有无中心结点限制、无有线介质限制、自组性、自愈性、高移动性和快速建立等优点,适合在复杂不确定的移动环境中应用.总括了Ad Hoc的基本概念、原理和现状,针对无线Ad Hoc网络特有的节能、QoS和安全三方面要求,对目前的Ad Hoc相关协议进行了概述、对比和分类, 有助于进一步研究.     

Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development

Abstract

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.     

Reframing transitions to school as continuity practices: the role of practice architectures

This paper makes a case for conceptualising transitions from the before school sector to the compulsory years of schooling as continuity practices. It begins by presenting an overview and critique of constructions of transitions to school that contribute to contemporary discourses and agendas (e.g. the conflation of transitions and readiness). Then recent international trends in understanding transitions as continuity are analysed and synthesised into three broad categories: structural, developmental and contextual continuities. These categories are subsequently used to develop a conceptual model for reframing transitions. The model is then used to first, examine a snapshot of familiar Australian transitions practices; second, highlight the interdependence of the practices and the sites in which they are enacted; and third, support the argument to reframe transitions as continuity practices. Finally, contributions the paper makes to transitions to school theory, research and practice are explicated.     

A Longitudinal Study on Stability and Transitions Among Bullying Roles

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.     

School transitions: beginning of the end or a new beginning?

Moving from elementary to middle/junior high school or from middle/junior high to high school is difficult for most students and especially problematic for some. This chapter explores the reasons that these transitions are difficult, the kinds of students that have the greatest difficulty with transitions, and the process of disengagement from school that too often follows unsuccessful transitions. Facilitating successful transitions requires that attention be paid to students’ preparedness for the transition and the kinds of support students need before, during, and after the transition. The chapter concludes with a series of recommendations for facilitating successful transitions.     

从生命全程发展观论大学生入学适应

生命全程发展观强调人生重要转折对个体心理发展速度与方向具有重要影响,启发人们重视转折期适应具有的发展含义。从生命全程发展观看,进入大学这一积极的生活事件实际上构成了青年期的重要发展转折,既为个体提供了新的发展机会,也使个体面临多方面的挑战。进入大学的适应任务主要由个体在学习、人际、生活自理、环境认同、身心体验等方面的适应构成,其中,学习和人际适应是相对困难的方面。大学入学适应可以被视为特殊的发展类型,在性质与过程上具有独特性。充分认识大学生入学适应的丰富发展内涵、性质及其影响因素具有重要的理论与实践指导意义。     

A horizontal approach to school transitions: a lesson learned from Finnish 15‐year‐olds

Various school transitions provide both challenges and opportunities for pupils. The ways in which pupils cope with these transitions can have a significant impact on their everyday lives and futures. This study focuses on exploring the kinds of transitions pupils face during their comprehensive school path. The aim is to gain a better understanding of horizontal and vertical school transitions faced by Finnish ninth graders (n = 518) who are 15‐ to 16‐years‐old during their school careers. These transitions are empirically examined through two complementary aspects: (1) determining the horizontal and vertical transitions in the pupils’ school career; and (2) identifying the challenges faced by the pupils in these transitions. By introducing a horizontal and vertical school transition model and exploring the transitions in this framework we aim at contributing to breaking down the complexity of the transfer process.     

Practical considerations when supporting transitions for pupils with speech,language and communication needs

This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.     

Questions as a tool for bridging science and everyday language games

Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.

Building Literacy Links for Young Children

Well-chosen and wisely shared literature facilitates transitions and builds bridges in the lives of young children. Literature links are discussed and books are reviewed for infant, toddler, preschool, and primary age children and transitional readers.     

中国文化现代性的选择路径

中国的现代性问题是随着中国社会的历史转型而提出来的,由于社会转型的特殊境遇,在百年历史中,现代性的选择不可避免地处于“中与西”“古与今”“新与旧”的矛盾论争中。而今,当全球化把我们带进后现代语境,从关于现代性批判与质疑的后现代视野转到中国现代文化建设,实际上是从现代性的事实分析转向了现代性的价值判断和选择。     

Negotiating Breakups and Renewals in On-Again/Off-Again Dating Relationships: Traversing the Transitions

Using phase-oriented interviews (N = 65), this study explored how partners in on-again/off-again relationships negotiated the turning points of breakups and renewals in their relationships. The qualitative analysis revealed themes reflecting transition initiation (i.e., the communication or behavior instigating the transitions) as well as themes reflecting how partners enacted and managed the transitions (e.g., viewing transitions as provisional, resolving past problems and planning for new issues, and using external factors to maintain the transition). Navigating the relational transitions created a struggle for some partners, but the negotiation process elicited feelings of a fresh start for others. Collectively, the themes highlight factors related to communication as well as partners' subjective interpretations, which may be useful in further understanding how partners negotiate relational transitions.     

Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism

The purpose of this study was to evaluate the effectiveness of visual activity schedules on the behaviour of four students with moderate autism during transitions within a self-contained classroom. Generalisation measures included pre-tests and post-tests with novel stimuli and novel visual activity schedule pictures. This A-B-A-B withdrawal design study replicated and expanded parts of a study by MacDuff, Krantz, and McClannahan and another by Bryan and Gast. Students were trained to use visual activity schedules using the system of least prompts. Results indicated that, in the presence of visual activity schedules, all participants increased independence during transitions. Pre-test/post-test data revealed generalisation of visual activity schedules with novel stimuli and novel visual activity schedule pictures across participants. Implications for practitioners and for future research are discussed.     

Destination unknown? Transition to adulthood for people with autism spectrum disorders

This article, written by Ewelina Rydzewska, a PhD student and associate lecturer at the University of the West of Scotland, draws upon a range of research evidence in order to explore the process of transition to adulthood for people with autism spectrum disorder (ASD). It provides a brief overview of extended and complex youth transitions in different cultural contexts, with particular reference to Scotland. It also highlights particular patterns of vulnerability for people with ASD. The focus here is on the nature of ASD and its impact on the transition to adulthood, the conceptualisation of this process, the characteristics of effective service provision, as well as the ever‐changing social, political and economic context of young people's transitions. The article concludes with a summary of principal conclusions drawn from the current literature and some suggestions for future research.