Children and stress: Sources,reactions, and interventions

Stress in childhood is universal, an inevitable part of life. No child reaches adolescence without having to cope with the normal developmental and environmental stresses of weaning, toilet training, entry into school, and the inevitable increasing demands for self-control and responsibility.Diane Shrier is clinical associate professor and director of child and adolescent psychiatry at the New Jersey Medical School in Newark.     

整合实验研究和网络资源的创新能力培养模式的建构

在分析了国内创新能力培养的主要路径基础上,提出了一种整合实验研究和网络资源基于课题的创新能力培养模式。在理论教学快速提升学生创新理论知识的同时并行实践教学过程,由学生自行选择课题同时借助网络和实验室资源进行实践研究,激发学生的创新精神,培养创新能力。学生通过一个完整的实践过程（发现和设定问题一提出和优化解决方案一实验室研究）的实践来获得创新能力。探讨了在模式的建构过程中,主要需要解决的问题包括实验室资源的整合、指导教师资源的整合、学生创新题目设定的模式、网络资源的运用、成绩评价体系等。     

Imperatives and challenges in integrating teaching and research

This paper explores why it is important for universities to integrate research and teaching at the present time and considers how it can be achieved. Political, institutional and disciplinary factors affect the relationship, whether the aim is to integrate teaching with research or to integrate research with teaching. So the article explores factors that facilitate and factors that discourage integration. By way of providing an example of implementation, imperatives and challenges in developing this relationship at a large research‐intensive Australian university are outlined. Finally, the paper draws some general implications from this discussion to suggest where moves by disciplinary communities to integrate research and teaching might be heading.     

Globalisation and educational research: Whose context counts?

This paper relates contemporary educational research to processes of globalisation. While the activity of educational research is essentially cultural, its production is also economic. As global research agenda emerge, the cultural contexts of those who generate funds and ideas for them are increasingly remote from those in a position to utilise research for the promotion of learning.This paper examines two bodies of research in international education located at very different points in the educational research hierarchy. The first, educational assessment, is extensive and accessible to a worldwide audience of researchers, policy-makers and practitioners in education. The second, multigrade teaching, is small, dispersed and accessible only to those who exercise a dogged persistence.The review of educational assessment underlines the need for a greater contextualisation of research and a greater sensitivity to the context of research by global policy-makers. It raises imperatives for the future conduct of research on educational assessment and international education more generally, and identifies areas for future research on the reciprocal effects of globalisation and educational assessment. The review of multigrade teaching describes briefly what multigrade teaching is, its extent, its relative neglect by researchers and policy-makers, and differences in the economic and educational contexts of the North and the South of the multigrade debate.     

Constructivist,emergent, and sociocultural perspectives in the context of developmental research

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of indlividuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.     

Spillover effects in environmental behaviors,across time and context: a review and research agenda

When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers.     

利用基础实验教学平台普及教研结合

基础实验教学在学生创新能力培养中发挥着重要的作用,在分析传统基础实验教学模式弊端的基础上,提出“利用基础实验教学平台普及教研结合”的创新教学模式,并阐述了这种教学模式在培养创新型人才方面的优势.     

Priority-setting and economic payoffs in basic research: An American perspective

During the past several years, budgetary problems and increased attention to the problem of improving US economic competitiveness have led to pressures to change the system through which priorities for federal funding of basic research are set. A numberof reports and policy statements have challenged the long-accepted practice of allowing priorities among disciplines and board areas of research to be set in a decentralised manner in which political factors predominate and groups of scientists in different fields advocate their interests more or less independently of one another. The challenge to policymakers and the scientific community is to learn how to allocate resources in a manner that improves economic performance without restricting the freedom of individual scientists to set their own research directions. This paper reviews the central elements of the debate over priority-setting and the contribution of basic research to economic competitiveness in the United States, discusses lessons that have been learned, and considers how the issues might eventually be resolved.     

文化耦合视角下"官产学研资"一体化的创新模式研究

产学研结合是建立国家创新体系的主要途径和发展方向.从文化视角看,产学研合作的实质是异质性文化系统的耦合.追求最大程度的文化共享是文化耦合机制的根本所在.在实践层面通过对多种领域文化的耦合,构建以市场为导向,以政府调控为关键,以大学、科研院所的创新为原动力,以企业为主体,以资金为保障的"官产学研资"一体化创新模式,以求在新起点上对我国产学研合作的深入发展有所裨益.     

Conceptualising the use of Facebook in ethnographic research: as tool,as data and as context

This paper explores what it means to engage as an ethical researcher in the conduct of critical ethnography. During the years in which this critical ethnography of new language learners in a midwestern high school, the ethnographer actively participated in the life of the site. This paper poses the question of what such active involvement means for research ethics. Much of the literature on research ethics deals with Internal Review Boards standards, but this paper takes a reflective, ethnographic look at the researcher's own ethical practices in order to articulate and examine the underlying principles entailed in the decisions to intervene or not in the ongoing life of the site.