Multiplicative perturbations of C-regularized resolvent families

This paper presents two new theorems for multiplicative perturbations of C-regularized resolvent families, which generalize the previous related ones for the resolvent families.     

Multiplicative perturbations of C-regularized resolvent families

INTRODUCTION Da Prato and Iannelli (1980) first introducedthe notion of resolvent family on a Banach space X.From then on, many researchers have studied thetheories of resolvent families in the past 20 yearsdue to their wide and interesting applications toproblems in physics, engineering, biology, etc.(Chang and Shaw, 1997; Lizama, 1993; 1995; Pr?ss1993; and the references therein) The concept of C-regularized resolvent familyis introduced by Zheng and Sun (2000) and Li(2002), where …     

一类半线性分数阶微分方程的μ-伪概自守解

根据α-预解算子族和μ-伪概自守函数的相关性质,利用其函数空间的完备性以及相应的组合定理,研究在Banach空间上一类半线性分数阶微分方程μ-伪概自守解的存在性。     

一类半线性积分方程的Stepanov型μ-伪概自守解

通过运用Stepanov型μ-伪概自守函数的概念,研究半线性积分方程在Banach空间中关于有界解的一些新的存在性结果。首先建立了这类函数的新的组合定理,并且通过这类函数的遍历性和组合定理,结合积分预解族的定义和性质,利用不动点定理和压缩原理得到半线性积分方程的μ-伪概自守解的存在唯一结果的主要结论。     

Riccati方程的一个可积定理

对著名的Riccati方程引入预解方程、预解常数和判别式的概念,得到了一个新的可积定理,导出了一系列新的实用的可积充分条件,推广了古典的和近代的可积性结果。     

Banach空间中的广义集值变分包含和预解算子

研究了Banach空间的广义集值变分包含.首先指出了J U Jeong所著文章中的定理3.1是不成立的,然后借助预解算子技巧,建立了与广义变分包含相关的迭代算法,并给出了广义变分包含的迭代收敛定理,从而更正了该定理.     

Banach空间中一类广义集值拟变分包含的迭代解

本文引入Banach空间中一类广义集值拟变分包含问题,利用集值预解的技巧,建立起Banach空间一类广义集值拟变分包含问题与预解方程及不动点问题间的等价关系,并给出了其解的存在性及其迭代逼近问题.这些结果改进、推广、统一了文[1-15,17-24,27-33]的相应结果.     

完全广义集值非线性拟变分包含

文章研究了一类完全广义集值强非线性拟变分包含问题.通过运用极大单调映射的预解算子技巧建立了此变分包含与预解方程之间的等价关系.给出了解此类变分包含的一些新的算法及收敛定理.该文的模型和结论是许多文献中模型与结论的改进与推广.     

一类隐预解动力系统问题

本文引入了H ilbert空间中一类广义集值变分包含问题,利用这类广义集值拟变分包含问题与预解方程及不动点问题间的等价性,建立了与这类广义集值拟变分包含问题有关的隐预解动力系统,给出了H ilbert空间中这类广义集值拟变分包含隐预解动力系统的解的存在性和收敛性定理,并指出了这类隐预解动力系统的解的轨道整体、指数地收敛于H ilbert空间中广义集值拟变分包含问题的唯一解.这些结果改进、推广和统一了文[1-8]的相应结果.     

无穷时滞一阶脉冲积分微分方程温和解的存在性

利用预解算子理论,结合不动点定理,证明了无穷时滞一阶脉冲积分微分方程温和解的存在性.     

School psychology interns’ characterizations of family–school partnerships

School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.     

教师职业停滞研究

详细分析了教师职业停滞及其主要表现。在此基础上,提出了教师职业停滞产生的“五因素模型”。最后,针对此“五因素模型”提供了现实的解决对策,为缓解教师职业停滞现象,提高学校的教学质量提供了理论依据和科学方法的借鉴。     

SCHOOL PSYCHOLOGISTS’ FAMILY–SCHOOL PARTNERING EXPERIENCES WITH LATINOS

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family–school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre‐ and in‐service training to achieve effective FSP with Latino families. Five school psychologists working in school districts with greater than 40% Latino student enrollment participated in this study. Five major themes emerged from data analysis: Attitudes toward FSP, Knowledge and Skills Needed, Expectations for Engagement, Perceived Barriers to FSP, and Engagement Activities. The results of this study will help researchers and educators develop an awareness of the challenges school psychologists face and the actions they take to enhance relationships with Latino families.     

Chinese Mothers and Adolescents’ Views of Authority and Autonomy: A Study of Parent–Adolescent Conflict in Urban and Rural China

Eighty‐five dyads of eighth‐grade adolescents (mean age = 14.15 years, SD = 0.39) and their mothers in China (30 dyads from urban one‐child families, 27 from urban multiple‐children families, and 28 from rural multiple‐children families) were interviewed individually. They described daily parent–adolescent conflicts, justified their perspectives on disputes, and evaluated conflict resolutions. The results indicated that across urban and rural areas, for both one‐child and multiple‐children families, adolescents differed significantly from their mothers in their views of parental authority and individual autonomy. The results also showed several regional differences, pointing to the importance of considering the specific context in which conflicts occur.     

“Are two better than one?” the impact of years in head start on child outcomes, family environment, and reading at home

This study examined whether children attending Head Start for two years have better developmental outcomes than children attending for one year and whether their families enjoy a more positive family environment. Forty-five children were in the one-year duration group and 29 were in the two-years duration group. The Family Environment Scale (FES), the Child Development Inventory (CDI), and a demographic questionnaire were administered. Results indicated that children’s scores on the CDI did not differ as a function of the length of participation in Head Start. However, families who participated for two years reported an increased intellectual-cultural orientation, and increased active recreational orientation. These families placed greater emphasis on organization, and read more times to their child during the week than families who participated in the program for only one year.     

The equity impact of public finance of private education provision in Côte d’Ivoire

The equity effects of public subsidization of private schools in Côte d’Ivoire are analyzed. The subsidy per student in private (and public) schools increases as one goes to higher household per capita expenditure groups. Students from families in the highest expenditure quartile receive twice the subsidy received by students from families in the lowest quartile, compared to four times more in the case of students attending public schools. However, the subsidy system is relatively progressive in the case of private school attendance as there is a clear tendency for the share of family education expenditure covered by subsidies to decline as one goes to higher quartiles.     

The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.     

一类广义集值拟变分包含组的解的存在性

应用隐预解算子技巧,引入了一类新的广义集值拟变分包含组,建立了该类变分包含组与一类不动点问题的等价性,利用不动点定理证明其解的存在性。所得结果推广和改进了BakushinskyAB等人的许多结果。     

双连续C半群的逼近定理

基于Banach空间中强连续半群的逼近理论,结合双连续C半群概念,通过讨论其生成元与预解式之间的关系,得到双连续C半群的逼近定理,从而推广了Banach空间上强连续半群的逼近定理．     

Language Clearly Matters; Methods Matter Too

Over two decades ago, the “30-million-word” gap rose to prominence after work by Hart & Risley (1995) suggested that children from families with low socioeconomic status (SES) heard fewer words than their peers from families with higher SES during their first 4 years of life. Recent research challenges the magnitude and even existence of this gap. However, due to methodological limitations, we know very little about the presence, magnitude, and settings in which there may be a word gap. Moreover, causal evidence is also limited. I highlight why it is critical for the field to have a more precise understanding of the nature of the word gap (or lack thereof) and potential avenues for better evaluating this phenomenon.