内源激素调控棉花纤维发育及品质的研究进展

棉纤维的发育受多种因素影响,近年来多项研究证实植物激素是纤维发育的关键调控因素,本文就植物激素对纤维发育各个时期及纤维品质的影响、激素相关基因的研究进展等方面进行了综述。     

Attitudes of parents towards inclusive education: a review of the literature

The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion.     

Literature of broadcasting: Books in review

This study compared and integrated the influence of motivational and situational determinants on news viewing behavior. Individual people-meter data allowed the unobtrusive study of news viewing situations. The finding is that the viewing context is much more important than motivations. However, interest in the news and politics can reinforce or reverse situational influences. For interested viewers, watching more TV in general mainly explains news viewing, while for less interested viewers, lead-out effects and social viewing are more relevant.     

Test motivation in the assessment of student skills: The effects of incentives on motivation and performance

There is widespread concern that assessments which have no direct consequences for students, teachers or schools underestimate student ability, and that the extent of this underestimation increases as the students become ever more familiar with such tests. This issue is particularly relevant for international comparative studies such as the IEA’s Third International Mathematics and Science Study (TIMSS) and the OECD’s Programme for International Student Assessment (PISA). In the present experimental study, a short form of the PISA mathematical literacy test is used to explore whether the levels of test motivation and test performance observed in the context of the standard PISA assessment situation can be improved by raising the stakes of testing. The impact of (1) informational feedback, (2) grading, and (3) performance-contingent financial rewards on the personal value of performing well, perceived utility of participating in the test, intended and invested effort, task-irrelevant cognitions, and test performance are investigated. The central finding of the study is that the different treatment conditions make the various value components of test motivation equally salient. Consequently, no differences were found either with respect to intended and invested effort or to test performance.     

Resistant agency in German lessons in primary education in Germany

This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children’s resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting. It argues that agency needs to be resistant to some extent, because otherwise it would be merely submission or adaptation. How agency can emerge depends on the social position of the student, which influences the way in which she or he is able to anticipate (more or less implicitly) spaces for resistant agency and also how he or she is addressed in the classroom and beyond. An ethnographic case study of German lessons in a third-grade primary class in a German school shows how resistant agency manifests and how it might be restricted when it comes to racialised subject-positions in the classroom.     

Argumentation in Science Education: A Model-based Framework

The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily, the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated how common methodological and theoretical problems in the context of Toulmin’s framework can be overcome through a model-based perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical scheme to give a broader impression of its potential in practical use.     

New stability and stabilization criteria for a class of fuzzy singular systems with time-varying delay

This paper deals with the stability analysis and fuzzy stabilizing controller design for fuzzy singular systems with time-varying delay. The time-varying delay is composed of two parts: constant part and time-varying part. Based on the idea of delay partitioning, a new Lyapunov–Krasovskii functional is proposed to develop the new delay-dependent stability criteria, which ensures the considered system to be regular, impulse-free and stable. Furthermore, the desired fuzzy controller gains are also presented by solving a set of strict linear matrix inequalities (LMIs). Some numerical examples are given to show the effectiveness and less conservativeness of the proposed methods.