Revisiting free school meal eligibility as a proxy for pupil socio‐economic deprivation

Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy.     

一个关于磁力作功的计算问题再研究

从分析一个磁力作功问题的实例出发，指出公式A=IΔф成立的条件，并通过建立与回路相应的微分方程组，进而求得磁力作功的更为一般的计算式。     

Child‐Care Subsidies and School Readiness in Kindergarten

The federal child‐care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy‐eligible families, between child‐care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social‐emotional skills. However, subsidy receipt predicted lower math scores among children attending community‐based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.     

Modelos del proceso de redacción: algunas implicaciones para la enseñanza

Resumen

Los modelos cognitivos del proceso de redacción muestran la complejidad de dichos procesos y la dificultad del dominio de todos los conocimientos y habilidades que requieren. De su análisis se desprende que los subprocesos y operaciones que se llevan a cabo durante la redacción no son lineales, sino recursivos. Por otra parte, muestran que escribir no consiste sólo en plasmar por escrito lo que se piensa, sino que la escritura puede tener una función epistémica, puede contribuir a la elaboración del pensamiento.

Las consecuencias para la enseñanza se resumen en la necesidad de intervención del maestro durante el proceso de escritura, en la conveniencia de enfocar selectivamente la enseñanza de los conocimientos, habilidades y estrategias necesarios sin perder de vista la actividad global y en la necesidad de enseñar unos procesos adecuados para que la escritura pueda llegar a ser instrumento de conocimiento.     

女性膀胱出口梗阻54例诊断分析

目的:探讨女性膀胱出口梗阻的诊断方法。方法:54例非神经原性排尿障碍女性患者分为梗阻与非梗阻组,利用影像尿动力学检查,比较两组尿动力学参数。结果:梗阻组最大尿流率(9.0±5.6mL/s)显著小于无梗阻组(23.8±6.3mL/s),梗阻组最大尿流率时逼尿肌压(48.1±28.2cmH2O)显著高于非梗阻组(20.1±8.2cmH2O)。结论:影像尿动力学检查是诊断女性膀胱出口梗阻的金标准。     

基于关联规则的数据挖掘技术在高校教学评价中的应用

目前很多高校对教师教学质量的评价主要是给出一个结论,而对影响教学质量的因素没有进行分析。本文将基于关联规则的数据挖掘技术应用在教学评价中,对挖掘结果进行分析,并提出了指导意见。     

试论大学英语教学中学生自主学习能力的培养

学习者自主学习是大学英语教学的手段和目的。自主学习,作为一种新型的教学理念,已成为大学英语教学改革的主流思想。有意识地培养学生的自主学习能力,对提高其英语应用能力有着重要的现实意义。     

活心丸与消心痛对冠心病心绞痛的疗效比较

目的：观察并比较活心丸与消心痛治疗冠心病心绞痛的临床疗效。方法：160例患者随机分为治疗组和对照组,分别采用活心丸和消心痛进行治疗,并进行疗效对比。结果：治疗组临床疗效总有效率90．0％,对照组为81.3％（P〉0．05）;治疗组心肌缺血改善总有效率70．0％;对照组有效率为62．5％（P〉0．05）;但治疗前后治疗组证候积分下降较对照组更为明显。结论：活心丸治疗冠心病心绞痛疗效确切,可明显改善患者全身症状。     

Morphological and biochemical responses of Oryza sativa L. (cultivar MR219) to ion beam irradiation

Objective

Heavy ion beam, which has emerged as a new mutagen in the mutation breeding of crops and ornamental plants, is expected to result in the induction of novel mutations. This study investigates the morphological and biochemical responses of Oryza sativa toward different doses of carbon ion beam irradiation.

Methods

In this study, the dry seeds of O. sativa were irradiated at 0, 20, 40, 60, 80, 100, and 120 Gy, followed by in-vitro germination under controlled conditions. Morphological and biochemical studies were conducted to investigate the morphological and physiological responses of O. sativa towards ion beam irradiation.

Results

The study demonstrated that low doses (10 Gy) of ion beam have a stimulating effect on the height, root length, and fresh weight of the plantlets but not on the number of leaves. Meanwhile, doses higher than 10 Gy caused reductions in all the morphological parameters studied as compared to the control samples. The highest total soluble protein content [(2.11±0.47) mg/g FW] was observed in plantlets irradiated at 20 Gy. All irradiated plantlets were found to have 0.85% to 58.32% higher specific activity of peroxidase as compared to the control samples. The present study also revealed that low doses of ion beam (10 and 20 Gy) had negligible effect on the total chlorophyll content of O. sativa plantlets while 40 Gy had a stimulating effect on the chlorophyll content. Plantlets irradiated between 40 to 120 Gy were shown to be 0.38% to 9.98% higher in total soluble nitrogen content which, however, was not significantly different from the control samples.

Conclusions

Carbon ion beam irradiation administered at low to moderate doses of 10 to 40 Gy may induce O. sativa mutants with superior characteristics.