A WAY WITH WORDS: A Unique Approach to Literacy and Career Development

This article describes a unique collaboration between the Career Center at the University of Missouri–Columbia, Columbia Public Schools and the community. A WAY WITH WORDS is an America Reads community literacy program that has enriched the educational experience of graduate, undergraduate and K–5 students since 1996. Teams of undergraduate volunteers led by graduate students in Counseling Psychology and Educational Leadership (ELPA) tutor local children in an effort to increase literacy. The teams interact and communicate with children, parents, teachers and principals as they serve during school and in after-school programs that they co create with school administrators and community members. Tremendous opportunities exist for learning about socio-economically and increasing ethnically diverse communities. During a biweekly seminar, team leaders lead career exploration activities that focus on mentoring, multicultural issues and team building. The program seeks to cultivate civic responsibility as an aspect of career development through communication, relatedness and reflection.     

Compensatory changes in physical activity and sedentary time in children and adolescents with cystic fibrosis

Physical activity (PA) is a key element in Cystic Fibrosis (CF) treatment strategies, yet little is known as to whether activity compensation occurs. This study examined whether PA and/or sedentary time on one day were temporally associated with time spent in these intensities the following day in youth with CF. Time spent sedentary and in different PA intensities were objectively-measured for seven consecutive days in 50 youth (22 boys; 12.0 ± 2.7 years); 25 with mild-to-moderate CF and 25 age- and sex-matched controls. Multilevel analyses (day and child) were conducted using generalised linear latent and mixed models. On any given day, every additional 10 minutes spent in sedentary time or moderate-to-vigorous physical activity (MVPA) were associated with 1.9 (95%CI: ?3.6 to ?1.2) and 12.4 (95%CI: ?22.1 to ?2.9) minutes less sedentary time the following day, respectively. These temporal associations were also observed when split by group (3.1 vs. 1.9 minutes for healthy and CF, respectively). These findings indicate that youth do not compensate their PA, irrespective of disease status, between days, but may compensate their sedentary time between days. Experimental studies are warranted to fully elucidate whether compensatory responses to PA and sedentary time occur, which is fundamental for informing PA promotion strategies.     

Is Inequality Among Universities Increasing? Gini Coefficients and the Elusive Rise of Elite Universities

One of the unintended consequences of the New Public Management (NPM) in universities is often feared to be a division between elite institutions focused on research and large institutions with teaching missions. However, institutional isomorphisms provide counter-incentives. For example, university rankings focus on certain output parameters such as publications, but not on others (e.g., patents). In this study, we apply Gini coefficients to university rankings in order to assess whether universities are becoming more unequal, at the level of both the world and individual nations. Our results do not support the thesis that universities are becoming more unequal. If anything, we predominantly find homogenisation, both at the level of the global comparisons and nationally. In a more restricted dataset (using only publications in the natural and life sciences), we find increasing inequality for those countries, which used NPM during the 1990s, but not during the 2000s. Our findings suggest that increased output steering from the policy side leads to a global conformation to performance standards.     

HUSTserver:一种可靠的高性能附网存储系统的实现

1　Introduction　Emergingapplicationssuchasdatawarehousing ,multimediacontentdistribution ,electroniccom merce ,medicaldatabaseandsatellitedatabaseshavesubstantialstoragerequirementsthataregrowingatadramaticallyrate .Suchapplicationsrequirescalable ,highly availableandcost effectivestoragesystems .Traditionalstoragesystemsrelyonacentralcon troller (fileserver ,diskarraycontroller)toaccessstorageandcopydatabetweenstoragedevicesandclients,whichlimitstheirscalability .Withthedra maticshifttowards…     

ISSUES IN COUNSELING OLDER PEOPLE

This paper reports a thorough investigation of reading habits and activities which may require skills used in prose recall tasks as they occur in the everyday lives of adults. Over the space of five weeks, fifty‐four participants (18 young, aged 18‐32; 18 middle, aged 40‐54; 18 older, aged over 62) kept structured diaries in which they indicated how they spent their time, as well as the specific materials they had read and how long they had spent reading each item. Analyses were performed on each of 23 reading variables and 20 activity variables. Part I of this paper considers whether there were age and vocabulary differences in activities. Results indicate that while such differences exist, primarily in the amount of time spent reading, everyday activities and reading habits were also related to the requirements of daily life‐‐school, employment, retirement. Part II uses a cluster analysis of the data to demonstrate that the patterning of everyday activities was influenced more by current schooling and career factors than by the age and vocabulary level of the participants. Part II also considers the ecological validity of prose recall studies by examining the frequency of activities similar to laboratory‐style prose recall tasks and finds that such activities have a very low incidence in the everyday lives of adults.     

Explicit Vocabulary Instruction in Kindergarten: Case Studies of Students With and Without Language Disorders

Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment.     

Primäre Glomerulonephritiden

Ohne Zusammenfassung