Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool

Reading and Writing - Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. Beginning in early childhood,...     

Curriculum spaces for connecting to children’s multiple mathematical knowledge bases

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.     

由非线性粒子运动方程导出薛定锷方程

本文将由非线性量子动力学方程同时导出薛定锷方程和牛顿方程．这样就不仅证明了经典力学与量子力学已被统一了起来，且证明了薛定锷场(波函数)不是非物质性的几率波．而是刻出物质性背景空间性质的物质性场．     

Research Active Programme: A pilot inclusive research curriculum in higher education

Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.     

Whiplash shaking syndrome: retinal hemorrhages and computerized axial tomography of the brain

Three cases of whiplash shaking injury of infants are presented. All children presented with seizures and had minimal signs of external injury. Examination of the retina revealed extensive retinal hemorrhages. These were missed on initial examination and were only discovered after pupillary dilatation. The presence of these palecentered retinal hemorrhages suggested the diagnosis of child abuse and skeletal surveys and thorough social histories confirmed the diagnosis. Despite extensive retinal hemorrhages, computerized axial tomography (C.T.) scan showed minimal inter-hemispheric bleeding. In contrast to the "Battered Child Syndrome," all the findings in whiplash shaking syndrome of infants are subtle and demand an awareness, an index of suspicion and a thorough examination which may include extensive retinal examination following dilatation of the pupils. This latter examination is frequently not performed by family physicians and residents so that the syndrome may be missed. A fourth case is also discussed where shaking is admitted on initial presentation but said to be done for resuscitation. This poses an immense diagnostic dilemma to the pediatrician since in this case the child presented later with all the signs of physical abuse.     

Parametrically excited oscillation of stay cable and its control in cable-stayed bridges

This paper presents a nonlinear dynamic model for simulation and analysis of a kind of parametrically excited vibration of stay cable caused by support motion in cable-stayed bridges. The sag, inclination angle of the stay cable are considered in the model, based on which, the oscillation mechanism and dynamic response characteristics of this kind of vibration are analyzed through numerical, calculation. It is noted that parametrically excited oscillation of a stay cable with certain, sag, inclination angle and initial static tension force may occur in cable-stayed bridges due to deck vibration under the condition that the natural frequency of a cable approaches to about half of the, first model frequency of the bridge deck system. A new vibration control system installed on the cable anchorage is proposed as a possible damping system to suppress, the cable parametric oscillation. The numerical calculation results showed that with the use of this damping system, the cable oscillation due to the vibration of the deck and/or towers will be considerably reduced. Project supported by National Natural Science Foundation of China (No. 59978044)     

Introducing a tool to gauge curriculum quality under Sustainable Development Goal 4: The case of primary schools in Vietnam

International Review of Education - The purposes of the study presented in this article were twofold. One was to respond to the question: what makes a quality curriculum? within the framework of...     

How much is transferred from training to the job? The 10% delusion as a catalyst for thinking about transfer

This article explores the common belief that only a small amount of what is taught in a training program is actually transferred to the job. After providing evidence of the source of the generalization and the acceptance of the notion despite the lack of empirical, behavioral evidence, we take the opportunity to examine the likely reasons for that acceptance. We present five questionable assumptions behind the generalization about minimal transfer. Based on this analysis, we offer four practical strategies for planning, assessing, and reporting training transfer. These strategies include investigating and accounting for variables influencing transfer, expanding the definition of use, stating realistic transfer goals, creating specific transfer objectives, describing observable indicators of use, setting quantitative standards of successful transfer, and reporting the complete transfer story. These strategies provide avenues for producing a more accurate picture of the training transfer experience.     

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.