Pedagogical work,stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups

The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres.     

Regulating readers' bodies: a discourse analysis of teachers' body talk

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity.     

论英语移就的生成理据

移就属于一种超常规搭配的修辞方法。这种超常规搭配看似有违常理，实际有自己的生成规则。移就的生成规则主要体现在四个方面：1、以心理的重建为基础；2、依赖于句子的深层结构；3、修饰词与被修饰词之间相互关联；4、与新的语境相适应。     

A review of the short-term effects of child sexual abuse

This is the first of a two-part report that critically evaluates empirical studies on the short- and long-term effects of child sexual abuse. With the exception of sexualized behavior, the majority of short-term effects noted in the literature are symptoms that characterize child clinical samples in general. Among adolescents, commonly reported sequelae include sexual dissatisfaction, promiscuity, homosexuality, and an increased risk for revictimization. Depression and suicidal ideation or behavior also appear to be more common among victims of sexual abuse compared to normal and psychiatric nonabused controls. Frequency and duration of abuse, abuse involving penetration, force, or violence, and a close relationship to the perpetrator appear to be the most harmful in terms of long-lasting effects on the child. The high prevalence of marital breakdown and psychopathology among parents of children who are sexually abused makes it difficult to determine the specific impact of sexual abuse over and above the effects of a disturbed home environment. Given the broad range of outcome among sexual abuse victims, as well as the methodological weaknesses present in many of the studies reviewed, it is not possible at this time to postulate the existence of a "post-sexual-abuse-syndrome" with a specific course or outcome.     

Cross-lagged relationships between person-based resources,self-perceptions,and career and life satisfaction in young adults

We tested the across-time relationships between the person-based resources of assimilation (or goal pursuit) and accommodation (or goal adjustment) and two well-being outcomes (satisfaction with career progress and life satisfaction), and assessed if these relationships were mediated by self-perceptions (perceived goal attainability and optimism). Participants were 204 young adults (79 % female; M _age 26 years), who were surveyed twice, 6 months apart. Consistent with the dual-process framework for goal management, assimilation was associated with more positive self-perceptions (attainability and optimism) and higher subsequent satisfaction with career progress and life satisfaction. Perceived goal attainability mediated between assimilation and the two satisfaction outcomes. Accommodation was associated with higher subsequent life satisfaction only. Thus, both assimilation and accommodation were related to better life satisfaction in young adults, but assimilation was more adaptive in the career domain.     

Parenting Practices and Peer Group Affiliation in Adolescence

Social scientists have often assumed that parental influence is sharply curtailed at adolescence because of the rising counterinfluence of peer groups, over which parents have little control. The present study tested a conceptual model that challenged this view by arguing that parents retain a notable but indirect influence over their teenage child's peer associates. Data from a sample of 3,781 high school students (ages 15–19) indicated that specific parenting practices (monitoring, encouragement of achievement, joint decision making) were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds (jocks, druggies, etc.). Findings encourage investigators to assess more carefully parents' role in adolescents' peer group affiliations.     

Predicting the outcomes of physical events: two-year-olds fail to reveal knowledge of solidity and support

Two-year-olds' (N = 153) knowledge of solidity was tested in four search tasks adapted from infant looking-time experiments. In Experiment 1, 2-year-olds failed to search in the correct location for a falling ball after a hidden shelf that blocked its trajectory had been inserted in the apparatus. Experiment 2 extended this finding by showing that 2-year-olds failed to take into account the effects of either removing or inserting a shelf in their search for a toy dropped behind a screen. Experiment 3 examined sensitivity to the constraint provided by a solid barrier on horizontal motion. In all three experiments, 2-year-old children searched initially at the location where they saw the object during familiarization. Experiment 4, using multiple test trials but no familiarization to a pretest location, also showed that 2-year-olds failed to take the presence or absence of a barrier into account when planning where to search for a toy they had seen dropped behind a screen. In all of these studies, 2-year-olds showed no evidence of representing solidity and support constraints on the trajectories of falling objects. Experiments 1 and 3 also included 2 1/2-year-olds (N = 31), who succeeded on these search tasks. The implications of the poor performance of 2-year-olds, in the face of success by very young infants on looking-time measures of sensitivity to similar constraints on object motion, are discussed.     

Measuring the international standing of universities with an application to Australian universities

Globalisation has meant an increased demand from students, employers, and academics for indicators of the international academic standing of universities. In this paper we examine the broad methodological issues involved in measuring international academic standing and apply our conclusions to data for 38 Australian universities. Determinants of the international academic standing of universities are grouped into six broad categories: standing of academic staff, quality of undergraduate intake, quality of undergraduate programs, quality of graduate programs, resources, and peer opinion. The relative importance of each of these attributes is ascertained though a worldwide survey of university presidents, rectors and vice-chancellors plus Australian deans, thus reducing the need for subjective weighting by the researchers. The empirical findings are used to weight quantitative performance data for Australian universities and the results compared with two other recent worldwide rankings of universities.     

Metaphors,discourse and identity in adult literacy policy

This paper discusses the metaphors and discourses employed in the current Skills for Life Strategy in terms of the identity of potential adult literacy learners. It argues that metaphors and discourses are necessarily value laden and reflect the beliefs of those with authority to influence others. The current Strategy, it is argued, is based on a discourse of deficit, outcomes and employability that positions adult literacy learners as ‘depersonalised others’.     

学术期刊网络信息EPR系统构建

根据业务流程再造的思想,利用平台开发软件Cold fusion MX7.0的强大功能,构建学术期刊网络信息编辑流程再造系统.提出实现编辑流程再造的技术框架方案,着重论述该系统核心模块审稿流程和完整的三方(作者、编辑、审稿专家)一体化在线协作处理功能,以适应编辑模式向流程化、规范化、科学化、全球化方向转变的需要.