Quantum cryptography beyond key exchange

This chapter describes the applicability of quantum cryptography beyond key exchange. The section is devided into two parts: one describing applications of quantum cryptography different from key exchange and the other considering countermeasures to additional threats like coercibility or traffic analysis. Every section ends with a short summary or an appraisal in boldface and in the conclusions all topics of this section are briefly outlined and in an outlook we give a personal statement about the relevance of quantum cryptographic pro tocols and promising future directions of research.     

Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.     

Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting

ABSTRACT

This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (d_w?=?0.19), while effects on change in students problem behavior were less than small (d_w?相似文献   

Social and Developmental Aspects of Icelandic Pupils’ Interest and Experience of Icelandic Culture

The theme of this article is education as nation building in the Scandinavian countries: Denmark, Norway and Sweden. Starting with an overview of their Social Democrat parties' ascension of to near hegemony immediately following the Second World War, and these parties' impact on education, we go on to sketch the interplay between general political trends and educational policies up to the present day. We examine the goals of educational policies, the governance of the primary school system and the instruments of governance. Five levels of governance are taken into account: central government, regional and local government, schools and, finally, what happens in the classroom. Attention is given to trends that the Scandinavian countries shared in particular periods and to the divergence between them. We conclude that the main trend up to now is towards deregulation, decentralisation and individualisation.     

Academic Stress and Health: Exploring the Moderating Role of Personality Hardiness

Attending university is a pleasurable experience for many students. Yet for others it represents a highly stressful time of extensive studying and pressure to meet the requirements of academia. Academic stress is associated with a variety of negative outcomes such as physical illness and deteriorating mental health. This paper explores the capacity of personality hardiness to buffer the relationship between academic stress and health. Results showed that hardiness was negatively associated with both academic stress and number of health complaints, and showed that hardiness moderated the association between academic stress and health.     

Teacher Report of Children's Problem Behavior on The Sutter–Eyberg Student Behavior Inventory—Revised (SESBI-R) in a Norwegian Sample of Preschool and School Children

In the present study, the applicability of The Sutter–Eyberg Student Behavior Inventory—Revised (SESBI-R) was explored within a Norwegian sample of 983 children aged 3–8 years. By using an exploratory factor analysis the same 2-factor solution as the original SESBI-R was supported by Principal Component Analysis. Good internal consistency (alpha?>?.96) was found for both the SESBI-R Intensity and Problem scales. Teachers in Norway report relatively low levels of behavior problems among children in day-care units and school-aged boys receive higher Intensity and Problem scores than girls. The results show that the SESBI-R is a reliable assessment tool that can be used in the Norwegian population for efficient screening of behavior of conduct-disordered children.     

On the Educative Reading of Hegel's Phenomenology of Spirit

This paper tries to make sense of Hegel's Phenomenology of Spirit in terms of a dialectical concept of education. The Phenomenology may be read not only as a philosophical work but also as a literary work which brings the German idealist idea of Bildung, or formation, to its apotheosis. The interpretation is limited to the Preface of the book. By way of literary theory I try to make good the claim that the Phenomenology naturally gives itself to an educative interpretation. After having pointed to some of Hegel's possible literary inspirations, I go on to suggest that contradictory experiences of Bildung are resolved within a background of communicative knowledge. The roles of the different dramatis personae in the Phenomenology are determined in the setting of philosophy as the way of presentation.     

Factors Affecting the Decision to Merge: The case of strategic mergers in Norwegian higher education

Students (N = 1,883) from 10 European countries answered a web questionnaire pertaining to three dimensions of what they expect and what they experience from their teachers. The dimensions were personality, classroom environment, and teaching style characteristics. Parametric statistics identified high communalities among variables, while gender, program type, and program level were found to have an influence on factor groupings. Overall, the gap between the expected and the experienced proved to be overwhelmingly significant.