IETF在第74次会议上进行“采用IPv6的七个阶段”专题讨论,专家指出,要建立IPv4和IPv6互通之桥

从描述IPv6的RFC1883诞生以来已经10年有余了.尽管IPv4地址即将耗近,IPv6的采用仍然出奇地慢.     

Lehrerbildung und Praxiserfahrung im ersten Berufsjahr und ihre Wirkung auf die Unterrichtskompetenzen von Studierenden und jungen Lehrpersonen im Berufseinstieg

This contribution looks at the competency development during teacher training and entry into work. The multi-perspective research design makes it possible to collate data at five stages within this transition process: at the start (t₁), in the middle (t₂) and on completion (t₃) of teacher training for primary school level (year 1–6) student teachers in two education colleges in Switzerland, as well as novice teachers at the start (t₄) and on competition (t₅) of their first year of work. The data covers eleven topic areas. This paper will present findings of data analysis for two of these topic areas for all five stages of measurement: (a) knowledge of lesson planning was captured using case vignettes and (b) teaching practice during the study program and in the first year of work was recorded on video. The same data was collated from the teaching staff involved in the practical training of the student teachers. The statements on the case vignettes were studied using content-analysis. The lesson videos were analyzed using low-inference coding for the visible occurrences during teaching and with a high-inference rating on the quality of the lessons. The results, including those for a comparison of student teachers and novice teachers with practical teacher training staff, give insights into the effectiveness of teacher training and the impact of practical experience in the first year of work on knowledge of how to plan lessons and on the form and quality of teaching. Overall, the new training at both education colleges can be given a pleasingly positive appraisal in terms of professionalization. It is, however, also possible to recognize where and to what extent a need for further developing the standard of professionalization of teaching still exists.     

The subjective well-being of first-year tertiary students during an induction programme

This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential     

Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis

Educational Psychology Review - Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its...     

Young Children's God Concepts: Influences of Attachment and Religious Socialization in a Family and School Context

This contribution offers an overview of two studies testing two attachment theoretical correspondence hypotheses in the prediction of individual differences in young children's God concepts. The correspondence hypothesis supposes that people's view on God parallels their images of their early caregiver–child relationship. The revised correspondence hypothesis incorporates caregiver religiosity and socialization. In the first study support was found for the correspondence hypothesis in the school context examining 72 preschoolers. In the second study the revised correspondence hypothesis was partly confirmed among 198 kindergarteners. Children cognitively learn about a powerful and comforting, helping God in their homes and schools, even when all relationships with their caregivers are experienced as negative. However, in such a surrounding they do not emotionally learn about an intimate, personal bond with God.     

Kinematic and EMG activities during front and back squat variations in maximum loads

The aim of this study was to compare the musculature activity and kinematics of knee and hip joints during front and back squat with maximal loading. Two-dimensional kinematical data were collected and electromyographic activities of vastus lateralis, vastus medialis, rectus femoris, semitendinosus, biceps femoris, gluteus maximus and erector spinae were measured while participants (n = 12, 21.2 ± 1.9 years old) were completing front and back squat exercises with maximum loading. Paired sample t-test was used for comparisons between two techniques. Results showed that the electromyographic activity of vastus medialis was found to be greater in the front squat compared to the back squat during the ascending phase (P < 0.05, d = 0.62; 95% CI, ?15.0/?4.17) and the whole manoeuvre (P < 0.05, d = 0.41; 95% CI, ?12.8/?0.43), while semitendinosus (P < 0.05, d = ?0.79; 95% CI, 0.62/20.59) electromyographic activity was greater in the back squat during the ascending phase. Compared to the front squat version, back squat exhibited significantly greater trunk lean, with no differences occurring in the knee joint kinematics throughout the movement. Results may suggest that the front squat may be preferred to the back squat for knee extensor development and for preventing possible lumbar injuries during maximum loading.     

The early childhood aggression curve: development of physical aggression in 10- to 50-month-old children

This study examines the prevalence, stability, and development of physical aggression, as reported by mothers and fathers, in a sample of children initially recruited at 12, 24, and 36 months (N=2,253) and in a subsample followed up 1 year later (n=271) in a cross-sequential design. Physical aggression occurred in 12-month-olds, but significantly more often in 24- and 36-month-olds. The rates of physically aggressive behaviors increased in the 2nd year of life, and declined from the 3rd birthday onward. Stabilities were moderate for 12-month-olds and high for 24- and 36-month-olds. At the ages of 24 and 36 months, boys were more aggressive than girls. The results confirm and extend R.E. Tremblay's (2004) hypothesis about the early development of physical aggression.     

Individual differences in late bilinguals' L2 phonological processes: From acoustic-phonetic analysis to lexical access

The extent to which the phonetic system of a second language is mastered varies across individuals. The present study evaluates the pattern of individual differences in late bilinguals across different phonological processes. Fifty-five late Dutch-English bilinguals were tested on their ability to perceive a difficult L2 speech contrast (the English /æ/-/ε/ contrast) in three different tasks: A categorization task, a word identification task and a lexical decision task. As a group, L2 listeners were less accurate than native listeners. However, at the individual level, almost half of the L2 listeners scored within the native range in the categorization task whereas a small percentage scored within the native range in the identification and lexical decision tasks. These results show that L2 listeners' performance crucially depends on the nature of the task, with higher L2 listener accuracy on an acoustic-phonetic analysis task than on tasks involving lexical processes. These findings parallel previous results for early bilinguals, where the pattern of performance was consistent with the processing hierarchy proposed by different models of speech perception. The results indicate that the analysis of patterns of non-native performance can provide important insights concerning the architecture of the speech perception system and the issue of language learnability.