Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.     

Implicit knowledge of general upper secondary school in a bridge-building project

Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein.     

Ti-50．9at％Ni薄膜组织和相转变的研究

采用磁控溅射方法在Si片沉积了Ti-50．9at％Ni形状记忆合金薄膜,并将薄膜分别在不同温度下进行退火．利用示差扫描量热方法（DSC）、X射线衍射仪（XRD）、透射电镜（TEM）研究了薄膜退火前后形貌、相变特征及应力随退火温度的变化．实验结果表明：溅射态薄膜为非晶态,其晶化温度范围为430℃-535℃,晶化同时伴随着Ti3Ni4相的析出;退火后的薄膜随着退火温度的升高,Rs、Af、Ms均呈上升趋势．薄膜的残余应力随着退火温度的增加而逐渐减少．     

城郊型宗教名山的旅游转型——以木兰山为例

由于人们生活水平日益提高,旅游需求不断变化,单一的旅游功能无法满足游客的需求,旅游目的地的转型升级已成为旅游业关注的焦点问题.通过分析国内城郊型宗教名山存在的旅游问题,探寻此类旅游目的地的升级转型模式,提出了城郊型宗教观光旅游目的地向综合性旅游目的地转型的方向和具体途径.在此基础上,以木兰山为具体案例,给出木兰山旅游的转型方向、模式、方法,期望为城郊型宗教名山的旅游转型提供借鉴.     

论王朔的"新京味儿"语言及文化内涵

王朔小说是20世纪80年代重要的文学现象，其“新京味儿”语言也同样是20世纪小说中重要的语言形象。和以往的“京味儿”语言相比，这种语言形象不提供道德参考系数，将口语、调侃作为解构价值规范的策略，以获得游戏生活的快感为唯一的目的。这种语言形象产生于中国特定的历史语境和文化转型的缝隙之中。     

The problem-solving process as part of professionals’ boundary work in preschool to school transition

ABSTRACT

A successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor.     

Identifying key issues for university practitioners of garden-based learning in Spain

ABSTRACT

The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1^st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation.     

低纯度Gd制成的Gd5Si1.8Ge2.2的磁热效应

实验中使用国产2N级金属Gd粉为原料，用电弧熔炼法在氩气气氛中制备了Gd5Si1.8Ge22合金，并通过X射线衍射仪和超导量子磁强计分析手段对合金的性能进行测试和分析．发现合金没有重现一级磁相变和巨磁热效应，这是由于国产2N级Gd中杂质等因素时磁相变、磁热性能产生了重要影响，导致一级磁相变的破坏及磁热效应的大幅度下降．     

Person-centred reviews and transition: an exploration of the views of students and their parents/carers

The person-centred review (PCR) is a model for the review of a student’s special educational needs (SEN) which places the young person and their family at the centre of the process. This mixed-methods, exploratory study investigated the views of 16 students with SEN aged between 10–11 years (Year 6) and 13–14 years (Year 9), and their parents/carers on their PCRs (which were mostly held at transition). Attention was paid to potential changes in the young people’s locus of control and feelings towards school. Findings indicated that the PCR is a collaborative, constructive and reassuring process for families where a wealth of information is shared openly and honestly within a relaxed, yet structured, meeting. The young people were generally positive about the process, although many felt daunted beforehand. Some parents felt the meeting was too long and not entirely accessible to children. The study did not conclude that the young people’s locus of control or feelings towards their education changed following the PCR. Implications for good practice are discussed, particularly for educational psychologists and in the context of the SEN and Disability Code of Practice.     

Common legacy,different paths: the transformation of educational systems in the Czech Republic,Slovakia, Hungary and Poland

The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme.