Flow transitions in model Czochralski GaAs melt

1 Introduction a The Czochralski (CZ) technique is the most common technique to grow single crystals. It has been pointed out by several researchers (e.g. Ref. [1]) that melt flow in the crucible plays an important role on the quality of the crystals in t…     

Positional identities in educational transitions: connecting contemporary and future trajectories among multiethnic girls

The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and ‘figured worlds’. The ethnographic data were collected over a two-year period as part of a large-scale ethnographic study in a suburban area of Oslo with a large percentage of families with immigrant backgrounds. We focus on two girls (aged 15) who represent different educational trajectories and positional identities. Their case histories illustrate how positional identities in educational transitions are a complex web of formal and informal influences beyond school. The students experience different trajectories and changes in positional identities as learners when entering upper secondary school, which have implications for their future orientations.     

基于可持续转型的我国新能源汽车政策文本分析

运用基于可持续转型的分析框架对近年来我国出台的新能源汽车政策文件进行了政策文本分析。研究表明,政策工具多着眼于对转型的直接支持,需进一步使用破坏性政策倒逼转型;要通过政策不断调整地方政府、国有车企等体制主体,使其与新能源汽车发展相适应;应放宽在生产、营销和售后等互补性资产上对新入企业的高门槛,政策应能突出拥有核心技术企业的竞争力。     

转型期构建群众性体育服务体系的若干思考

群众性体育服务体系是实现群众体育功能的主要组织形式。在社会主义市场经济条件下构建群众性的体育服务体系，必须遵循群众体育所具有的公益性、产业性和文化性特征。在我国社会转型过程中，应针对不同的问题，建立政府与市场的不同关系模式，根据经济与文化的关系，选择构建群众性体育服务体系的路径。     

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and applications for mathematics teaching and learning are presented.