Personal characteristics and school contextual variables associated with student self-determination in Spanish context

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful.

Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students’ self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale.

Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor.

Conclusion: These findings contribute to current research in this field and practical implications were discussed.     

镍钛形状记忆合金环抱接骨板治疗桡骨近端1/3骨折

目的探讨治疗桡骨近端1/3骨折的理想内固定方法.方法 2001年8月～2004年4月,采用镍钛形状记忆合金环抱接骨板治疗24例桡骨近端1/3骨折.其中男19例,女5例.年龄16～48岁.摔伤9例,压砸伤5例,交通事故伤4例,直接暴力撞击伤3例,高处坠落伤3例.按照形状记忆合金环抱接骨板的安装方法进行骨折复位内固定.术后定期随访,观察骨折愈合及功能恢复情况.结果所有患者均获随访4～21个月,平均10个月.均无术中、术后并发症,切口Ⅰ期愈合;X 线片示骨折均于术后8～12周临床愈合,根据Anderson疗效标准,功能恢复优18例,良5例,可1例,优良率95.83%.结论应用镍钛形状记忆合金环抱接骨板治疗桡骨近端1/3骨折具有创伤小、操作简便安全、固定可靠、组织相容性好、并发症少等优点,有利于促进骨折愈合和肘、腕关节功能康复,是一种治疗桡骨近端1/3骨折的较好方法.     

The Impact of Community Diversity and Consolidated Inequality on Dropping Out of High School

Abstract: Data from the National Education Longitudinal Study were combined with census data at the zip code level to examine the impact of neighborhood racial and ethnic diversity and consolidated inequality, in addition to individual, family, and school factors, on the likelihood of dropping out of high school. Results indicate that while the effects for diversity and consolidated inequality did not support the stated hypotheses, main effects for family risk and prior academic achievement were significant and in the stated direction. Also, when controlling for individual, family, school, and neighborhood characteristics, African Americans were less likely than White students to drop out of school. Implications for contextual effects research and educational outcomes are discussed.     

复合矫治弓丝接头的力学性能及接头组织观察

目的　测试复合矫治弓丝接头的机械性能及分析接头、接头断口变化。方法　测试复合矫治弓丝接头的拉伸强度、剪切强度、扭转强度、弯曲形变残余角,TiNi形状记忆合金丝超弹性,扫描电镜观察及分析接头、断口组织变化。结果　复合矫治弓丝接头抗拉伸强度为32 0～36 0MPa ,剪切强度为2 2 0～2 5 0MPa ,抗扭转强度为30～4 0N·m、断裂时扭转角度不小于1 4 4 0°,弯曲形变残余角为1 2～1 7°;钎焊异质接头中TiNi形状记忆合金丝超弹性几乎没有破坏;接头钎料与TiNi形状记忆合金界面不存在扩散层,与不锈钢丝界面之间有一较宽的扩散层,接头断裂多发生在钎料与TiNi形状记忆合金超弹界面处,部分发生在钎缝中心。结论　复合矫治弓丝机械性能符合正畸临床要求,可应用于临床。     

Children's categorisation of play and learning based on social context

While much time has been spent deliberating about the definition of play, little emphasis has been placed on what children themselves perceive as play. The aim of the present study was to examine social context as a cue for children's perceptions of play and learning. Ninety-two children aged between four and six years (mean four years nine months) participated in the study and completed the Activity Apperception Story Procedure. Children were asked to sort photographic stimuli into those they believed depicted play/not play and learning/not learning. Each of the stimuli were identified by independent raters as containing one of the following social cues; teacher absence (solitary activity, parallel activity or cooperative activity) or teacher presence (teacher involved activity or teacher directed activity). Findings revealed that children associated teacher absence with play. More specifically, children made links between play and the presence of peers (parallel and cooperative activity). Findings are discussed in relation to play in the early years curriculum, differences in children's early educational experiences and the importance of understanding children's perceptions of play.     

一种滑移式微动振幅测量装置的设计

根据微动滑移振幅具有小位移的特点，设计制作了一种弓形传感装置，该装置能把小幅位移信号转换为电信号，并通过示波器实时显示出来，用这种测试装置来测量滑移式微动振幅具有测试方法简单而测试精度较高的优点。     

红细胞不同温度长期冻存后形态和免疫功能的变化及其临床意义

目的 探讨一种简便、有效的红细胞长期保存的方法。方法 红细胞在－40℃、80℃及－196℃（液氮）不同温度下长期保存18个月后，分别测定冻存前后红细胞平均体积（MCV）、红细胞渗透脆性（RFT）及红细胞免疫功能（RBC－C3bRR、ERPN）。结果 红细胞－40℃长期冻存后，MCV和RFT较冻存前显著提高（P＜0.05)，RBC－C3bRRt ERPN较冻存前显著降低（P＜0.05)。红细胞－80℃、－196℃长期冻存后，MCV、RFT、RBC－C3bRR及ERPN较冻存前无明显改变（P＞0.05)。结论 红细胞经－80℃、－196℃长期冻存后，其形态、结构和免疫功能保存良好。－80℃低温冻存是一种简便、有效的红细胞长期保存的方法。     

Influences of context on early writing development

Research on children's early writing development in the past has focused primarily on product and process. In reviewing the more recent research on early writing development, however, a new focus of context emerges. Occurrences of literacy are now being observed in the home, the school, and the community. With this new emphasis, comes the task of defining context. A definition of context reflects theoretical perspectives, areas of research interests, and types of methodologies employed in conducting research. Therefore, the purpose of this article is to address the following aspects of context: #op1#cp multidiscipline perspectives and definitions of context, #op2#cp contextual shifts observed between the home and the school, #op3#cp contextual factors present when learning how to write, and #op4#cp pedagogical implications for curriculum development.     

心理一致感的潜结构研究

目的：探讨Antonovsky开发的13个项日的心理一致感量表在中国大陆的适用性。方法：采用实证研究方式对656名被试的样本数据进行了探索性及验证性因索分析，结果：个体的心理一致感是由可理解性、易处理性及意义性三个成分构成的总体．支持Antonovsky提出的关于心理一致感的要念构思。结论：心理一致感量表对中国大陆样本基本上是适用的，但个别题目有待进一步修正。