Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress

Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remains relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed.

Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study

Parent involvement is widely accepted as being associated with children’s improved educational outcomes. However, the role of early school-based parent involvement is still being established. This study investigated the mediating role of self-regulated learning behaviors in the relationship between early school-based parent involvement and children’s academic achievement, using data from the Longitudinal Study of Australian Children (N = 2616). Family socioeconomic position, Aboriginal and Torres Strait Islander status, language background, child gender and cognitive competence, were controlled, as well home and community based parent involvement activity in order to derive a more confident interpretation of the results. Structural equation modeling analyses showed that children’s self-regulated learning behaviors fully mediated the relationships between school-based parent involvement at Grade 1 and children’s reading achievement at Grade 3. Importantly, these relationships were evident for children across all socio-economic backgrounds. Although there was no direct relationship between parent involvement at Grade 1 and numeracy achievement at Grade 3, parent involvement was indirectly associated with higher children’s numeracy achievement through children’s self-regulation of learning behaviors, though this relationship was stronger for children from middle and higher socio-economic backgrounds. Implications for policy and practice are discussed, and further research recommended.

Issues in Achievement of Haptic Realism

This paper deals with haptic realism related to Kinematic capabilities of the devices used in manipulation of virtual objects in virtual assembly environments and its effect on achieving haptic realism. Haptic realism implies realistic touch sensation. In virtual world all the operations are to be performed in the same way and with same level of accuracy as in the real world .In order to achieve realism there should be a complete mapping of real and virtual world dimensions. Experiments are conducted to know the kinematic capabilities of the device by comparing the dimensions of the object in the real and virtual world. Registered dimensions in the virtual world are found to be approximately 1.5 times that of the real world. Dimensional variations observed were discrepancy due to exoskeleton and discrepancy due to real and virtual hands. Experiments are conducted to know the discrepancy due to exoskeleton and this discrepancy can be taken care of by either at the hardware or software level. A Mathematical model is proposed to know the discrepancy between real and virtual hands. This could not give a fixed value and can not be taken care of by calibration. Experiments are conducted to figure out how much compensation can be given to achieve haptic realism.

Neighborhoods attributes as determinants of children's academic achievement

Resumen: Los estudios sobre los efectos del vecindario sobre los logros educativos han confirmado la existencia de estos efectos particularmente en la adolescencia. Una deficiencia común de la investigación empírica hasta la fecha, la falta de información en múltiples contextos, se aborda en este trabajo mediante el uso de encuestas escolares de datos para obtener una mayor comprensión sobre el efecto de la pobreza en los niños que cursan el nivel primario de enseñanza en los EE.UU. Este trabajo propone la utilización de un modelo jerárquico lineal de clasificación cruzada para tomar en cuenta en forma apropiada la estructura anidada de la información ya que los niños pertenecen simultáneamente a los dos grupos, el barrio y la escuela. Los resultados que se presentan, basados en la encuesta ECLS-K, una muestra de más de 20000 niños en aproximadamente 1.000 vecindarios y 1200 escuelas 1200, pone de manifiesto la asociación entre la composición socioeconómica del vecindario y los resultados académicos de los estudiantes. Este estudio proporciona evidencia a favor de las teorías de la socialización y epidémica. La presencia de adultos con buen nivel educativo en el vecindario así como la mediana de ingresos tienen impacto positivo en el logro del estudiante. De la misma forma, elevados niveles de pobreza tienen una influencia significativa, pero negativa en los resultados académicos. Sin embargo, el impacto se produce cuando se supera el umbral de 30% de hogares pobres en el vecindario. Los resultados agregados son invariantes a distintas especificaciones en términos de variables, esto no sucede cuando se analizan subgrupos clasificados según su origen étnico, género y estatus socio-económico.

The genesis and achievement of a limnologist: George Evelyn Hutchinson, 1903-1991

An obituary of the limnologist G.E. Hutchinson is given.

The kingdom of the shore: achievement of good ecological potential in reservoirs

The European Water Framework Directive requires member states to restore aquatic habitats to good ecological status (quality) by 2015. Good ecological status is defined as slightly different from high status, which, according to the Directive, means negligible human influence. This poses problems enough for restoration of natural habitats but artificial reservoirs are not excluded from the Directive. They must be restored to good ecological potential. The meaning of good ecological status is linked to that of 'high' ecological status, the pristine reference condition for aquatic habitats under the Directive. From the point of view of an ecologist, this is taken to mean the presence of four fundamental characteristics: nutrient parsimony, characteristic biological and physical structure, connectivity within a wider system and adequate size to give resilience of the biological communities to environmental change. These characteristics are strongly interrelated. Ecological potential must bear some relationship to ecological status but since the reference state for ecological quality is near absence of human impact, it is difficult to see how the criteria for ecological status can be applied to a completely man-made entity where the purpose of the dam is deliberately to interfere with the natural characteristics of a river or former natural lake. Rservoirs are disabled lakes, ususally lakcing the diversity and function provided by a littoral zone. Nonetheless, pragmatic approaches to increasing the biodiversity of reservours are reviewed and conclusions drawn as to the likely effectivemess of the legislation.

Statistics anxiety, state anxiety during an examination, and academic achievement.

BACKGROUND: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. AIMS: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. SAMPLE: Participants were 284 undergraduate psychology students, 225 females and 59 males. METHODS: Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. RESULTS: Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. CONCLUSIONS: The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination.

Women of achievement : written for the Fireside Schools, under the auspices of the Woman's American Baptist Home Mission Society / by Benjamin Brawley.

http://www.archive.org/details/womenofachieveme00brawrich