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We investigated the physical mechanism for the pattern transition from square lattice to stripes, which appears in vertically oscillating granular layers. We present a continuum model to show that the transition depends on the competition between inertial force and local saturation of transport. By introducing multiple free-flight times, this model further enables us to analyze the formation of superlattices as well as hexagonal lattices

In this proposed study, we will use a latent transition analysis (LTA), as a longitudinal extension of latent profile analysis, to study the development of early 'academic' abilities from a person-centered point of view. Children who participate in the 'READI' project receive repeated assessments of their early literacy, early numeracy, and ‘general’ cognitive abilities throughout the earliest years of primary school. In our proposed LTA model(s), children will be classified into latent profiles that reflect specific combinations of abilities across these various task domains. Then, using repeated measurements from four separate time points, we will estimate the proportion of children who transition from one specific profile to another over time, as the children move from kindergarten into formal education. Several measures from the home learning environment will be included as covariates, in order to investigate their relation to initial profile membership (at time point 1) and to the subsequent transitions between profiles over time.

Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at high-risk for RD in earlier grades make similar growths to their peers who are not at-risk, they are highly likely to stay in the high-risk categories. Also, low-risk students with flat growth from fall to winter are at greater risk for RD in the later grades. Providing additional instruction to students at-risk regardless of their growth in earlier grades may prevent them from lagging behind further from their peers.

This document, examining transition to retirement from a sociological perspective, consists of four sections and a 14-item bibliography. The first section traces the evolution of West German retirement from what was considered a new phenomenon into what is now commonly assumed to be a normal or even natural life stage. The second section discusses the recent changes (earlier eligibility for pensions, a shortage of jobs and concomitant increase in disability pensions, and new preretirement programs aimed at bridging the gap between early exit from work and entry into the pension system) that have moved the time of exit from the work force to an earlier and earlier age for many West Germans. The third section examines the preretirement program. The fourth section examines the consequences of these changing retirement patterns in West Germany. Among those consequences are that the age of retirement cannot continue to come earlier and earlier; retirement becomes less and less associated with the concept of "old age"; financial and other planning must become more individualized as people retire earlier; and in the year 2030, contributions to the West German pension system as currently set up would require about 35 percent of personal incomes. (CML)

This brief is an addendum to an earlier report, "Getting on Track to Graduation" (see ED613890) published in May 2018 by the Philadelphia Education Research Consortium (Crofton and Neild, 2018). Focusing on two cohorts of first-time ninth grade students (the Classes of 2019 and 2020), Getting on Track to Graduation examined the extent to which students earned the number and type of course credits required to be considered on-track to graduation. This brief extends analyses from the earlier report with data from two additional cohorts of first-time freshmen (the Classes of 2017 and 2018) to better understand whether the patterns described in the original report have been consistent over time. [This report was updated in February 2019 with the addition of Appendix C. It was originally published in October 2018.]

We have considered the dynamical evolution of cellular patterns controlled by a stochastic Glauber process determined by the deviations of local cell topology from that of a crystalline structure. Above a critical temperature evolution is towards a common equilibrium state from any initial configuration, but beneath this temperature there is a dynamical phase transition, with a start from a quasi-random state leading to non-equilibrium glassy freezing whereas an ordered start rests almost unchanged. A temporal persistence function decays exponentially in the high temperature equilibrating state but has a characteristic slow non-equilibrium aging-like behaviour in the low temperature glassy phase.

We have considered the dynamical evolution of cellular patterns controlled by a stochastic Glauber process determined by the deviations of local cell topology from that of a crystalline structure. Above a critical temperature evolution is towards a common equilibrium state from any initial configuration, but beneath this temperature there is a dynamical phase transition, with a start from a quasi-random state leading to non-equilibrium glassy freezing whereas an ordered start rests almost unchanged. A temporal persistence function decays exponentially in the high temperature equilibrating state but has a characteristic slow non-equilibrium aging-like behaviour in the low temperature glassy phase.

We have considered the dynamical evolution of cellular patterns controlled by a stochastic Glauber process determined by the deviations of local cell topology from that of a crystalline structure. Above a critical temperature evolution is towards a common equilibrium state from any initial configuration, but beneath this temperature there is a dynamical phase transition, with a start from a quasi-random state leading to non-equilibrium glassy freezing whereas an ordered start rests almost unchanged. A temporal persistence function decays exponentially in the high temperature equilibrating state but has a characteristic slow non-equilibrium aging-like behaviour in the low temperature glassy phase.

This volume presents new research on post-accession migration from Central and Eastern Europe in the short period since the EU enlargements of 2004 and 2007. Explanations of post-accession migration patterns, trends and mechanisms delve into the complexities of these phenomena. New groups of migrants and types of migrations are identified -- such as young migrants, often students or graduates, without family obligations and without clear plans concerning their future life. Case studies on Poland, Romania, Hungary and Latvia as well as the United Kingdom and Germany – being major destination countries – divulge the multifaceted nature of transition, whether in the form of labour migration, short-term mobility (including among international students) or return migration. The volume insightfully points towards future migration trends and sets guidelines for further research.

We analyze the possible transition patterns exhibited by an effective non-relativistic field model describing interacting binary homogeneous dilute Bose gases whose overall potential is repulsive. We evaluate the temperature dependence of all couplings and show that at intermediate temperatures the crossed interaction, which is allowed to be attractive, dominates, leading to smooth re-entrant phases. At higher temperatures this interaction suffers a sudden sign inversion leading to an abrupt discontinuous transition back to the normal gas phase. This situation may suggest an alternative way to observe collapsing and exploding condensates. Our results also suggest that such binary systems may offer the possibility of observing Bose-Einstein condensation at higher critical temperatures.

We examined individual differences and predictions of children's patterns in behavioral, emotional and attentional efforts toward challenging puzzle tasks at 24 and 35 months using data from a large longitudinal rural representative sample. Using latent transition analysis, we found four distinct task-oriented patterns in problem-solving tasks within parent-toddler/preschooler dyads representing different levels of regulatory strengths and weaknesses. We also found the relatively more positive and adaptive task-oriented patterns (i.e., the positive-motivated pattern and the content-compliant pattern) were more stable, but the relatively negative patterns (i.e., the negative-disengaged pattern and the emotional-mixed pattern) had much more variability and change from 24 to 35 months. Finally, infant attention, positive parenting, and family economic strains also significantly predicted children's task-oriented patterns at 24 months after controlling for child gender, race and maternal education. These findings contribute to prevention/intervention strategies for young children's optimal performance during challenging problem solving and their later school success.

Challenges and Implications of Change in Algeria

Defects arise when nematic liquid crystals are under topological constraints at the boundary. Recently the study of defects has drawn a lot of attention. In this paper, we investigate the relationship between two-dimensional defects and three-dimensional defects within nematic liquid crystals confined in a shell under the Landau-de Gennes model. We use a highly accurate spectral method to numerically solve the Landau- de Gennes model to get the detailed static structures of defects. Interestingly, the solution is radial-invariant when the thickness of the shell is sufficiently small. As the shell thickness increase, the solution undergo symmetry break to reconfigure the disclination lines. We study this three-dimensional reconfiguration of disclination lines in detail under different boundary conditions. We also discuss the topological charge of defects in two- and three-dimensional spaces within the tensor model.

Defects arise when nematic liquid crystals are under topological constraints at the boundary. Recently the study of defects has drawn a lot of attention. In this paper, we investigate the relationship between two-dimensional defects and three-dimensional defects within nematic liquid crystals confined in a shell under the Landau-de Gennes model. We use a highly accurate spectral method to numerically solve the Landau- de Gennes model to get the detailed static structures of defects. Interestingly, the solution is radial-invariant when the thickness of the shell is sufficiently small. As the shell thickness increase, the solution undergo symmetry break to reconfigure the disclination lines. We study this three-dimensional reconfiguration of disclination lines in detail under different boundary conditions. We also discuss the topological charge of defects in two- and three-dimensional spaces within the tensor model.

School learning starts with school attendance. Students need to be in school to receive instruction and learn from their teachers and peers. When schools have high rates of poor attendance, their academic achievement levels suffer. Ninth grade is a critical juncture that comes with increased student autonomy -- and new pitfalls, including the potential for disengagement. Students are often held to increasing academic expectations that put more of the responsibility in their own hands. If students react by disengaging from school, their academic futures could be in danger. The School District of Philadelphia (SDP) found that the stronger a student's ninth grade attendance, the more likely that he or she will graduate on time. But in a long school year, when should schools start paying attention to student attendance? In this report, the authors study attendance patterns of first-time SDP ninth graders during the 2015-16 and 2016-17 school years. They examine the spread of overall attendance rates in these two student cohorts, patterns over the course of their ninth grade year, and how those patterns differ for students with different levels of academic achievement.

POPULATION TRENDS, DEFINED AS DISTRIBUTION, COMPOSITION, AND CHANGES IN NUMBERS WERE DETERMINED IN THIS DOCUMENT FOR THE STATE OF LOUISIANA. DATA WERE GATHERED FROM PUBLICATIONS OF THE BUREAU OF THE CENSUS, THE LOUISIANA STATE DEPARTMENT OF EDUCATION, AND QUESTIONNAIRE RESPONSES OF HIGH SCHOOL JUNIORS AND SENIORS IN SELECTED SAMPLE SCHOOLS. THE EFFECT OF RURAL POPULATION TRENDS ON RURAL EDUCATION WAS EMPHASIZED. CURRICULUMS OF RURAL SCHOOLS AND QUALIFICATIONS OF RURAL SCHOOL TEACHERS WERE DISCUSSED. ALSO INCLUDED WAS A 1959 CASE STUDY OF RURAL SCHOOLS IN A FRENCH CULTURE PARISH AND A NONFRENCH CULTURE PARISH. THE DOCUMENT CONCLUDED THAT (1) DEFICITS IN THE QUALITY OF EDUCATION AND THE NEED FOR ADDITIONAL TEACHERS AND CLASSROOMS WOULD NOT BE A SERIOUS PROBLEM OF LOUISIANA RURAL SCHOOLS IN THE NEAR FUTURE, (2) SCHOOL ATTENDANCE WAS NO LONGER A PROBLEM, (3) RURAL SCHOOLS WERE NOT SERVING A POPULATION THAT WAS PLANNING FOR CAREERS IN AGRICULTURE, AND (4) FAMILIARITY WITH RAPID CHANGING POPULATION AND SOCIOCULTURAL PATTERNS WAS NECESSARY FOR PERSONS CONCERNED WITH RURAL EDUCATION PLANNING. (FS)

We consider the orientational instabilities, both homogeneous and spatially periodic, developing in a nematic liquid crystal under rectilinear oscillatory Couette flow for director alignment perpendicular to the flow plane. Using numerical and analytical approaches we determine the critical amplitude of oscillatory flow instabilities, the critical wave number and the symmetry of the destabilizing mode. It was found, that by varying of the oscillatory flow frequency the instability changes its temporal symmetry. The mechanism of this transition is coupled with the inertia of the nematic fluid. We also shown that an electric field applied to the nematic layer can induce switching between instabilities with different spatial and temporal symmetries. The complete phase diagram of the flow instabilities is presented

This report analyzes and documents the ways that existing educational service systems have successfully modified their roles in order to improve school-to-adult-life transition services for students with disabilities. The report is based on findings from development of a model cooperative transition services system, which revealed that new roles are crucial to the implementation of a fully functioning transition services program. The report is designed to provide practical ideas for resourceful school systems planners, to build an enhanced transition program by shifting roles rather than requiring costly additional resources. The report explains the role shifting research model and identifies problem areas and change functions involved in role shifting. Also analyzed are trends in role shifting patterns and change strategies, such as creating new positions to coordinate vocational and special education; creating the roles of case manager, job coach, and job developer; changing teachers' roles to emphasize community-based instruction; etc. The report also reviews funding strategies for transition programs, lists critical factors for change, and offers personnel planning guidelines. (JDD)

Patterns of success and failure in the transition from school to work in Australia in the 1980s-1990s were examined by analyzing data from the Australian Youth Survey. Of those studied, 20% found full-time jobs upon leaving school and remained in full-time employment for the next 7 years, 13% obtained apprenticeships or traineeships leading to continuous full-time work, a similar percentage undertook further study and later gained full-time employment, and about 24% experienced only a short period of unemployment or part-time work before entering lasting full-time employment. However, 7% of school leavers experienced long-term unemployment, 5% experienced mainly part-time work while searching for a full-time job, and 13% managed to eventually achieve full-time employment but only after up to 4 years of unemployment, part-time work, or activities outside the labor force. The following factors were associated with disproportionately high rates of more difficult school-to-work transitions: low achievement while in school; failure to complete year 12; socioeconomic background; and disabilities. The study underscored the importance of preventive measures within the education system and intensive follow-up measures for school leavers experiencing problems in the labor market. Those measures will be helped by keeping the numbers of school leavers low by improving young people's literacy and numeracy skills and offering a range of pathways suited to differing interests and needs at the end of compulsory education so that more stay in education and training. An overview of the study data and methods and 14 additional tables/figures are appended. (Contains 33 tables and 14 references.)(MN)

Patterns of success and failure in the transition from school to work in Australia in the 1980s-1990s were examined by analyzing data from the Australian Youth Survey. Of those studied, 20% found full-time jobs upon leaving school and remained in full-time employment for the next 7 years, 13% obtained apprenticeships or traineeships leading to continuous full-time work, a similar percentage undertook further study and later gained full-time employment, and about 24% experienced only a short period of unemployment or part-time work before entering lasting full-time employment. However, 7% of school leavers experienced long-term unemployment, 5% experienced mainly part-time work while searching for a full-time job, and 13% managed to eventually achieve full-time employment but only after up to 4 years of unemployment, part-time work, or activities outside the labor force. The following factors were associated with disproportionately high rates of more difficult school-to-work transitions: low achievement while in school; failure to complete year 12; socioeconomic background; and disabilities. The study underscored the importance of preventive measures within the education system and intensive follow-up measures for school leavers experiencing problems in the labor market. Those measures will be helped by keeping the numbers of school leavers low by improving young people's literacy and numeracy skills and offering a range of pathways suited to differing interests and needs at the end of compulsory education so that more stay in education and training. An overview of the study data and methods and 14 additional tables/figures are appended. (Contains 33 tables and 14 references.)(MN)

This article is from Nutrition Journal , volume 10 . Abstract Background: The increase in the burden of chronic diseases linked to the nutrition transition and associated dietary and lifestyle changes is of growing concern in south and east Mediterranean countries and adolescents are at the forefront of these changes. This study assessed dietary intake and association with socio-economic factors and health outcomes among adolescents in Tunisia. Methods: Cross-sectional survey (year 2005); 1019 subjects 15-19 y. from a clustered random sample. Dietary intake was assessed by a validated semi-quantitative frequency questionnaire (134 items) as was physical activity; the Diet Quality Index International measured diet quality; dietary patterns were derived by multiple correspondence analysis from intakes of 43 food groups. Body Mass Index (BMI) ≥85th and 95th percentile defined overweight and obesity. Waist Circumference (WC) assessed abdominal fat. High blood pressure was systolic (SBP) or diastolic blood pressure (DBP) ≥90th of the international reference for 15-17 y., and SBP/DBP ≥120/80 mm Hg for 18-19 y. Results: Energy intake levels were quite high, especially for females. The macro-nutrient structure was close to recommendations but only 38% had a satisfactory diet quality. A main traditional to modern dietary gradient, linked to urbanisation and increased economic level, featured an increasing consumption of white bread, dairy products, sugars, added fats and fruits and decreasing consumption of oils, grains, legumes and vegetables; regarding nutrients this modern diet score featured a decreasing relationship with total fat and an increase of calcium intake, but with an increase of energy, sugars and saturated fat, while vitamin C, potassium and fibre decreased. Adjusted for age, energy and physical activity, this modern pattern was associated with increased overweight in males (2nd vs. 1st tertile: Prevalence Odds-Ratio (POR) = 4.0[1.7-9.3], 3rd vs. 1st: POR = 3.3[1.3-8.7]) and a higher WC. Adjusting also for BMI and WC, among females, it was associated with decreased prevalence of high blood pressure (2nd vs. 1st tertile: POR = 0.5[0.3-0.8], 3rd vs. 1st tertile: POR = 0.4[0.2-0.8]). Conclusion: The dietary intake contrasts among Tunisian adolescents, linked to socio-economic differentials are characteristic of a nutrition transition situation. The observed gradient of modernisation of dietary intake features associations with several nutrients involving a higher risk of chronic diseases but might have not only negative characteristics regarding health outcomes.

The growth and demise of glaciers during the Late Paleozoic ice age had profound consequences on the marine biota. In central western Argentina the transition from glacial to non-glacial interval during the Pennsylvanian, caused a major regional turnover which remodeled the bathymetric diversity gradient. In order to understand the nature of the environmental changes related to such turnover event, we compared selectivity patterns in extirpation and immigration of bivalves and brachiopods using logistic regression. We tested for a wide range of potential drivers of extirpation and immigration, namely body size, geographic range size, environmental breadth, preferred depth, metabolic rates, infaunalism and taxonomic identity. While extirpation preferentially hit brachiopods and genera having smaller geographic ranges and smaller body sizes, immigration was related to genera with preference for deeper environment and small geographic ranges. Extirpation selectivity was not uniform along the bathymetric gradient. Both geographic range and body size selectivity are stronger towards deeper environments. Each clade, on the other hand, showed idiosyncratic responses to climate change. While brachiopods show extirpation selectivity for smaller geographic ranges, small sized bivalves were preferentially extirpated. These contrasting selectivity regimes, however, could be reflecting different faunal responses to the same environmental changing factor, namely higher thermal amplitude. Immigration in both brachiopods and bivalves was related to preference to deep environments, confirming previous results. However, brachiopods also showed preferential immigration of small geographic range genera, which is puzzling given the extinction selectivity related to the glacial non-glacial transition. Possible explanations point to a brief time span in which an increase in thermal amplitude occurred. The rapid climate changes, particularly related to a rise in maximum temperatures, lead the ecological response of the benthic faunas. Differences in extinction and immigration selectivity along the bathymetric gradient, suggest that the turnover event also remodeled the bathymetric gradient in body size and biogeographic structure and brachiopod:bivalve proportions. Such changes were driven by extirpation, contrasting with the remodeling of the bathymetric diversity gradient that was driven by immigration. Our results, therefore, highlight that immigration and extirpation can shape different aspects of the bathymetric biotic gradient.

Since New Zealand introduced the Tomorrow's Schools reform in 1989, concerns have arisen about its effects on the school principalship. The main concerns relate to increased workload for principals, especially in small rural schools, and the potential for conflicts between the principal and rural community members. It was feared that such problems would lead to increased principal turnover in small rural schools. From May 1990 through May 2000, principal retention and transition data were collected from 50 small, rural primary schools in the Marlborough, Nelson, and Buller regions of New Zealand. All schools had fewer than 150 students; 20 had fewer than 51 students. Data include the number of principal transitions for each school, destination of the departing principal, and reasons for departure. The 50 schools had a total of 179 principals during the 10-year period. Five of the smallest schools closed during the period; the 45 schools that remained open had an average of 3.8 principals during the decade. Principals averaged 2.63 years per position overall and only 1.97 years in the smallest schools. Among departing principals, only a small number were seeking and gaining promotion, while a comparatively large number, particularly first-timers, were taking up other careers. Principal transitions were less frequent close to central towns and increased proportionately with distance from town. Workload was the most frequent reason for departure and was worst in the smallest schools. Various types of conflict were also important reasons. (Contains 16 references.) (SV)

Since New Zealand introduced the Tomorrow's Schools reform in 1989, concerns have arisen about its effects on the school principalship. The main concerns relate to increased workload for principals, especially in small rural schools, and the potential for conflicts between the principal and rural community members. It was feared that such problems would lead to increased principal turnover in small rural schools. From May 1990 through May 2000, principal retention and transition data were collected from 50 small, rural primary schools in the Marlborough, Nelson, and Buller regions of New Zealand. All schools had fewer than 150 students; 20 had fewer than 51 students. Data include the number of principal transitions for each school, destination of the departing principal, and reasons for departure. The 50 schools had a total of 179 principals during the 10-year period. Five of the smallest schools closed during the period; the 45 schools that remained open had an average of 3.8 principals during the decade. Principals averaged 2.63 years per position overall and only 1.97 years in the smallest schools. Among departing principals, only a small number were seeking and gaining promotion, while a comparatively large number, particularly first-timers, were taking up other careers. Principal transitions were less frequent close to central towns and increased proportionately with distance from town. Workload was the most frequent reason for departure and was worst in the smallest schools. Various types of conflict were also important reasons. (Contains 16 references.) (SV)

Since New Zealand introduced the Tomorrow's Schools reform in 1989, concerns have arisen about its effects on the school principalship. The main concerns relate to increased workload for principals, especially in small rural schools, and the potential for conflicts between the principal and rural community members. It was feared that such problems would lead to increased principal turnover in small rural schools. From May 1990 through May 2000, principal retention and transition data were collected from 50 small, rural primary schools in the Marlborough, Nelson, and Buller regions of New Zealand. All schools had fewer than 150 students; 20 had fewer than 51 students. Data include the number of principal transitions for each school, destination of the departing principal, and reasons for departure. The 50 schools had a total of 179 principals during the 10-year period. Five of the smallest schools closed during the period; the 45 schools that remained open had an average of 3.8 principals during the decade. Principals averaged 2.63 years per position overall and only 1.97 years in the smallest schools. Among departing principals, only a small number were seeking and gaining promotion, while a comparatively large number, particularly first-timers, were taking up other careers. Principal transitions were less frequent close to central towns and increased proportionately with distance from town. Workload was the most frequent reason for departure and was worst in the smallest schools. Various types of conflict were also important reasons. (Contains 16 references.) (SV)