儿童青少年体力活动与骨健康研究的10大问题     

Kathleen F. Janz  David Q. Thomas  M. Allison For  Skip M. Williams 《北京体育大学学报》2016,39(1):46-52+60

摘要：证据强烈支持体力活动对骨强度有积极的因果效应,并指出儿童进行体力活动对预防骨质疏松有长远益处。年轻时的健康骨骼可能对预防成年后由于骨量丢失而发生骨质疏松有重要作用。家庭、学校（特别是体育课）和社区是进行骨骼健康促进体力活动的重要场所。然而,有关健康促进和体育课对骨骼健康的话题很少,因此最佳的实践方法还不清楚。基于文献资料的了解,我们提出了应该被解决的健康促进和体育课研究的10大问题,从而促进儿童青少年的体力活动。  相似文献   

Improving financial service quality     

Mark Graham Brown  Kathleen Chartier 《Performance Improvement》1989,28(9):17-22

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Performance technologists can achieve through negotiated agreements     

Sam Shmikler  Kathleen Mihelich 《Performance Improvement》1988,27(8):26-28

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Propagation of detonation across a gas-gap between two cartridges of explosive     

G.St.J. Perrott  D.B. Gawthrop 《Journal of The Franklin Institute》1929,208(5):643-660

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Book reviews     

Jaroslav Krejci  Frank Brown  Philip G. Altbach  Margaret C. Ives  M. L. Shattock  M. G. de St V. Atkins  D. G. Mulcahy  Irving J. Spitzberg  Arthur Levine  David Warwick  Charles Carter  Robby Cohen  Patti M. Peterson  Philip G. Altbach  Richard A. Wanner  Bruce M. Shore  Arye Perlberg  Clive Church  John B. Biggs  Karl Halvor Teigen  Pauline M. Rea  Ernest Rudd  E. D. Duryea 《Higher Education》1979,8(2):217-248

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Uniform Matters: Fashion Design in World War II Women's Recruitment     

Kathleen M. Ryan 《Journal of American culture (Malden, Mass. : 2003)》2014,37(4):419-429

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Exploring Names and Identity Through Multicultural Literature in K-8 Classrooms     

Barbara Peterson  AnnMarie Gunn  Alejandro Brice  Kathleen Alley 《Multicultural Perspectives》2015,17(1):39-45

Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a watershed for issues of identity and belonging within the school setting. Through multicultural explorations of students' names, educators can affirm students' cultures and identities, and draw upon these as resources to support learning and development from early childhood through the adolescent years. The purpose of this article is to (a) discuss the importance of a person's name to cultural identity, (b) describe strategies to build multicultural communities in K-8 classrooms through exploration of students' names, and (c) suggest multicultural children's literature and curricular activities to teach about the importance of personal names, and develop cross-cultural understandings.  相似文献   

Sport-Related Identities and the "Toxic Jock"     

Miller KE 《Journal of Sport Behavior》2009,32(1):69-91

Little attention has been paid to the multidimensional nature of athletic involvement, which includes identity formation as well as participation in sports activities. Five hundred eighty-one sport-involved undergraduate students completed a questionnaire assessing their sport-related identities, goal orientations, primary sport ratings, and conformity to masculine norms. F-tested mean comparisons and hierarchical linear regressions were used to explore the characteristics associated with two distinct sport-related identities ("athletes" and "jocks"). Jock identity was associated with an ego-oriented approach to sports (men only), whereas athlete identity was associated with a task-oriented approach (both genders). Jock identity was positively associated with conformity to masculine norms, particularly for men, whereas athlete identity was positively associated with some masculine norms (i.e., Winning) and negatively associated with others (i.e., Playboy). These findings help to identify the correlates of a "toxic Jock" identity that may signal elevated risk for health-compromising behavior.  相似文献   

Can short-form WISC-R IQ tests identify children with high full scale IQ?     

Jean Dirks  Kathleen Wessels  Joanne Quarfoth  Betty Quenon 《Psychology in the schools》1980,17(1):40-46

Forty-seven talented fourth graders were assessed on different WISC-R short-form combinations in order to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. The short-form combinations of Similarities + Object Assembly + Vocabulary subtests (SI-OA-VO) or Similarities + Object Assembly subtests (SI-OA) were more effective in this regard than eight other WISC-R short-form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance to gifted assessment.  相似文献   

Age and function differences in shared task performance: walking and talking     

Williams K  Hinton VA  Bories T  Kovacs CR 《Research quarterly for exercise and sport》2006,77(1):137-141

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