用当代人才观指导体育课保健康复专业课程改革     

谢军吴初竹  李学武 《吉林体育学院学报》2004,20(4):95-96

通过对体育保健康复专业人才市场的调查以及对其课程体系的研究,提出以“厚基础、宽口径、前期趋同、后期分化”的原则指导课程设置。从优化课程结构、融合、重组专业基础课,增设“小分支专业”方向课,增加专业选修课程和能力培养专业课,丰富深入其内容等课程改革措施,以培养“有知识、有能力、会学习、会应用”的全面发展的体育保健康复专业创新人才。  相似文献   

The new imperative for admissions transparency     

George R. La Noue 《Academic Questions》2003,16(3):23-29

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Solving the quandary between questionnaire length and response rate in educational research     

L. La Mar Adams  Darwin Gale 《Research in higher education》1982,17(3):231-240

A controversial issue exists in questionnaire survey techniques as to the relationship between questionnaire length and rate of returns. Questionnaire return rates were, therefore, examined under the following six controlled methodological conditions: (1) a large random sample, 1,650; (2) no follow-up procedures; (3) same type of mailout procedures and instructions for each questionnaire length; (4) no incentives or high interest factors; (5) same type of questionnaire for each of the three questionnaire lengths; (6) questionnaires of appropriate lengths (1, 3, and 5 pages); and (7) a daily tally of returns kept for each type of questionnaire. There was a difference in the rate of return among the three types of questionnaires when other influences on rate of return were held to a minimum. The variant results between the study and previous studies referred to in the review of literature can be explained by the fact that the controlled conditions were maintained for this study and not for previous studies.  相似文献   

优秀女子垒球运动员的机能水平     

黄高劬  李敏宽  刘雅明 《体育科研》1997,(3)

本文探讨了中国女子垒球运动员时机能水平。测试结果如下:CO和SV分别为4.27±0.70L/min和82.4±13.7ml。30″无氧功率的平均值为457.8±56.3W,下降率为49.4±8.99％,运动中最高心率为147.5±11.0次/分,运动后血乳酸水平为9.268±2.059mmol/L,结果提示运动员的无氧能力欠佳。垒球投手的双膝关节肌力的耐力指数均超过70％。 世界水平投手王丽红的心脏功能和膝关节肌力明显优于其他投手,投球臂腕关节的伸/屈肌力比率显著高于其他投手。 国际比赛后的血乳酸水平,投手为1.568±0.397mmol/L,场员进攻得分后为4.290±1.120mmol/L。  相似文献   

Super-latent inhibition with delayed conditioned taste aversion testing     

L. G. De La Casa  R. E. Lubow 《Learning & behavior》2000,28(4):389-399

In three conditioned taste aversion experiments with rats, latent inhibition (LI) was examined as a function of the time interval (1 or 21 days) between the conditioning and the test phases. In Experiments 1 and 2, the effects of US intensity on LI were examined. LI increased in the 21-day condition, as compared with the 1-day condition, with medium and high US intensity, but not with weak US intensity. Groups not preexposed to the CS flavor had similar aversions when testing was conducted 1 day after conditioning, as compared with 21 days. In Experiment 3A, delay-induced super-LI was obtained when the delay was spent in the home cage and the experimental stages took place in a different context (as in Experiments 1 and 2). In Experiment 3B, when all the stages, including the delay period, were conducted in the home cage, there was no super-LI effect. The modulation of delay-induced super-LI as a function of US intensity and context extinction is discussed in relation to association deficit and retrieval interference theories of LI.  相似文献   

跨网关整合检索和整合浏览机制   总被引：19，自引：1，他引：18  

李勇文  张晓林 《图书情报工作》2002,46(9):74-78

介绍跨网关门户的3个层次,着重分析跨网关整合检索的检索协议、元数据格式和著录标引问题,提出可能的解决机制,并进-步探讨跨网关整合浏览的技术线路和基于分类映射的实现机制.  相似文献   

Erratum to: Nudging museums attendance: a field experiment with high school teens     

Patrizia Lattarulo  Marco Mariani  Laura Razzolini 《Journal of Cultural Economics》2017,41(3):279-281

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Why Do I Feel I Don’t Belong to the Brazil on TV?     

Antonio C. La Pastina  Joseph D. Straubhaar  Lirian Sifuentes 《Popular Communication》2014,12(2):104-116

Telenovelas have been considered the predominant popular genre on television, the most widely available and popular national medium, in Brazil, for more than 30 years (Straubhaar, 1982). However, we argue in this article that although telenovelas do indeed have this remarkable penetration and popularity in Brazil, their reception is mediated by audience class, geographical location, race, and issues with media content. Many in the audience feel disenfranchised from the dominant telenovela representations, particularly on the primary network, TV Globo, because of their rural, Northeastern status and identity, or their Afro-Brazilian identity. They question their sense of belonging, not because they do not feel Brazilian, but because the “Brazil” they see on TV does not include them.  相似文献   

Mexican Americans and the push for culturally relevant education: the bilingual education movement in Tucson, 1958–1969     

Maritza De La Trinidad 《History of education》2015,44(3):316-338

This essay traces the bilingual education movement that began in Tucson through the efforts of local teachers, university faculty and educational leaders. It is argued that Mexican Americans and their allies played a crucial role in promoting the merits of bilingual education at the local, state and national levels. Their advocacy of Spanish-for-Spanish-speakers programmes as a culturally relevant means of improving educational outcomes for Mexican American students led to a push for bilingual education with the support of the National Education Association. The work that educators from Tucson accomplished focused national attention on the education of Mexican Americans and ultimately contributed to the passage of the Bilingual Education Act of 1968. This legislation sparked a national movement to expand bilingual education programmes throughout the Southwest and other parts of the nation.  相似文献   

Social Justice Education in a Diverse Classroom: Examining High School Discussions about Race,Power, and Privilege     

Anjalé D. Welton  Tiffany Octavia Harris  Priya G. La Londe  Rachel T. Moyer 《Equity & Excellence in Education》2015,48(4):549-570

High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics.  相似文献