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1.
Since Makita's report (1968), it has been believed that reading disabilities in Japan are extremely rare. However, this argument does not correspond with teachers’observations in elementary schools in Japan. This study tried to re-examine the incidence and characteristics of reading disabilities in Japan. Standardized reading ability and intelligence tests were conducted for 5th grade elementary school children of various districts. It was found that 18.7% of children have one year delay, and 10.9% of children have two or more years delay. This shows that Makita's claim of rarity of incidence of reading disabilities in Japan is incorrect. 相似文献
2.
Ebine N Rafamantanantsoa HH Nayuki Y Yamanaka K Tashima K Ono T Saitoh S Jones PJ 《Journal of sports sciences》2002,20(5):391-397
To determine the daily energy requirements of professional soccer players during a competitive season, we measured total energy expenditure in seven players (age 22.1+/-1.9 years, height 1.75+/-0.05 m, mass 69.8+/-4.7 kg; mean +/- s) using the doubly labelled water method. Energy intake was simultaneously estimated from 7 day self-report dietary records. Mean total energy expenditure and energy intake were 14.8+/-1.7 MJ x day(-1) (3532+/-408 kcal x day(-1)) and 13.0+/-2.4 MJ x day(-1) (3113+/-581 kcal x day(-1)), respectively. Although there was a significant difference between total energy expenditure and energy intake (P < 0.01), there was a strong relationship between the two (r= 0.893, P< 0.01). Basal metabolic rate and recommended energy allowance calculated from the Recommended Dietary Allowances for the Japanese were 7.0+/-0.3 MJ x day(-1) (1683+/-81 kcal x day(-1)) and 15.6+/-0.8 MJ x day(-1) (3739+/-180 kcal x day(-1)), respectively. A physical activity level (total energy expenditure/ basal metabolic rate) of 2.11+/-0.30 indicated that, during the competitive season, professional soccer players undertake much routine physical activity, similar to that of competitive athletes during moderate training. Energy intake estimated using dietary records was under-reported, suggesting that its calculation from these data does not predict energy expenditure in soccer players. 相似文献
3.
荒木猛 《徐州师范大学学报(哲学社会科学版)》2008,34(3):13-17
明朝刊行的<金瓶梅>共有两个版本:其一是万历丁巳(万历四十五年)由弄珠客作序的<金瓶梅词话>,谓之"词话本";另一版本是附有插图的<新刻绣像批评金瓶梅>,谓之"崇祯本".本文在"崇祯本"为"词话本"之改订本的前提下进行讨论.为此,特将把"词话本"修改为"崇祯本"的作者,称为"补笔者".以往对这两种版本的比较仅指出:"词话本"的第1、53、54回在"崇祯本"中被大幅度修改;"词话本"中与情节无直接关系的章节在"崇祯本"中基本被删除.然而,经过这次再比勘又发现:"崇祯本"中有对"词话本"进行加笔的部分──虽然为数不多;更重要的是:通过对加笔部分的分析,表明<金瓶梅>由"词话本"向"崇祯本"衍进的方向性,并且可以用"合理化"一词来概括. 相似文献
4.
High blood pressure (hypertension) is implicated in the development of atherosclerosis. Blood vessels are constantly subjected to stretch due to blood pressure and changes in stretch usually instigate adaptive vascular remodeling, including abnormal growth and proliferation of vascular smooth muscle cells (VSMCs) as well as 相似文献
5.
<白氏文集>流传朝鲜半岛与日本,白诗已成为当时跨越海域的一种文学标准.同时代的高丽王朝的李奎报与日本的藤原定家都是白诗的爱好者、研究者、传播者,因地域关系、接触版本不同,即高丽王朝是中国宋朝新开版的宋刊本,日本则是八九世纪传来的手抄的唐抄本;因而便产生了不同的受容姿态与结局,值得探究. 相似文献
6.
In this paper, we analyze and compare two didactical designs for introducing primary school pupils to proportional reasoning
in the context of plane polygons. One of them is well-documented in the literature; the other one is based on our own data
and is accordingly presented and discussed in more detail in this paper. The two designs come from different cultural and
intellectual environments: lesson study in Japan (implicitly based on the “open approach method”) and “didactical engineering”
in France (based on the theory of didactical situations). The general aim of our paper is to compare these two environments
and their approaches to didactical design, basing our discussion on the concrete designs mentioned above. Clear differences
among them are presented, while we also identify links which hold potential for integrating research and practice. 相似文献
7.
Outcomes assessment and its role in self-reviews of undergraduate education: in the context of Japanese higher education reforms since the 1990s 总被引：1，自引：0，他引：1
Takeshi Kushimoto 《Higher Education》2010,59(5):589-598
Under the recent state of higher education, “Outcomes Assessment” has become a familiar term in Japan as in other nations
all over the world. However, actual conditions of outcomes assessment and its contribution toward educational improvement
are not always obvious. Thus, this article attempts to clarify: (1) Japanese higher education reforms since the 1990s focusing
on assessment and evaluation; (2) the influence of reforms on outcomes assessment implemented by higher education institutions;
(3) how much the results of outcomes assessment are used in self-reviews of undergraduate education; and (4) whether application
of outcomes assessment contribute to educational improvement. The results of national survey conducted in Japan reveal that
assessments are clearly being carried out, but may not have been supporting the improvement of education. 相似文献
8.
Andreas Karatsolis Suguru Ishizaki Marsha Lovett Stacie Rohrbach Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259
This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework. 相似文献
9.
Takeshi Miyazaki 《Compare》2016,46(5):701-722
This paper reports on research into a continuing professional development (CPD) project, Projet de Renforcement de l’Enseignement des Mathématiques, des Sciences et de la Technologie (PREMST) [Strengthening Mathematics, Science, and Technologies in Education Project]. The literature review reveals few examples of CPD changing the teaching practices of teachers, especially in sub-Saharan Africa. By using the cases of five teachers, this research seeks to understand the complexities of pedagogical change. The research found that PREMST has helped teachers envision how teaching should be conducted, but it has not necessarily brought a positive change in the learning of pupils because it has not changed how teachers think about teaching. Given the difficulties involved in pedagogical change, emphasising specific skills may have been the necessary and practical first step, but changing these teaching practices is not enough. The research found that teachers still paid little attention to the learning of individual pupils. The research concludes that the recently initiated practice of lesson study shows considerable potential to build on what has already been achieved. 相似文献
10.
This study compared predictors of active coping (people's tendency to actively cope with stress) among college students in the United States and Taiwan. In both samples, trait resilience predicted active coping and mediated the effect of self‐efficacy on active coping. The findings indicate that trait resilience influences college students' active coping with stress, regardless of their cultural backgrounds. Implications on how to help college students enhance trait resilience are discussed. 相似文献