Arithmetic processing in children with spina bifida: Calculation accuracy, strategy use, and fact retrieval fluency

Three studies compared 98 children with spina bifida myelomeningocele (SBM)-a disorder associated with high rates of math disability and spatial deficits-to 94 typically developing children on multidigit subtraction and cognitive addition tasks. Children with SBM were classified into those with reading decoding and math disability, only math disability, and no reading or math disability. Study 1 showed that visual-spatial errors in multidigit arithmetic were not elevated in children with SBM. In Study 2, deficits in accuracy, speed, and strategy-use in single-digit addition characterized groups with math disability regardless of reading status. Accuracy and speed on single-digit addition was strongly related to performance on multidigit subtraction. A math-level matching design in Study 3 revealed less mastery of math facts by the group with SBM. The results are discussed with reference to cognitive and neuropsychological models of math disability.     

对中学《体育与健康》实验教材试用效果的调查

为推进基础教育新一轮的课程改革 ,《体育与健康》实验教材在福建省福州市 16所中学进行了 2个阶段的试用性实验 .运用问卷调查法 ,对参加新教材试用实验的部分教师和学生就新教材实施教学的体验、体会和评价进行了系统的对照性调查统计及分析 .为完善体育与健康的教材建设 ,促进学校体育与健康的教学 ,提供参考与借鉴     

走出家门辨方向

研究性学习对我们来说是一个崭新的课题,当前处在一个探讨、摸索的过程。目前我们应认清为什么要设置研究性学习,研究性学习要达到什么目的,怎样设立研究课题,如何指导学生进行研究,及如何正确评价学生的研究。要解决这些问题,一方面要不断加强理论学习,另一方面要不断探索尝试,在实践基     

科研备考出质量科学管理创佳绩

我校全面贯彻党的教育方针,积极推进素质教育,实施创新教育,优化必修课,上好选修课,探索研究性学习课,重视学生素质、能力的培养与提高.在高三毕业班工作中,科学管理,坚持以教学科研为龙头,以学生为主体,面向全体,强化双基,注重能力,使我校2002年高考又跃上一个新的台阶.     

我国刑事诉讼法关于取保候审若干问题研究

本文通过对取保侯审的适用对象,保证金、保证人的义务和保证期限等问题的论述和探讨分析,提出了完善我国取保候审立法及司法解释的建议。     

Dropping out: Identity conflict in and out of school in Ghana

This paper explores geographies of identity of Ghanaian school dropouts. In particular, we investigate how school dropouts in rural communities construct narratives of identity within and outside school. In our analysis we trace how space, power and identity intersect in accounts of dropping out. Focusing on the narratives of four school ‘dropouts’, we start with their accounts of life outside school where they have significant social responsibilities as parents, carers and/or wage-earners. We contrast this with their accounts of their experiences as students in school. After exploring their efforts to gain and sustain access to school, we turn to their accounts of life in school and the ways they navigate the institutional gender and age regimes. These narratives highlight how being ‘over-age’ intersects with polarised student gender identities in a range of variable ways that discourage staying in school. The analysis indicates that the social positioning and identities of drop outs within school spaces were in tension with those they occupied in their homes and communities. More specifically, we suggest that the difficulties in navigating power and identity in these different spatial geographies are critical to understanding the processes of dropping out. In addition, we reflect on the methodological implications of this research which demonstrates the limits of quantitative data on dropout and associated problems with homogenised, deficit accounts of dropout often articulated in dominant development discourses. In turn this has important implications for how we might construct interventions to address dropout and the right to education for all.     

农民工的标签该摘下了

"三农"问题的核心是农民问题,而农民问题的核心在某种程度上是农民工问题。农民工对社会的贡献远远大于其所享受的权利。农民工的标签是社会对之绝对剥夺和相对剥夺的结果。摘掉标签,是城乡协调发展的迫切要求,它需要制度创新和安排,以及文化的发展。     

走出享乐主义误区——当代人类生存困境的反思

文章探讨了享乐主义产生的根源及其发展 ,阐述了享乐主义所导致的困境 ,提出了克服和抵制享乐主义的对策。