篮球教学结构及其基本特征的研究

体育院校篮球专选教学与训练应体现篮球教学与训练在理论上的继承性,内容上的时代性,目标上的全面性,方法上的组合性,评价上的综合性,结构上的完整性.     

反右派斗争扩大化对社会主义事业的危害

1957年的反右派斗争极其严重地混淆了社会主义社会里两类不同性质的矛盾，把一大批干部和知识分子错划为右派分子，作为敌我矛盾处理，把广大知识分子都划进“资产阶级”的范畴，打入了“另册”，这就直接地削弱了人民民主专政的群众基础。反右派斗争的扩大化窒息了言路，助长了“左”的情绪发展，对社会主义事业的发展造成了危害。历史的经验值得汲取。     

“这”、“那”与时间词“早晚”

明清时期是“这”、“那”与时间词“早晚”及其合音字“咱（昝 、偺、 喒）”组合发展较为成熟、使用较为广泛的时期。因而。以这一时期山东方言材料为基础。对“这”、“那”与时间词“!早晚”及其合音字“咱（昝 、偺、 喒）”的组合形式进行共时的描述和历时的比较。指出其在语义表达方面存在的差异。并从使用频率、语境、语用及相关语言现象等方面进行多角度的分析。     

Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.     

Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?

Steering higher education through the establishment of a “contract” between the state and the individual higher education institution is becoming an increasingly popular way of regulating the relationship between the two actors in the Nordic countries. This article addresses some theoretical foundations for this approach derived from principal/agent theory and analyzes the strengths and weaknesses of established contract arrangements in Finland, Sweden, and Denmark. The article discusses the potential of using such arrangements in relation to the efficiency/effectiveness dilemma. It is emphasized that trust is vital in solving this dilemma and that the balance between the need for public accountability, the efficient regulation of higher education, and institutional change must be given high priority in refining existing contractual arrangements.     

ZnS<Subscript>0.8</Subscript>Se<Subscript>0.2</Subscript> film for high resolution liquid crystal light valve

The structural characteristics and optical and electrical properties of molecular-beam-epitaxy (MBE) grown ZnS_0.8Se_0.2 thin films on indium-tin-oxide(ITO) glas substrates were investigated in this work. TheX-ray diffraction (XRD) results indicated that high quality polycrystalline ZnS_0.8Se_0.2 thin film grown at the optimized temperature had a prefered orientation along the (111) planes. The transmission electron microscopy (TEM) cross-sectional micrograph of the sample showed a well defined columnar structure with lateral crystal dimension in the order of a few hundred angstroms. Ultraviolet (UV) photoresponsivity as high as 0.01 A/W had been demonstrated and for wavelengths longer than 450 nm, the response was down from the peak response by more than 3 orders of magnitude. The thin ZnS_0.8Se_0.2 photosensor layer, with a wide energy gap and anisotropic electrical property, makes a transmission UV liquid crystal light valve (LCLV) with high resolution feasible. Project supported by the National Natural Science Foundation of China (No. 59910161981) and RGC grant from the Hong Kong Government Grant (No. NSFC/HKUST 35), China     

Ways of relating to computer use in pre‐school activity

In the present study, three different pre‐school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre‐school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre‐schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.     

School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care

ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.     

浙江小城镇发展中的主要问题和对策研究

改革开放以来，浙江的小城镇建设发展迅速，推动了农村城镇化的进程和农村经济的发展，增加了农民的收入。浙江小城镇发展中存在的主要问题是数量多、规模小，小城镇城市化水平低，聚集功能弱等。进一步促进浙江小城镇发展必须采取多管齐下的对策与措施。     

Whole school approaches to education for sustainable development: a model that links to school improvement

This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.