Vitamin D in relation to bone health and muscle function in young female soccer players

The present work investigated serum vitamin D (25(OH)D) status in relation to bone and muscle qualities and functions in 19 female soccer players (13–16 years) resident at northern latitude with very low sun exposure (～32–36?h/month) during winter season (late January to early March). Serum 25(OH)D, parathyroid hormone and bone turnover markers osteocalcin (OC) and beta carboxy-terminal collagen cross-links (β-Ctx), as well as body composition and muscle performance were examined. Hormones were tested using routine laboratory methods. Fat mass, lean mass, and bone mineral density in whole body, as well as femur and lumbar spine were evaluated with dual-energy X-ray absorptiometry. Muscle performance was assessed through isokinetic knee extension and flexion, countermovement jump, and sprint running. 25(OH)D was low (50.5?±?12.8?nmol?l^?1), whereas the values of bone turnover markers were markedly high (OC: 59.4?±?18.6?µg?l^?1; β-Ctx: 1075?±?408?ng?l^?1). All bone and muscle measurements were normal or above normal. 25(OH)D was not significantly correlated with most of the parameters of bone and muscle quality or function, except the knee extension time to peak torque (r ?=??0.50, p?=?.03). In conclusion, the level of vitamin D is markedly low in adolescent female soccer players during the winter in Sweden. However, vitamin D levels did not significantly correlate with measures of bone and muscle except a moderate correlation in time to peak torque in the knee extensors. The practical implication of low vitamin D levels in young growing female athletes remains unclear.     

广东省中小学体育教学器材配备与课程改革的适应研究

采用典型调查法、问卷调查法、体育统计法，对广东省中小学的体育教学器材配备与课程改革的关柬进行了研究。结果表明，广东省中小学体育教学器材配备严重不足，在一定程度上影响了体育与健康课程的改革。     

The Relationship between Intelligence,Approaches to Learning and Academic Achievement

Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.     

Prison Inmates' Educational Motives: Are They Pushed or Pulled?

The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: “To prepare for life upon release” (Factor 1), “social reasons and reasons unique to the prison context” (Factor 2), and “to acquire knowledge and skills” (Factor 3). Factor 1 explained more of the variance than the sum of the other factors, and educational level was not related to scores on this first factor. Inmates with long sentences were more likely than those with short sentences to start an education in prison to prepare for life upon release. Inmates with low education scored significantly higher on Factor 2 than those with high education, but significantly lower on Factor 3 than the latter group.     

Wolf cries: on power,emotions and critical literacy in first-language teaching in Sweden

Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light.     

二胡演奏中的民族文化蕴涵——苟永森的人文"琴学"观审视

巴蜀著名二胡教育家家苟永森的二胡“琴学”观,以沉思痴迷的禅色贯穿始终。概而言之,“顿悟”是其学理的根本,“棒喝”乃其学术之正念,渡人自渡唯创作之至理,“悲悯”实是其艺术之真谛。因而其教学、表演、创作、理论四位一体的谨严规范科学的二胡“琴学”体系,在中西贯通、佛道互吮里深深浸润着宗教的出世与艺术之入世人文蕴涵,同仁之盛赞、后学之敬仰、知音之膜拜,盖由此出。     

湖北省高校体育院系师资队伍建设现状分析

对湖北省“九五”期间高校体育院系教师队伍建设诸多方面进行了深入分析,探讨了优势和存在的问题,对体育院校师资队伍建设具有参考价值。     

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.