Transported to Van Diemen's Land: the boys of the Frances Charlotte (1832) and Lord Goderich (1841)

From the logs of ships transporting convicts from Great Britain to Australia in the early nineteenth century, records of 2 ships carrying juveniles have been transcribed. Data on the backgrounds of the boys and height data are presented and analyzed. Comparisons are made with nineteenth- and twentieth-century data sets. Caution is expressed about limitations of the data, which constitute a sample stratified by age whose differences in means are sometimes anomalous.     

中外优秀女子跳马运动员比赛动作的比较研究

本文以第35届世界体操锦标赛和第九届全运会体操比赛女子跳马决赛的16名运动员为对象,对其比赛动作进行了比较研究。结果表明:中国女队跳马动作的难度和完成动作的质量与世界优秀运动员并无显著差异,只在两次试跳动作类型的组合上有显著性差异,国外运动员以后手翻和后手翻转体180°接空翻的组合为主,可供我们学习、借鉴。     

体育隐性课程的载体及实施

主要通过文献资料研究方法，论述体育隐性课程的本质与特征，揭示体育隐性课程的物质载体、文化载体、精神载体、制度载体及其育人功能，探讨体育隐性课程的计划性，提出实施体育隐性课程的措施建议。     

21世纪我国体育产业开发的前景展望

运用文献资料法,根据我国国民经济发展规划和世界各国的体育产业发展情况,具体分析了我国体育产业的形成、现状和发展趋势,得出结论:21世纪我国体育产业的开发和发展前景广阔,体育产业市场巨大。     

初探散打绝招技术的训练原则与方法

散打运动员要想在激烈的对抗中制胜，运动员必须具备自己独特的绝招技术。初步提出在平时的训练当中培养散打运动员绝招的训练原则、训练方法。     

羽毛球手法和步法持球练习教学实验

以天水师范学院体育系1999级四班一、二男生教学组为研究对象，在羽毛球手法、步法教学环节中，分别采用讲解、示范、练习的传统教法和自我持球练习为主的创新性教法进行教学实验研究。结果显示：实验组在手法、步法教学环节及整体教学效果上与对照组均有显著性差异。实验方法较好地解决了教学中练习场馆、练习密度、持球练习时间、练习主动性等诸多难以协调的问题，教学效果明显改善。     

蜂王浆对大鼠力竭运动能力影响的实验研究

研究目的：探讨服用蜂王浆的大鼠，作力竭运动时，减轻和防止自由基对机体组织的损伤和抗疲劳作用。研究方法：灌喂蜂王浆的大鼠为试验组与对照组比较，测试二组在力竭运动时体重、运动能力、线粒体丙二醛（MDA）、超氧化物歧化酶（SOD）、血浆PH值，血乳酸、血清总钙ATP的合成能力以及肝、肌糖原的变化。研究结果：实验组与对照组比较体重明显增加，运动能力显著提高，MDA降低明显，SOD活性显著增高，ATP和PH值相应提高，血乳酸和血清总钙较低，肝、肌糖原明显增多。蜂王浆作为一种有效的体能恢复剂在推广和利用上有广泛的前景。     

Interactive Influences of Perceived Social Contexts on the Reading Achievement of Urban Middle Schoolers with Learning Disabilities

This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions.