Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.     

对我国运动员进行心理表象训练新程序的理论探讨

表象训练是体育运动实践中运用最广泛的训练方法之一。我国在此领域远远落后于日本，其主要因素包括表象训练的方法、个体差异和情境因素：日本新近开发的心理表象训练程序(简称MITP)，几经实践运用，不仅训练效果良好而且在运动训练和比赛心理的理论方面产生了积极的影响，检验了有关表象训练的理论问题，认为动觉表象、视觉表象和想象表象有机结合是提高心理训练效果的良好途径；对MITP作一些理论探讨，目的在于为我国体育运动心理学理论建设提供一点参考。     

Library-Bibliographical Classification (LBC): General characteristics and basic functions and prospects for development

This paper considers the background of the Library-Bibliographic Classification as the national classification system of Russia, and its history and application in the USSR. It gives the general characteristic of the LBC structure, content and system of designations, as well as the state of its present updating.     

Literacy Instruction in Multiple‐Language First‐Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.     

美国图书馆协会信息素质研究进展报告简介

198 9年 1月 ,《美国图书馆协会信息素质主席委员会总报告》指出 ,由于社会环境的变化 ,社会应加强对人们的信息素质基础教育。该报告公布至今 ,美国对社会公众的信息素质教育已取得了不小成就     

针刺和静力牵张对大负荷运动后骨骼肌M线变化影响的免疫电镜研究

用胶体金标记技术定位运动后及运动后经针刺或静力牵张处理的人骨骼肌M蛋白,以探讨超过习惯负荷后骨骼肌收缩结构变化以及针刺和静力牵张对促进其恢复的机制。我们发现:大负荷斜蹲后未经针刺的对照腿股外肌M线的M蛋白标记密度低于针刺腿(P<0.05),而对照腿M线两侧及M线两侧以外的M蛋白标记密度高于针刺腿(P<0.05)。对照实验证明运动腿M线以外增加的标记物为物异性标记。静力牵张组在M线及M线两侧的标记结果与针刺组一致。仅在M线两侧以外区域牵张腿与运动对照腿之间标记密度的差异没有统计学意义。我们还观察到运动后对照腿变化M线体密度达42—48％,而针刺或牵张腿为6—9％。上述结果表明大负荷运动加强了负荷后骨骼肌M蛋白的解聚或降解,从而导致M线结构改变;针刺和静力牵张可显著促进M蛋白的合成或抑制其降解,而使M线结构恢复或稳定。本文还探讨了M线变化与肌粗丝结构变化的关系。