高校电影德育初探

电影德育是通过为德育对象提供优秀德育影片及其相关信息或活动来实施德育的方式和途径。电影德育具备独特的功能优势,是基于现代影视文化和信息技术,对新形势下大学生德育有效途径的拓展。目前,电影德育在高校还处于自发研究和零散实践阶段。在高校实施好电影德育,应从5个方面着手:建立组织、领导与协调机构;建设德育影片资源库;办好周末电影会;发挥校园网的应有作用;建立导向和信息反馈机制。     

A comparison of time-motion and technical–tactical variables between age groups of female judo matches

Abstract

The aim of the study was to verify differences between age groups of female judo matches in time-motion and technical–tactical analysis. The sample was composed of pre-cadet (13–14 years, n = 148), cadet (15–16 years, n = 228), junior (17–19 years, n = 104) and senior (>20 years, n = 237) groups. The time-motion indicators consisted of total combat time, standing combat time, displacement without contact, gripping time, total time of techniques, groundwork combat time and pause time, per match and by each combat/pause cycle. Technical and tactical variables were also collected. The one-way analysis of variance and a post hoc test were conducted, P ≤ 0.05. Cadets, with a median of 7 (2, 12), had a number of combat/pause cycles different from junior, with 3 (1, 8.5). Regarding time-motion per match and per cycle, senior had longer total combat time, standing combat time and gripping time than other groups. Senior presented lower frequency of leg techniques than pre-cadet, cadet and junior. Time-motion and technical–tactical variables effects in female judo athletes emphasise the difference between seniors and other groups.     

Types of aggressive victims in bullying situations at secondary school / Tipos de víctimas agresivas en situaciones de bullying en Educación Secundaria

Abstract

The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.     

Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective

The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain.     

Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

Seven participants received conditional discrimination training that established the 12 conditional relations A1B1, A2B2, A3B3, A1C1, A2C2, A3C3, D1E1, D2E2, D3E3, D1F1, D2F2, and D3F3. The A stimuli were pictures of faces portraying emotional expressions; the others were arbitrary forms. Correct responses resulted in presentations of class-specific reinforcers, Sr1, Sr2, and Sr3. After training, tests confirmed the formation of ABC and DEF equivalence classes. Further tests then documented the merger of the classes and the emergence of SrB, SrC, SrE, and SrF relations, showing that the class-specific reinforcers were equivalence class members. Finally, participants did Semantic Differential ratings that tested whether the emotional valence of the A stimuli transferred to the arbitrary forms, B and E. The results show that participants’ evaluations of the B and E stimuli were similar to evaluations of the A stimuli made by participants of a control group. This finding is considered as a demonstration that class-specific outcomes can mediate class merger phenomena and the transfer of functions through members of merged classes.     

Microelectrónica y educación especial en el Reino Unido

El Reino Unido ha sido uno de los países pioneros en la utilización de los ordenadores y la electrónica para mediar y prolongar los procesos psicológicos de las personas con déficit y contribuir así a su desarrollo y normalización funcional. Un adecuado conocimiento del estado de la cuestión en ese país puede, además de facilitar una información factual de los grandes avances producidos en comunicación y control del entorno, servir como modelo o banco de sugerencias para la acción en nuestro país.     

Attachment,Acculturation, and Psychosomatic Complaints Among Hispanic American University Students

This study investigated adult attachment and acculturation frameworks of reported psychosomatic complaints related to perceived discrimination among a sample of Latino/Hispanic university students (N = 160). The model supported by the data suggests that attachment anxiety, acculturation toward the dominant cultural norms, and adherence to Latino/Hispanic cultural beliefs are important factors for perceived discrimination and psychosomatic complaints experienced by Latino/Hispanic students. Counseling implications and future research directions are discussed.     

Analysing feedback processes in an online teaching and learning environment: an exploratory study

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers’ roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students’ satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course.     

Analysis of the distances covered and technical actions performed by professional tennis players during official matches

The purpose of this study was to analyse the physical and technical performances of professional tennis players during official matches. The trajectories of eight players were obtained during matches, using an automatic tracking method. The distances covered and technical performances were analysed for the first and second sets. The athletes covered (mean ± standard deviation) a total of 1702.4 ± 448.2 m in the first set, 1457.6 ± 678.1 m in the second set and 3160.0 ± 880.1 in the entire match. No differences were found between the sets for the physical variables (lateral and forward displacements, distance covered per rally, per game and per set, and the percentage of time spent in each range of velocity). However, the distances covered by the athletes during the rallies in which they were serving (median = 5.2; interquartile range (IQR) = 6.7 m) were statistically smaller than when they were returning (median = 6.2; IQR = 7.7 m). Forehand ground stroke proficiency decreased from the first (mean ± standard deviation: 75.2 ± 4.11%) to the second set (mean ± standard deviation = 65.5 ± 14.3%). In conclusion, tennis players did not present reduced physical performance from the first to the second set.