禄丰县农村饮用水安全调查

通过对禄丰县17乡56个农村饮用水集中供水水质监测、农村饮用水现状调查及饮用水不安全因素分析,提出今后一个时期禄丰县解决农村饮水安全问题的行动计划,保护禄丰县农民在生产、生活与健康等方面不受水环境污染和破坏等影响,为社会、经济、环境的可持续发展提供必须的基础。     

Is right ventricular mid-septal pacing superior to apical pacing in patients with high degree atrio-ventricular block and moderately depressed left ventricular function?

Objective

We are aimed to investigate whether right ventricular mid-septal pacing (RVMSP) is superior to conventional right ventricular apical pacing (RVAP) in improving clinical functional capacity and left ventricular ejection fraction (LVEF) for patients with high-degree atrio-ventricular block and moderately depressed left ventricle (LV) function.

Methods

Ninety-two patients with high-degree atrio-ventricular block and moderately reduced LVEF (ranging from 35% to 50%) were randomly allocated to RVMSP (n=45) and RVAP (n=47). New York Heart Association (NYHA) functional class, echocardiographic LVEF, and distance during a 6-min walk test (6MWT) were determined at 18 months after pacemaker implantation. Serum levels of N-terminal pro-brain natriuretic peptide (NT-proBNP) were measured using an enzyme-linked immunosorbent assay (ELISA) kit.

Results

Compared with baseline, NYHA functional class remained unchanged at 18 months, distance during 6MWT (485 m vs. 517 m) and LVEF (36.7% vs. 41.8%) were increased, but BNP levels were reduced (2352 pg/ml vs. 710 pg/ml) in the RVMSP group compared with those in the RVAP group, especially in patients with LVEF 35%–40% (for all comparisons, P<0.05). However, clinical function capacity and LV function measurements were not significantly changed in patients with RVAP, despite the pacing measurements being similar in both groups, such as R-wave amplitude and capture threshold.

Conclusions

RVMSP provides a better clinical utility, compared with RVAP, in patients with high-degree atrioventricular block and moderately depressed LV function whose LVEF levels ranged from 35% to 40%.     

浅谈商务英语专业综合毕业实训项目设计

本文从商务英语专业的学科特点和培养目标出发,阐述了综合性实训项目对商务英语专业的必要性,介绍综合毕业实训方案设计框架,并分析了决定项目有效性的重要因素和薄弱环节,旨在为设计科学有效的综合实训项目、实现专业与岗位"无缝对接"做出有益的探索和尝试。     

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

An e‐learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA‐related e‐learning environment. Additionally, self‐regulation behavior significantly influences online learning of students. However, exactly how network centrality and self‐regulation influence learning behavior and effectiveness in an e‐learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self‐regulation) impact student learning in an SNA‐related e‐learning environment. Analytical results indicate that the student group with high‐level centrality and low‐level self‐regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.     

Effects of Mexican Immigrant Parents’ Daily Workplace Discrimination on Child Behavior and Family Functioning

This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes.     

Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates

This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M_age = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues.     

The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade

This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation.     

Prolog programming techniques

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.     

Who will teach an integrated program for science and technology in Israeli junior high schools?: A case study

The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999