儿童青少年运动员的营养需要

1. 儿童青少年运动员应该食用多样化的食物，其中，蛋白质应占膳食总能量的12％-15％，碳水化合物至少占55％，而脂肪至多占30％。日常生活中如何吃才能满足这些要求呢？膳食指南宝塔提供了一条可行之道。2.有些营养素对热爱运动的儿童青少年运动员非常重要，要保证摄入充足，这些营养素是碳水化合物（包括纤维素）、维生素B6、维生素D、铁、钙、镁、锌、铬。科学合理、包罗各类食物的平衡膳食，对青少年运动员最大程度地全面摄取各种营养素，满足生长发育和运动训练的需要，是非常必要的。3.鼓励儿童青少年运动员在运动训练前、中、后进行补液，以避免脱水的发生。4.如果膳食合理平衡，就没必要额外补充营养品。     

Eine generische Komponente zur rechnergestützten Nutzung von Aufbauorganisationen

Zusammenfassung.   Die klassische Unterscheidung zwischen Aufbau- und Ablauforganisation eines Unternehmens deutet auf eine getrennte rechnergestützte Realisierung dieser beiden fundamentalen Komponenten einer Organisation hin. Dieser Beitrag unterstützt diese These, verweist aber gleichzeitig auf die integrierende Bedeutung einer rechnergestützten Aufbauorganisationsverwaltung, welche unterschiedliche Realisierungsformen der Ablauforganisation (unter anderem workflow-management und eCommerce) bedient. Die generelle Konzeption und Umsetzung einer solchen Aufbauorganisationsverwaltung wird in diesem Beitrag vorgestellt. Eingegangen am 14. Februar 2000 / Angenommen am 31. Mai 2000     

Publishing,copyright, and the public good

For centuries publishers have acted as intermediaries between author and audience. Copyright, like freedom of expression, is an essential element of freedom in this role, because without it authors' rights are not fully protected. Only when they are protected against theft and other economic or moral infringements are authors free to express themselves without fear. Publishers, too, rely on copyright to protect their investments and their freedom Paul Nijhoff Asser has been secretary of the International Group of Scientific, Technical and Medical Publishers (STM), Amsterdam, since 1970. He has been active in publishing and bookselling for more than forty years. This article was adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market Economy”, Hamburg, March 1991.     

Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.