海宁是我家

回想起我怀孕的时候,本来一切都很顺利。我关注健康,热爱运动,注重营养,喜欢健康的食物并且积极阅读那些教育孩子的书本。我在中国生活有快两年了,在这段时间,我深爱着我的丈夫,我热爱我的工作,     

Psychodrama and sociodrama in primary and secondary education

Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others.     

The effect of imaginative play actions on language development in five-year-old children

The study, using 60 five-year-olds, investigated forms of play: (a) self-action, (b) puppet-action, and (c) control treatments and differences between the sexes on aural language recall scores using semantic, absolute, and syntactic criteria. The results of the preliminary analyses between treatment groups and sex differences on the Peabody Picture Vocabulary Test and the Harris-Goodenough Draw-A-Man Test indicated no significant main or interaction effects. The subjects in treatment groups and boys and girls were relatively homogeneous on receptive language IQ and motor coordination, respectively. With 3 × 2 factorial analysis of variance experiments run on aural language recall for each of the three criteria, several significant results were noted: (a) Using the semantic criteria for scoring aural language recall, self-action play yielded significantly higher mean scores than either puppet-action or control groups. (b) Using the semantic criteria to score aural language recall, girls yielded significantly higher scores than boys. (c) Using either the absolute or syntactic scoring criteria, the results of the analysis indicated no significant main or interaction effects on aural language recall.     

Gifted children and visual-motor development: A comparison of Bender-Gestalt and VMI test performance

A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools.     

Concurrent and predictive validity of the WISC-R,McCarthy Scales,Woodcock-Johnson,and academic achievement

Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children.     

阁楼上的研究所

威廉皇帝物理研究所(Kaiser Wilhelm Institut für Physik)正式成立于1917年10月,爱因斯坦是它的首任所长。研究所并没有一栋宏伟宽敞的建筑,其办公地点就设在这位著名所长的私人住房里。正如柏林的马普科学史研究所所长雷恩     

ATriple Iron triathlon leads to a decrease in total body mass but not to dehydration

A loss in total body mass during an ultraendurance performance is usually attributed to dehydration. We identified the changes in total body mass, fat mass, skeletal muscle mass, and selected markers of hydration status in 31 male nonprofessional ultratriathletes participating in a Triple Iron triathlon involving 11.4 km swimming, 540 km cycling and 126.6 km running. Measurements were taken prior to starting the race and after arrival at the finish line. Total body mass decreased by 1.66 kg (SD = 1.92; -5.3 kg to +1.2 kg; p < .001), skeletal muscle mass by 1.00 kg (SD = 0.90; -2.54 kg to +2.07 kg; p < .001), and fat mass by 0.58 kg (SD = 0.78; -1.74 kg to +0.87 kg; p < .001). The decrease in total body mass was associated with the decrease in skeletal muscle mass (r = .44; p < .05) and fat mass (r = .51; p < .05). Total body water and urinary specific gravity did not significantly change. Plasma urea increased significantly (p < .001); the decrease in skeletal muscle mass and the increase in plasma urea were associated (r = .39; p < .05). We conclude that completing a Triple Iron triathlon leads to decreased total body mass due to reduced fat mass and skeletal muscle mass but not to dehydration. The association of decrease in skeletal muscle mass and increased plasma urea suggests a loss in skeletal muscle mass.