美国早期特殊教育立法与实践新进展

美国政府颁布的<障碍者教育法案(2004)>是当前与美国早期特殊教育关系最密切的法案,对美国早期特殊教育的发展产生了重大影响.该法案的最新修订文本中增加佑了可以获得早期特殊教育服务的障碍类型,对早期特殊教育教师提出了更高的资质要求,进一步强调了家长的权利和义务.也对早期特殊教育服务两个阶段问的衔接作出了新的规定.美国早期特殊教育立法注重科学性和发展性,注重提高教师专业素质,强调多学科协作和家长参与,这些经验值得我们借鉴.     

Moderate exercise and post-prandial metabolism: issues of dose-response

In this study, we examined the effects of 1 and 2 h of brisk walking on post-prandial metabolism. Eleven pre-menopausal women participated in three oral fat tolerance tests with different pre-conditions: control (no exercise), 1 h walk (1 h of walking at 50% maximal oxygen uptake, VO2max, on the day before) and 2 h walk (2 h walking at 50% VO2max on the day before). Venous blood samples were taken in the fasted state and for 6 h after ingestion of a high-fat mixed meal. Compared with the control trial, the 1 h walk reduced post-prandial lipaemia by a mean of 9.3%, whereas the 2 h walk reduced it by 22.8% (P < 0.01 for trend). Similarly, the 2 h walk reduced the post-prandial insulin response to a greater extent than the 1 h walk (17.3 vs 7.6%; P < 0.05 for trend). The results demonstrate that the beneficial effects of exercise on post-prandial metabolism are related to the duration and, therefore, the energy expenditure of the exercise session.     

In practice: The five‐point plan: A practical framework for campus cultural centers

Penn State University's Paul Robeson Cultural Center uses a model of cultural education and engagement to design and deliver all of its programs and services. The strategic nature of this model has resulted in well‐received and well‐supported offerings.     

The effects of acute alcohol consumption on recovery from a simulated rugby match

In this study, we investigated the effects of acute post-exercise alcohol consumption on measures of physical performance, creatine kinase, and immunoendocrine function in the 48 h following a rugby game simulation. Ten male senior rugby union players completed a rugby game simulation after which they consumed either 1 g of alcohol per kilogram of body mass or a non-alcoholic control beverage. Agility, 15 m sprint, countermovement jump, and srummaging performance were assessed pre-simulation and 24 and 48 h post-simulation. White blood cell count, testosterone, cortisol, and creatine kinase were measured before the simulation and 30 min, 12, 24, 36, and 48 h after the simulation. One week after the first trial, participants completed the second simulation after which the other beverage was consumed. The acute consumption of alcohol after a rugby game simulation negatively affected countermovement jump performance in the days following the simulation (P = 0.028). No differences between treatments were observed for the other criterion measures made in this study. In conclusion, after 80 min of a simulated rugby game, the consumption of 1 g of alcohol per kg body mass negatively impacts lower body vertical power output. However, performance of tasks requiring repeated maximal muscular effort is not affected.     

Redesigning the preparation of all teachers within the framework of an integrated program model

It is incumbent on universities to reflect current research on effective teacher preparation and respond to the changing needs of the 21st century. These needs include the knowledge and skills to instruct diverse students; an increasing emphasis on standards and an integrated curriculum model; and the call for all educators to work together to improve the performance of students. In the spring of 2006, University of Utah set out to restructure its teacher programs. The design phase of this restructuring was completed in 2008, and the first cohort of teacher candidates has entered the program.     

Mississippi college students’ attitudes,willingness to intervene and legal knowledge toward sexual assault

Sexual assault on college campuses has been a longstanding problem in the USA. Unfortunately, relatively little has been done to look at the characteristics of these attacks and how they might relate to knowledge of sexual assault policies, participation in sex education courses, beliefs toward sexual violence, and willingness to intervene if an attempted assault is observed. In response to this need, data were collected from college students from four universities in the state of Mississippi. A request to participate in an online, anonymous questionnaire was sent through email and listservs, and a total of 4,994 undergraduate students completed the survey. A significant relationship was found between men’s sexual attitudes and understanding of legal terms and their willingness to intervene if a sexual assault occurred; less legal knowledge and higher rape myth attitudes reduced their probability of being willing to intervene. Conversely, students who had received education at college on how to prevent a sexual assault from occurring were significantly to report being willing to intervene.