我院学生日常活动及膳食调查

为促进高校学生身心健康成长,随机抽取122名学生,对其进行日常活动及膳食情况的调查,结果显示,能量的消耗与摄入处于不平衡状态.对此提出了相应的对策与建议.     

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.     

对高校健美操教学动作编排和音乐选用技巧的研究

运用文献资料法、实践法等方法,对高校健美操教学动作编排和音乐选用进行了初步研究,认为健美操编排设计要有整体性和创新性;动作的选择应充分考虑健美操的自身特点,在编排中要合理运用具有健美操特点的对称组合动作;编排设计应有外型姿态美,要能充分体现出项目的特色和个性特征.健美操动作的主要部分选用快节奏的音乐更容易提高练习者的兴趣和更易于引起观众的共鸣.在开始部分或结束部分选用较慢节奏的音乐能够更充分的表现出快节奏音乐的速度和力度;选用单纯的音乐比带有外文歌曲的音乐可能产生的效果更好.     

Influence of moderate intensity physical activity levels and gender on conditioned pain modulation

This study examined the potential influence of moderate intensity physical activity (PA) levels and gender on central pain modulation using conditioned pain modulation (CPM) in healthy men and women. Twenty four individuals (12 men and 12 women) who reported engaging in the moderate intensity PA for 150 min or more per week and 24 individuals (12 men and 12 women) who reported engaging in moderate intensity PA for 60 min or less per week completed a self-report PA questionnaire and a 7-day PA assessment using an accelerometer. Furthermore, the participants completed the CPM testing to evaluate the efficiency of central pain modulation. The active individuals scored higher on the PA questionnaire and spent more minutes for light, lifestyle, moderate and vigorous intensity PA than the less active individuals. The active men and women exhibited comparable magnitudes of CPM, and showed a greater magnitude of CPM when compared to their less active counterparts. However, these beneficial effects of higher dose moderate intensity PA disappeared when time spent for vigorous intensity PA was statistically controlled for. These results suggest that the higher dose moderate intensity PA does not add to the benefits from vigorous intensity PA to further improve central pain modulatory systems.     

Effect of hand paddles and parachute on the index of coordination of competitive crawl-strokers

We investigated the effects of hand paddles and parachute on the relative duration of stroke phases and index of coordination of competitive crawl-strokers. Eleven male-swimmers (age: 21.9 ± 4.5 years; 50-m best time: 24.23 ± 0.75 s) were evaluated in four maximal-intensity conditions: without equipment, with hand paddles, with parachute, and with both hand paddles and parachute. Relative stroke phase duration of each arm, swimming velocity, and stroke rate were analysed from video (60 Hz). The index of coordination was quantified based on the lag time between propulsive phases of each arm, which defined the coordination mode as catch-up, opposition or superposition. The stroke rate decreased in all conditions (P < 0.05) and swimming velocity decreased with parachute and with paddles + parachutes (P < 0.05). The coordination mode changed from catch-up in free swimming (-2.3 ± 5.0%) to opposition with paddles (-0.2 ± 3.8%), parachute (0.1 ± 3.1%), and paddles + parachute (0.0 ± 3.2%). Despite these variations, no significant differences were observed in relative duration of right and left arm-stroke phases, or in index of coordination. We conclude that the external resistances analysed do not significantly influence stroke phase organization, but, as a chronic effect, may lead to greater propulsive continuity.     

Preference and resistance to change in concurrent variable-interval schedules

Pigeons were trained on a multiple schedule in which separate concurrent schedules were presented in the two components of the schedule. During one component, concurrent variable-interval 40-sec variableinterval 80-sec schedules operated. In the second component, concurrent variable-interval 40-sec variableinterval 20-sec schedules operated. After stable baseline performance was obtained in both components, extinction probe choice tests were presented to assess preference between the variable-interval 40-sec schedules from the two components. The variable-interval 40-sec schedule paired with the variableinterval 80-sec schedule was preferred over the variable-interval 40-sec schedule paired with the variableinterval 20-sec schedule. The subjects were also exposed to several resistance-to-change manipulations: (1) prefeeding prior to the experimental session, (2) a free-food schedule added to timeout periods separating components, and (3) extinction. The results indicated that preference and resistance to change do not necessarily covary.     

How to Support Toddlers’ Autonomy: A Qualitative Study With Child Care Educators

Research Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis.     

Confirmatory factor analysis of the Values Aspired for the Future Scale in grandparents

Although the engagement of grandparents in grandchildren’s life has increased, there is a lack of research that explores the values that grandparents desire to transmit to their grandchildren. The aim of this study was to analyze the factor structure, the validity, and the reliability of the Values Aspired for the Future Scale in a sample of grandparents. Three hundred grandparents participated in this study. Confirmatory factor analysis showed a three-factor structure with an excellent overall fit: personal and relationship values, abilities and knowledge values, and materialistic values. Grandparents’ sex did not have a moderating effect on the factor structure. An adequate internal consistency was obtained. Signi?cant associations between values, health-related quality of life, social support, and psychological well-being were found, with the exception of the materialistic values. This scale should be tested in different cultural contexts in order to confirm the results found. The implications of the results are discussed.     

Educational Turbulence: The Influence of Macro and Micro-Policy on Science Education Reform

Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The existence and interaction between macro and micro, and explicit and implicit policies created educational turbulence. Findings further extend upon Fullan’s (Change theory: a force for school improvement, 2006) change theory adding high-stakes accountability as a prevalent distractor issue and the need for quad-level, rather than tri-level engagement in reform. Suggestions for addressing educational turbulence are provided.