PUBLIC APPROVAL OF ENVIRONMENTAL PROTECTION AND OTHER NEW SOCIAL MOVEMENT GOALS IN WESTERN EUROPE AND THE UNITED STATES

The environmental movement is one of the most successful socialmovements of the twentieth century, and a key reason for itssuccess has been strong public approval of the movement's goalof environmental protection. This paper reports cross-nationaldata on public approval of environmental protection relativeto approval of the goals of other major ‘new social movements’—theanti-nuclear power movement, the nuclear disarmament movement,the women's movement, the human rights movement and the animalrights movement—in Western Europe and the United States.The data come from a 1990 ‘lifestyles and attitudes’survey conducted by Gallup for Reader's Digest, based on nationallyrepresentative samples in the United States and seventeen Europeannations, and show higher public approval for environmental protectionthan for the goals of other new social movements.     

2002世界杯足球决赛中国队守门员位置防守技术运用分析

主要运用观察和统计归纳的方法，对中国队参加第17届世界杯足球赛决赛阶段比赛的守门员位置防守技术运用情况进行分析。结果表明，判断选位与反应能力的不足，导致中国队守门员防射门技术运用失误增多，防守的成功率降低；比赛中中国队守门员把握出击的能力低，出击欠灵巧机变，强对抗条件下难以有效发挥位置防守优势，守门员技术稳定是心理稳定的体现，训练实践中既要加强守门员意识引导，更要加强守门员意志的培养，努力改变比赛中守门员技术不过硬的现状。     

论中长跑的早期化训练

对少年儿童在中长跑项目的早期化训练问题，从中长跑项目的本身特点和少年儿童的身体发育特点方面进行了分析和探讨，认为中长跑项目的早期化训练是可行的，也是必要的，并提出了进行早期化训练应注意的问题。     

21世纪我国体育产业开发的前景展望

运用文献资料法,根据我国国民经济发展规划和世界各国的体育产业发展情况,具体分析了我国体育产业的形成、现状和发展趋势,得出结论:21世纪我国体育产业的开发和发展前景广阔,体育产业市场巨大。     

初探散打绝招技术的训练原则与方法

散打运动员要想在激烈的对抗中制胜，运动员必须具备自己独特的绝招技术。初步提出在平时的训练当中培养散打运动员绝招的训练原则、训练方法。     

Interactive Influences of Perceived Social Contexts on the Reading Achievement of Urban Middle Schoolers with Learning Disabilities

This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions.     

Neuroimaging Studies of Reading Development and Reading Disability

Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers.