Starting up or starting over: the role of intentions to increase and maintain the behavior of exercise initiates

Across various social cognitive theories, behavioral intention is broadly argued to be the most proximal and important predictor of behavior (Ajzen, 1991; Gibbons, Gerrard, Blanton, & Russell, 1998; Rogers, 1983). It seems probable that an intention to increase behavior might be differentially determined from an intention to maintain behavior. Thus, the purpose of the current study was to examine (1) the change in two types of behavioral intention over time and (2) the relationship between intention and the social-cognitive factor mental imagery. Behavioral intention, exercise imagery, and observed exercise behavior was measured in 68 exercise initiates participating in a 12-week exercise program. Results revealed that behavioral intention to increase exercise behavior decreased over the exercise program, whereas intentions to maintain exercise behavior increased. Appearance and technique imagery were found to be significant predictors of intention to increase behavior during the first 6 weeks of the program, and only appearance imagery predicted intention to maintain exercise behavior during the last 6 weeks. These findings suggest that the two types of behavioral intention are distinguishable and may be useful targets for exercise behavior interventions.     

新疆少数民族汉语教学与素质教育研究

论证了素质教育与少数民族汉语教学的关系,提出了在对少数民族汉语教学中应大力加强素质教育,主要从改革教学方式、设置教学实践课、提高教师素质等方面来实施。     

In-situ nitrogen removal from the eutrophic water by microbial-plant integrated system

Objective： This study was to assess the influence of interaction of combination of immobilized nitrogen cycling bacteria （INCB） with aquatic macrophytes on nitrogen removal from the eutrophic waterbody, and to get insight into different mechanisms involved in nitrogen removal. Methods： The aquatic macrophytes used include Eichhornia crassipes （summer-autumn floating macrophyte）, Elodea nuttallii （winter-growing submerged macrophyte）, and nitrogen cycling bacteria including ammonifying, nitrosating, nitrifying and denitrifying bacteria isolated from Taihu Lake. The immobilization carriers materials were made from hydrophilic monomers 2-hydroxyethyl acrylate （HEA） and hydrophobic 2-hydroxyethyl methylacrylate （HEMA）. Two experiments were conducted to evaluate the roles of macrophytes combined with INCB on nitrogen removal from eutrophic water during different seasons. Results： Eichhornia crassipes and Elodea nuttallii had different potentials in purification of eutrophic water. Floating macrophyte＋bacteria （INCB） performed best in improving water quality （during the first experiment） and decreased total nitrogen （TN） by 70.2%, nitrite and ammonium by 92.2% and 50.9%, respectively, during the experimental period, when water transparency increased from 0.5 m to 1.8 m. When INCB was inoculated into the floating macrophyte system, the populations of nitrosating, nitrifying, and denitrifying bacteria increased by 1 to 2 orders of magnitude compared to the un-inoculated treatments, but ammonifying bacteria showed no obvious difference between different treatments. Lower values of chlorophyll a, CODMn, and pH were found in the microbial-plant integrated system, as compared to the control. Highest reduction in N was noted during the treatment with submerged macrophyte＋INCB, being 26.1% for TN, 85.2% for nitrite, and 85.2% for ammonium at the end of 2nd experiment. And in the treatment, the populations of ammonifying, nitrosating, nitrifying, and denitrifying bacteria increased by 1 to 3 orders of magnitude, as compared to the un-inoculated treatments. Similar to the first experiment, higher water transparency and lower values of chlorophyll a, CODMn and pH were observed in the plant＋ INCB integrated system, as compared to other treatments. These results indicated that plant-microbe interaction showed beneficial effects on N removal from the eutrophic waterbody.     

论教学评价模型构建方法

<正> 人类要进行活动,就要使用模式或模型,否则就会陷入被动。现代科技的不断创新在自然和社会科学的各个方面或领域所产生的广泛效应,决定了我们必须对教学作出客观、全面、有效、定量的评价,以适应现代教育决策和管理的要求,而教学评价结果的信度、效度、区分度的高低等诸多问题     

IRT等级展开模型在中学生学习焦虑综合量表编制中的应用

目的：运用IRT等级展开模型编制中学生学习焦虑综合量表,为中学生学习焦虑的评估、咨询与辅导提供工具,并探讨中学生学习焦虑理论结构。方法：采用理论与实践相结合的方法构建中学生学习焦虑结构,并在文献、访谈和问卷调查的基础上,构建中学生学习焦虑项目库,经两次测试与项目筛查,确定正式量表。取样在湖南省长沙、邵阳、岳阳、娄底4市16所中学进行,获有效样本2006份,其中各区人数分别为504、512、538、452人,男女生分别为888人和1113人,7~12年级学生分别为313、349、316、352、346、330人。结果：中学生学习策略量表由两个分量表、42个项目构成;正式问卷中自编项目31个,自编率达到了73.8%;IRT等级展开模型的项目分析显示项目位置参数位于（-0.62,0.26）之间,区分度参数位于（0.61,2）之间,测验整体和各项目的拟合度均良好;总量表α系数为0.90,重测信度为0.64,验证性因素分析表明两个分量表各项指标的模型拟合度良好。结论：中学生学习焦虑综合量表符合测量学的基本要求,并具有良好的自主性。     

The Co-occurrence of Reading Disorder and ADHD: Epidemiology, Treatment, Psychosocial Impact, and Economic Burden

The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially explain the high degree of overlap between RD and ADHD. Children who face the additive problems of both disorders are at greater risk for academic failure, psychosocial consequences, and poor long-term outcomes that persist into adulthood. However, few studies have evaluated interventions targeted to this patient population, underscoring the importance of identifying effective multimodal treatments that address the neuropsychological deficits of RD and ADHD through carefully planned clinical research.