Support Groups for College Students With Attention Deficit Disorders

The use of support groups for students diagnosed with attention deficit disorders is discussed. The authors also review some of the challenges and issues faced by college students and the benefits of using support groups as a means of exploring some of their concerns. Experience in setting up and facilitating such groups is shared.     

Predicting Spelling Behaviour in 7 to 11 Year-olds

There is an increasing number of studies which demonstrate that readers in more transparent orthographies than English, such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of reading skills in English-speaking children. There is evidence that English-speaking children who fail to acquire reading skills may fall into two distinct categories: those who would succeed in languages, other than English, that have greater orthographic consistency; and, those who would still have problems even with perfect orthographic transparency. The first, larger, group are let down by the interaction of poor teaching methods and an incomprehensible system of orthography. At Hull University’s Institute for Learning, word factors associated with poor spelling and reading have been identified. We have found three factors which account for the relative ease with which pupils can spell words: frequency of the word in the English language, length of the word, and the presence of “tricky” letters or letter combinations. Data is presented illustrating our predictive model of spelling which enables word difficulty to be calculated from the characteristics of English words. The implications the model has for teaching and learning English is elaborated, with particular reference to the most common 150 words in the English language.     

Mechanical power flow changes during multijoint movement acquisition

We investigated the differences in mechanical power flow in early and late practice stages during a cyclic movement consisting of upper arm circumduction to clarify the change in mechanical energy use with skill acquisition. Seven participants practiced the task every other day until their joint angular movements conformed to those of an expert. During the practice sessions, participants' motions were digitally recorded once a week using four high-speed infrared cameras, and the joint kinematics and joint powers of the right arm were calculated. With practice, the inflow power derived from the net joint force increased at the hand, forearm, and upper arm segments by 143.1 +/- 17.2%, 57.1 +/- 7.3%, and 198.1 +/- 35.4%, respectively. In contrast, the power caused by the muscle joint moments was not significantly increased. These results suggested that participants acquired a motor pattern promoting transfer of the joint reaction forces. Results may provide some support for Bernstein's (1967) ideas that skill acquisition involves improving movement efficiency by greater use of nonmuscular forces.     

后奥运经济"低谷效应"的风险控制研究

根据历史经验来看,奥运会举办国在奥运结束之后,往往会出现经济发展速度放缓、甚至陷入困顿之中,这种现象被称为后奥运经济"低谷效应".因此,有必要对后奥运经济"低谷效应"的风险进行深入的分析,在此基础上提出相应的对策建议,以达到控制后奥运经济"低谷效应"所产生风险的目的 ,促使经济社会的可持续发展.     

汲钩路亚力搏大红甘

连续介绍了几期淡水路亚,本期我们换个新话题——汲钩路亚钓深海！相信看过此文后你会深有感触：用路亚在深海搏大鱼更刺激！     

The behavioral regulation in sport questionnaire (BRSQ): instrument development and initial validity evidence

The purpose of the four studies described in this article was to develop and test a new measure of competitive sport participants' intrinsic motivation, extrinsic motivation, and amotivation (self-determination theory; Deci & Ryan, 1985). The items for the new measure, named the Behavioral Regulation in Sport Questionnaire (BRSQ), were constructed using interviews, expert review, and pilot testing. Analyses supported the internal consistency, test-retest reliability, and factorial validity of the BRSQ scores. Nomological validity evidence was also supportive, as BRSQ subscale scores were correlated in the expected pattern with scores derived from measures of motivational consequences. When directly compared with scores derived from the Sport Motivation Scale (SMS; Pelletier, Fortier, Vallerand, Tuson, & Blais, 1995) and a revised version of that questionnaire (SMS-6; Mallett, Kawabata, Newcombe, Otero-Forero, & Jackson, 2007), BRSQ scores demonstrated equal or superior reliability and factorial validity as well as better nomological validity.     

终极娱乐——给魔术师和心灵魔术师的导演笔记（节选）

提升你的水平我的儿子,达瑞（Daryl）曾积极地参加竞争非常激烈的青少年网球赛。在12岁前他已经学得了所有的基本技巧。在接近20岁时,他的身高已经达到1．83米以上,他和他的同伴已经可以在球场上与任何一个世界级的职业选手匹敌了。他也许没办法赢过这些职业选手,但他可以得分,而你若不在场看个一段时间,你会分辨不出职业选手跟这些青少年选手的水准有什么不同。     

Productive Communication in an Afterschool Engineering Club with Girls Who are English Language Learners

This article the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more attention has focused on practices that engage girls in order to grow interest in engineering and engineering careers. In this article, we follow three eight and nine-year-old girls (3rd graders). We illustrate how key features of the Engineering Design Process intersect with a multimodal model of Productive Communication to help the girls enact identities as girls and as engineers as they design and build a bridge. We argue that to enact the Next Generation Science Standards, particularly those related to engineering, engineering and STEM educators must attend to the disciplinary literacies and communicative modes of girls and other under-represented minorities. This is also particularly important for learners who are still new to learning English and who may benefit from multimodal interactions and diverse opportunities to learn.