高压氧对力竭性运动后血清磷酸肌酸激酶和肌红蛋白恢复的影响

20名体育系男大学生在自行车功率计上以逐渐递增负荷的方式踏车运动至力竭;然后随机分成高压氧组和对照组,分别在高压氧和自然状态下恢复约120min。在运动前,运动后和恢复期后测定血清磷酸肌酸激酶活力的肌红蛋白的含量。实验结果:力竭性运动后,高压氧组和对照组血清肌酸激酶及同工酶MB和肌红蛋白均显著升高。高压氧组血清CK、CK-MB活性和肌红蛋白水平恢复期与运动后比较均显著下降,对照组虽有下降,但无显著性差异。提示:高压氧可以促进运动后血清CK、CK-MB和Mb的恢复,有利于运动疲劳的恢复。     

艺术体操美的辨证分析

艺术体操美是多方面的,本文从动态美与静态美、人体美与自然美、外形美与内在美、音乐美与编排美、体育美与艺术美等五个方面来阐述艺术体操的独特美感,辩证分析艺术体操之美。     

本亚明的弥赛亚唯物史观与文化批评学说

本亚明在马克思主义阶段建立了一种弥赛亚唯物主义历史观，立足于“永恒现在”的时间观，提出了一种独特的文化批评学说。这种批评观同时包含着摧毁传统与拯救传统两个方面。它具体体现为辩证形象学说，采用形象展示的方法来批判资本主义社会的“商品拜物教”，在文明的废墟中寻找希望之光。     

上海市建设行业职业教育现状分析与发展研究

通过对上海市建设行业职业教育改革发展的现状进行分析研究，指出存在的问题，并提出发展对策与设想。     

对大学体育教学过程师生互动问题的思考

体育教学中的师生互动的结构包括:师生互动的主体、师生互动的基础和条件、师生互动的过程、师生互动的结果。体育教学中的师生互动具有教育性、交互性和连续性、网络性、组织化和非正式化相结合、非对应性、系统性和综合性等特征。     

影响高校女生体育教学质量的因素及对策

从生理、心理特点以及教材教法等方面对影响高校女生体育教学质量的因素进行分析,并提出相应的对策,为提高高校女生体育教学质量探索新思路。     

Design and development of VR learning environments for children with ASD

Basic social interaction and executing certain tasks can be difficult for children with autism spectrum disorder (ASD). The symptoms of such behaviour include inappropriate gestures, body language and facial expressions, lack of interest in certain tasks, cognitive disability in coordination of limbs, and a difficulty in comprehending tasks’ requirements. This paper will discuss our efforts to develop virtual learning environments for children with ASD to improve their gestures and their interests in comprehending tasks’ requirements. Virtual environments are ideal for imparting skills necessary for independence before encouraging children with ASD to try these out in the real world and gain real-life experience. A high-end solution and a simplified solution will be presented together with a discussion on their comparison study.     

Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes

Over the past decade, there has been a strong national push to increase minority students’ positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially “patch” particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students’ STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline.     

Curriculum Interventions for Area Measurement Instruction to Enhance Children’s Conceptual Understanding

This study examined the effectiveness of 3 curriculum interventions focused on strengthening children’s ability to solve area measurement problems and explored the instructional perspectives of the instructor who implemented the interventions. The interventions involved various degrees of emphasis on area measurement and knowledge of 2-dimensional geometry. Participants were 131 fourth graders, recruited from a city in northern Taiwan, and 1 instructor. The results confirmed the effectiveness of an enriched curriculum integrating knowledge of 2-dimensional geometry in enhancing children’s conceptual understanding of area measurement. The group that received the enriched curriculum outperformed the other groups that received the curricula stressing only 2-dimensional geometry or numerical calculations for area measurement in solving the area problems requiring mathematical judgments and explanations. The curriculum also facilitated children’s reasoning in distinguishing between the perimeter and area of a rectangle, which required higher-order mathematical thinking. Interview data revealed that approximately all children from the 3 intervention groups could identify the mathematical subject-matter components highlighted in the curricula. Interviewees tended to consider the use of formulae to solve area measurement problems to be important, despite some differences in learning gains among the 3 groups. In interviews, the participating instructor revealed a change of perspective regarding the importance of offering students opportunities for manipulation and geometric operations when teaching area measurement, prompted by curriculum enactment.