实行新规则后排球比赛规律初探

通过对1998～1999年全国排球联赛,1999年亚俱杯男排赛、4国女排邀请赛、世界女排大奖赛总决赛、我国男女排集中秋训、世界杯比赛的调研,探讨了实施新规则对排球技战术发展带来的变化。结呆表明;新规则实施后,一攻作用得到粮本改变,提高防反能力关系到我国排球市场的前途;各项技术得分比例发生变化,二传队员压力增大,发球作用影响深远;自由防守队员接发球和防守效果优于其他队员,但我国与外国队相比还有较大差距;强弱队之间比分差距缩小,胜负偶然性增强;比赛时间相对缩短,比赛强度和难度提高;队员运动寿命延长,使用新人风险加大。我国排球技术战术指导思想的内涵需作适当调整与补充。     

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class.     

课堂交往冲突研究

课堂交往冲突是指当课堂教学活动参与者用相互矛盾的行动路径去达成相同或不同活动目标时所感知到的不一致或相互干扰,它包括三种类型:程序性课堂交往冲突、实质性课堂交往冲突和人际关系课堂交往冲突。课堂交往冲突的作用具有积极和消极二重性。良性人际关系建构、信任重建、沟通重构、协商合作、加深理解以及课堂文化共同体建构等是科学管理课堂交往冲突的基本方法。     

4. TELECOMMUNICATIONS AND INFORMATION TECHNOLOGY

THE END OF NEWS by Roger Bird (Toronto: Irwin Publishing, 1997—$24.95 paper, ISBN 0–7725–2285–5, 165pp., notes, index)

CANADIAN INTERNET HANDBOOK, 1998 edition by Jim Carroll and Rick Broadhead (Scarborough, ON: Prentice Hall Canada, 1997—$24.95, paper, ISBN 0–13–897554‐X, 365pp., charts, tables, index)

THE JOURNALIST'S LEGAL GUIDE by Michael G. Crawford (Scarborough, ON: Carswell Thomson Professional Publishing, 1996 [3rd ed]—40.00 paper, ISBN 0–459–25425–1, 380pp., charts, notes, glossary, index)

GUIDE TO CANADIAN ENGLISH USAGE by Margery Fee and Janice McAlpine (Toronto: Oxford University Press, 1997—$50.00, ISBN 0–19–540841–1, 549pp., glossary, bibliography, index)

A CANADIAN WRITER'S POCKET GUIDE by Jack Finnbogason and Al Valleau (Toronto: ITP Nelson, 1998—$20.00 spiral‐bound paper, ISBN 0–17–616618–1, 180pp., index)

SUSTAINING DEMOCRACY? JOURNALISM AND THE POLITICS OF OBJECTIVITY by Robert A. Hackett and Yuezhi Zhao (Toronto: Garamond Press “Culture and Communication in Canada Series,”; 1998—$24.95 paper, ISBN 1–55193–013–7, 284 pp., notes, index)

CYBERLAW: WHAT YOU NEED TO KNOW ABOUT DOING BUSINESS ONLINE by David Johnston, Sunny Handa, and Charles Morgan (Toronto: Stoddart, 1997—U.S.$17.97 paper, no ISBN given, 282pp., notes, glossary, bibliography, index)

MASS COMMUNICATION IN CANADA edited by Rowland Lorimer and Jean McNulty (Toronto: Oxford University Press, 1996 [3rd ed]—$34.95 paper, ISBN 0–19–541208–7, 398pp., glossary, bibliography, index)

MEDIA LAW by Robert Martin (Concord, ON: Irwin Law “Essentials of Canadian Law,”; 1997—$34.95 paper, ISBN 1–55221–004–9, 193pp., charts, notes, index)

THE INTERNET HANDBOOK FOR WRITERS, RESEARCHERS, AND JOURNALISTS by Mary McGuire, Linda Stilborne, Melinda McAdams, and Laurel Hyatt (Toronto: Trifolium Books, 1997—$29.95 paper, ISBN 1–895579–17–1, 242pp., glossary, index)

THE CANADIAN REPORTER: NEWS WRITING AND REPORTING by Catherine McKercher and Carman Cumming (Toronto: HarcourtBrace Canada, 1998 [2d ed]—$47.95 paper, ISBN 0–7747–3562–7, 456pp., glossary, index)

ELECTRIC LANGUAGE: UNDERSTANDING THE MESSAGE by Eric McLuhan (Toronto: Stoddart, 1998—$29.95 paper, ISBN 0–7737–5972–7, 192 pp., color notes)

INTELLECTUAL PROPERTY LAW: COPYRIGHT, PATENT, TRADEMARKS by David Vaver (Concord, ON: Irwin Law, 1997—$39.95 paper, ISBN 1–55221–007–3, 345pp., notes, bibliography, glossary, table of cases, index)     

Power and energy in linearized physical systems

Although no truly linear physical systems exist, linearized system models are very often used in practice to study the dynamics of real systems and components. Here, the relations between the power and energy in a non-linear physical system and the analogous quantities associated with variables representing small deviations from steady-state values are studied. Sometimes a linearized system is energetically similar to the non-linear system from which it was derived, and in other cases, new types of energy elements appear which were not present in the original system. In order to show the structure of the systems, the results are presented in both equation form and in the form of bond graphs which are unique in exhibiting the power and energy structure of system models.     

The Law of Unintended Consequences: The ‘Real’ Cost of Top-Down Reform

In most jurisdictions around the world,governments, in the name of economiccompetitiveness, have imposed comprehensive andquite dramatic changes on state schools. Mostchanges require a more centralized and rigorouscurriculum for pupils, a plethora ofaccountability measures and mandatoryin-service for teachers, and carefully definedand more onerous responsibilities for schoolleaders. The province of Ontario is nodifferent. Since 1995, its educational systemhas experienced quite revolutionary changes– all instituted with break-neck speed. At thesame time most schools in Ontario are employinginternal change strategies to address theseoutside pressures. These change forces havecoalesced to redefine the work and lives ofteachers and school leaders in many intendedand unintended ways. There is a substantialliterature on both external and internal changeforces, but very little has been written aboutthe conjunction of these change forces with thepersonal side of change for teachers andleaders. Based on two studies undertaken by theInternational Centre for Educational Change atthe Ontario Institute for Studies inEducation/University of Toronto, this paperexamines the unintended consequences of thesechange forces on the teachers and principals ofone secondary school in Ontario, Canada. Theteachers and leaders of Lord Byron High Schoolare not averse to change and are generallyquite content to do whatever is in the bestinterests of their students. The school has along history of innovation and change and areputation for attending to a wide diversity ofstudent needs.Through the use of multiple conceptual lenses,this paper addresses the unintendedconsequences of systemic change to the schooland its teachers and principals. At a time whenteacher shortages and teacher morale aregrowing problems for many educationaljurisdictions, this investigation will point toan urgent need to build better bridges ofunderstanding between policy makers and policyimplementers, and for researchers to provideresearch that is more sensitive to the work andlives of real people in real schools.     

用法治理性建构校园和谐

建设校园和谐关系,以法治理性的价值判断和价值选择审视并优化校园环境,是坚持以人为本、以民主法治原则建设校园和谐关系的关键所在。以民主法治原则构建现代校园和谐关系是法治理性的基本要求;尊重人权是法治理性的真谛;校园和谐需要法治理性的宽容精神;法治理性包含对法制的敬畏和行使自由权利的节制;校园和谐关系呼唤体现法治理性的校园文化。学校教育通过尊重和保护青年学生的正当权利并使其自觉践行义务的过程,使他们长期浸润在崇尚法治的文化氛围里,培养并形成他们未来人生中自觉的、理性的遵纪守法和护法精神。     

Effects of a two-phase reading intervention on three orthographic-phonological code connections

According to the Multiple Connections Model, children bring to the task of learning to read varying degrees of skill in three orthographic coding procedures for written words (whole words, single letters, and letter clusters) and in three phonological coding procedures for spoken words (phonetic or name codes, phonemes, and syllables) and thus in ability to form connections between corresponding orthographic and phonological codes: whole word-phonetic/semantic code, letter-phoneme, and letter cluster-syllable/subsyllable. In Phase I of this intervention study only orthographic and phonological coding were remediated. In Phase II explicit teaching in reading was provided that emphasized the multiple orthographic-phonological connections above. Overall the group improved from about one standard deviation below the mean to approximately the mean standard score for grade in reading real words (whole word and subword connections) and in reading nonwords (subword connections only) after an average of 28.7 sessions of about 40 minutes each. Overall 70% of the individuals showed significant gains in reading real words and 90% of the individuals showed significant gains in reading nonwords. The intervention was most effective in creating whole word-phonetic/semantic connections and least effective in creating letter-phoneme connections. These results demonstrate that theory-driven intervention during a critical developmental period in reading acquisition may prevent more serious reading disabilities.