Deaf and hearing students' morphological knowledge applied to printed English

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.     

期刊评价：影响因子及其相关指标

在西部大开发环境下，联系陕西省科技期刊的现状，研究了陕西省科技期刊的发展策略，首次提出“寓发展于服务中、中陕西省科技期刊与西部大开发的结合点。指出陕西省科技期刊发展的基本原则是坚持两个效益辩证统一，发展的出发点是服务西部大开发。     

Interpreting examiners' annotations on examination papers: a sociocultural analysis

In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems.     

The effects of substrate and fluid provision on thermoregulatory and metabolic responses to prolonged exercise in a hot environment

A high ambient temperature reduces the capacity to perform prolonged exercise. Total carbohydrate oxidation is less, and thus glycogen depletion is not limiting. Fluid ingestion in the heat should, therefore, focus on maintenance of hydration status rather than on substrate provision. Six healthy males cycled to exhaustion at 60% of maximum oxygen consumption (VO 2max ) with no drink, ingestion of a 15% carbohydrate-electrolyte drink (1.45 - 0.29 litres) or ingestion of a 2% carbohydrate-electrolyte drink (3.12 - 0.47 litres). The ambient temperature was 30.2 - 0.6°C (mean - s ), with a relative humidity of 71 - 1% and an air speed of approximately 0.7 m.s -1 on all trials. Weighted mean skin temperature, rectal temperature and heart rate were recorded and venous samples drawn for determination of plasma volume changes, blood metabolites, serum electrolytes and osmolality. Expired gas was collected to estimate rates of fuel oxidation. Exercise capacity was significantly ( P ? 0.05) different in all trials. The median (range) time to exhaustion was 70.9 min (39.4-97.4 min) in the no-drink trial, 84.0 min (62.7-145 min) in the 15% carbohydrate trial and 118 min (82.6-168 min) in the 2% carbohydrate trial. The 15% carbohydrate drink resulted in significantly ( P ? 0.05) elevated blood glucose and total carbohydrate oxidation compared with the no-drink trial. The 2% carbohydrate drink restored plasma volume to pre-exercise values by the end of exercise. No differences were observed in other thermoregulatory or cardiorespiratory responses between trials. These results suggest that fluid replacement with a large volume of a dilute carbohydrate drink is beneficial during exercise in the heat, but the precise mechanisms for the improved exercise capacity are unclear.     

Contextual factors that sustain innovative pedagogical practice using technology: an international study

Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. An interactive website that allows for searching of SITES-M2 case reports on various attributes such as sustainability, transferability, level of school, and evidence of supportive policies and plans is available at http://sitesm2.org.     

Comparison of physiological responses to morning and evening submaximal running

The aim of this study was to assess the effect of time of day on physiological responses to running at the speed at the lactate threshold. After determination of the lactate threshold, using a standard incremental protocol, nine male runners (age 26.3 - 5.7 years, height 1.77 - 0.07 m, mass 73.1 - 6.5 kg, lactate threshold speed 13.6 - 1.6 km· h -1 ; mean - s ) completed a standardized 30 min run at lactate threshold speed, twice within 24 h (07:00- 09:00 h and 18:00-21:00 h). Core body temperature, heart rate, minute ventilation, oxygen uptake, carbon dioxide expired, respiratory exchange ratio and capillary blood lactate were measured at rest, after a warm-up and at 10, 20 and 30 min during the run. In addition, the rating of perceived exertion was reported every 10 min during the run. Significant diurnal variation was observed only for body temperature (36.9 - 0.9°C vs 37.3 - 0.3°C) and respiratory exchange ratio at rest (0.86 - 0.01 vs 0.89 - 0.07) ( P ? 0.05). Diurnal variation persisted for body temperature throughout the warm-up (37.1 - 0.2°C vs 37.5 - 0.3°C) and during exercise (36.2 - 0.6°C vs 38.6 - 0.4°C), but only during the warm-up for the respiratory exchange ratio (0.85 - 0.05 vs 0.87 - 0.02) ( P ? 0.05). The rating of perceived exertion was significantly elevated during the morning trial (12.7 - 0.9 vs 11.9 - 1.2) ( P ? 0.05). These findings suggest that, despite the diurnal variation in body temperature, other physiological responses to running at lactate threshold speed are largely unaffected. However, a longer warm-up may be required in morning trials because of a slower increase in body temperature, which could have an impact on ventilation responses and ratings of perceived exertion.