民办高校教学事故的原因分析及预防

教学事故问题关系到民办高校的办学质量和学校教学运行。当前,预防教学事故成为当前民办高校的关注的重点难点问题。本文通过分析目前民办高校的教学事故现状,教学事故特点和规律,找到影响教学事故的根本原因,并在多年教学管理工作实践的基础上,结合相关教学事故管理相关的理论,提出既符合民办高校教学事故总体现状,又能遵循教育教学管理的客观规律的教学事故预防的工作思路和具体对策,同时,为提高教学质量提高打下基础。     

上海百姓健身房锻炼意义及风险防范的研究

分析了上海老龄化进展及目前人群的体质情况,阐述了百姓健身房健身发展现状及中老年人锻炼的积极作用,讨论影响中老年人安全健身的风险特点,以及总结防范和处理中老年人体育风险相关的对策,从而为全民百姓健身房科学健身提供依据。     

Development of a fulcrum methodology to replicate the lateral ankle sprain mechanism and measure dynamic inversion speed

When the ankle is forced into inversion, the speed at which this movement occurs may affect the extent of injury. The purpose of this investigation was to develop a fulcrum device to mimic the mechanism of a lateral ankle sprain and to determine the reliability and validity of the temporal variables produced by this device. Additionally, this device was used to determine if a single previous lateral ankle sprain or ankle taping effected the time to maximum inversion and/or mean inversion speed. Twenty-six participants (13 with history of a single lateral ankle sprain and 13 with no history of injury) completed the testing. The participants completed testing on three separate days, performing 10 trials with the fulcrum per leg on each testing day, and tape was applied to both ankles on one testing day. No significant interactions or main effects were found for either previous injury or ankle taping, but good reliability was found for time to maximum inversion (ICC = .81) and mean inversion speed (ICC = .79). The findings suggest that although neither variable was influenced by the history of a single previous lateral ankle sprain or ankle taping, both variables demonstrated good reliability and construct validity, but not discriminative validity.     

普通高校大学生龙狮运动损伤特点探究

文章通过查阅有关龙狮运动员损伤研究的相关文章,了解其研究状况。同时访问部分教练员,了解当今高水平龙狮训练比赛的特点及其与运动损伤的关系。在结合前人研究的基础上,研究龙狮运动损伤特点,探究损伤的发生规律和潜在原因,提出预防措施,对保证龙狮运动训练的系统性、有效性和提高训练质量都有着重要的理论和实践意义。     

运动性猝死的原因及预防

对于运动爱好者和运动员而言,运动性猝死是近年来运动场上接连发生的意外事故之一,也是运动医学领域最严重的问题之一。文章采用文献资料法与逻辑分析法,通过对运动性猝死的发病原因与及预防措施进行相关研究,旨在为运动员或体育爱好者参与运动时预防发生运动性意外提供参考和建议。     

Differences in Suicidal Experiences of Male and Female Undergraduate and Graduate Students

Differences in the suicidal experiences of males and females and of undergraduate and graduate students have not been thoroughly explored. Furthermore, given the changing dynamics of college student suicidality and the challenges of suicide prevention, it is important to continue updating the research in this area. This article presents findings from a 2006 national survey with responses from over 26,000 undergraduate and graduate students at 70 colleges and universities. Gender and undergraduate versus graduate student differences were found in suicidal thoughts and behaviors, related experiences such as professional and informal help-seeking during a suicidal crisis, events that precipitated and contributed to the suicidal crisis, and factors that protected against attempting suicide. Among the many findings, some are consistent with previous research, some are unexpected, and some have not previously been studied. The results of this survey have implications for targeting specific interventions to better meet the needs of undergraduate and graduate student males and females.     

Safety Training in Social Work Education

Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.     

Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools

Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools.     

Twelve Practical Strategies to Prevent Behavioral Escalation in Classroom Settings

This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a learner-friendly auditory environment and tailoring the listening material to students' needs. The compensatory approach is based upon engaging numerous information processing techniques intended for both short term and long term improvement. These approaches and their techniques are integrated into the process of language strategy instruction, the main objective of which is creating a successful independent language learner.