Some oxidative stress related parameters in patients with head and neck carcinoma

Forty cases of head and neck cancer were studied for plasma superoxide dismutase, malondialdehyde and thiol levels and results were compared with a group of forty normal healthy volunteers. Mean plasma superoxide dismutase activity was not found to be altered while malondialdehyde concentration was significantly higher when compared with the control group. On the other hand, mean thiol level was significantly lowered. The data suggests increased level of oxidative stress in patients with head and neck cancer.     

初中班主任形象与管理绩效实证研究

为了考察初中班主任形象与班级管理绩效的关系,对XH中学发放调查问卷进行实证研究。分析发现,被调查初中生对班主任的形象评价处于中高等水平,班级管理绩效也较高,在性别、是否为学生干部、父母工作部门、父母学历等变量上存在显著差异,在理想班主任形象与班级管理绩效之间存在显著的正相关关系。良好的班主任形象能够促进班级工作,提高班主任工作绩效。     

年平均降雨入渗补给对滨海含水层系统水位波动影响的解析研究

降雨入渗补给是影响滨海含水层系统水位波动的主要因素之一.本文建立了一个较为一般的滨海含水层系统模型.模型中不仅考虑了年平均降雨入渗补给对含水层系统水位波动的影响,同时也考虑了潜水含水层中地下水的波动及其通过半透层对承压含水层的越流补给.利用解析法分析了降雨入渗补给对潜水水位、承压水头和地下水海底排泄量的影响.     

铅球滑步阶段的主成分分析

在铅球滑步过程和最后用力衔接阶段,头部偏向投掷臂侧。这种头部姿势,能够使投掷臂对侧背伸肌紧张程度加大,使它处于拉紧状态,加大肌肉收缩前的初长度,以增加最后用力的投掷力量     

Does ball carrier technique influence tackler head injury assessment risk in elite rugby union?

The aim of this study was to use video evidence of tackles in elite level rugby union to identify ball carrier proficiency characteristics, for both lower and upper body tackles, that have a higher propensity to result in Head Injury Assessments(HIA) for the tackler. HIA (n = 74) and non-HIA tackles (n = 233) were categorised as either front-on or side-on upper or lower body tackles and scored for ball carrying proficiency characteristics. Side-on tackles included tackles from behind. A Chi-Square test (p < 0.05) and Cramer’s V were calculated to compare proficiency characteristics in HIA and non-HIA cases. For front-on upper body tackles, the ball carrier “fending into contact” (p < 0.01;ES = Moderate) and “explosiveness on contact” (p = 0.04;ES = Moderate) had a higher propensity to result in a HIA for the tackler. Fending into contact was exhibited in 47% of all upper body Tackle front-on HIA cases. The fending arm contacted the tackler’s head in 67% of these cases. Fending into contact can potentially be dangerous and therefore emphasis should be placed on safe fending during tackle-based training drills. Referees should also be alert to arm-to-head contact during the fend. Given the low number of ball carrier characteristics identified, focus should be placed on tackler characteristics for HIA prevention strategies.     

Teachers’ beliefs and practices regarding academic support following concussion

Teachers play an important role in supporting students' return to school after concussion. This online cross sectional survey examined teachers' beliefs and practices regarding concussion and academic support strategies, or academic adjustments (AA). Most teachers (99.1%) agreed-to-strongly agreed concussions affect school performance, and many (71.6%) have worked with a student who received AA after concussion. Teachers who participated in concussion education and observed a decline in a student's academic performance after concussion were more familiar with and recommended AA more often. Professional development is recommended to provide teachers with practical and timely resources to enhance support for students after concussion.     

Varying States of Head Start: Impacts of a Federal Program Across State Policy Contexts

Classroom quality is critical for young children's learning, yet evidence suggests that the quality of early care and education (ECE) classrooms varies widely, even within federally administered Head Start. This study uses data from the nationally representative Head Start Impact Study to examine variation in children's access to formal and high-quality ECE by policy characteristics that demonstrate a state's commitment and approach to regulating ECE quality. Findings support existing evidence of the impact of randomization to Head Start on children's access to formal and high-quality ECE, and expand our understanding of the ways in which these impacts vary. Overall, we find that stronger state child care licensing regulations and other indicators of a child-friendly policy climate are associated with a smaller contrast between the Head Start versus control groups' access to both formal and high-quality ECE. This study also offers initial evidence that state regulations targeting the quality of an ECE program's professional environment may be particularly important for access to high-quality classrooms.     

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.     

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age.     

超然于尘俗的灵魂之舞——论迟子建小说《起舞》的禅宗文化内涵

禅宗文化作为我国文人作家创作的传统文化背景之一,对他们总是起着显在或潜在的影响。迟子建的小说《起舞》就不自觉地潜藏了深厚的禅宗文化因素,具体表现在三个方面：自在怡然的生命旨趣,自主超然的生命旨趣和自由飘然的生命旨趣。禅宗文化内涵使《起舞》显现出了人文终极关怀色彩,具有了超越性的艺术魅力。