对学龄前智力落后儿童游戏的思考--兼谈感觉运动统合疗法的游戏性

智力落后儿童的早期干预要注意游戏性、趣味性原则是大多数学前特殊教育工作者所认同的。但由于智力落后儿童身心各方面发展均有别于正常儿童 ,使家长和教师难以从一般的角度来把握智力落后儿童的游戏。因此本文对智力落后儿童的游戏特点这问题作论述 ,来分析近年来越来越多地用在智力落后儿童身上的感觉运动统合疗法的游戏性。     

球类运动中协调能力与灵敏性关系的分析

本文采用文献资料法、逻辑方法对协调能力和灵敏性的特征进行了分析 ,探讨两者之间的内在关系 ,找出球类运动中协调能力与灵敏性之间的共性与差异 ,为运动训练提供参考。     

The Impact of Congenital Deafblindness on the Struggle to Symbolism

Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward more abstract representations, the rate of intentional communication, joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalisations, distal gesture, varied early vocabulary and categories, use of varied cues for recall, object permanence, 1:1 correspondence, cause–effect, discrimination skills, and imitation. The impact of congenital deafblindness on the achievement of these milestones is presented, along with compensatory strategies to support the child’s development.     

Hydrogen storage properties of ball-milled Mg-based composite with PdCl2 additive

Mg-25 wt% Mg2Ni composite was prepared by sintered method,hydrided at 613 K and then ball-milled with 1.5 wt% PdCl2 additive for 51 h. The effects of PdCl2 on the hydriding and dehydriding behavior of Mg-25 wt% Mg2Ni composite were investigated. The absorption and desorption rate of the composite with PdCl2 is fast and the hydrogen storage capacity is more than that of the composite without PdCl2. The maximum hydrogen storage capacity reached 3.48 wt% at 373 K,and 5.05 wt% H at 453 K,respectively. The improvement of sorption and desorption kinetics is attributed to the catalytic effect of PdCl2,and the grain refining and lattice strain introduced by ball milling.     

元杂剧中曲词的语言艺术

元杂剧曲词很好地继承了我国古典诗词的创作经验，大量吸收、加工和提炼了当时鲜活的生活语言，善于运用各种语言修辞艺术，开拓了我国丈学语言的新天地，形成了既典雅又质朴，既富有文采又不废本色的语言风格。     

论明代元剧批评的观念分立与理论延展

明代元剧批评比元代获得更大进步,实为元剧研究的一座重要里程碑。它既表露着观念分立的崭新征象,又呈现出理论延展的珍贵态势。全面观照、深入解析明代元剧批评的观念分立与理论延展,对准确认识和恰当评价元代戏剧的艺术本质和历史地位都具有难以替代的引导作用。     

生态女性主义批评视野中的《黄绣球》

女性形象的生态女性主义叙事出现在社会历史转型的危急时刻.颐琐的<黄绣球>作为政治小说,确也具有晚清新小说理想化、寓言化叙事的乌托邦性质.而从生态女性主义的叙事立场来看,女人和男人一样是血-水-土地-家所构成的生命圈里,自然的人,文化的人和社会的人.女性知识论立场的宇宙观和生命观的确立,预示着晚清女性对于家国同构的天人合一的社会型构,合乎女性生存利益的生态主义意味的深沉审视.黄绣球亦成为生态女性主义批评视野中蜕旧变新的新女性的形象原型.     

The vibrational mode structure of a golf ball

In this paper, we report the discrete frequencies at which golf balls can vibrate, the mode patterns of these vibrations and how these modes can be excited. There are two broad classes of modes: those that radiate sound waves and those that do not. Both silent and acoustic modes are excited by tangential (i.e. spin-producing) impact forces; only acoustic modes are excited by radial impact forces. Exact analytical results for a homogeneous ball core are compared with finite element numerical results for both a core and a model two-piece ball. Correspondences are readily established for the important low-frequency modes, and the good agreement suggests the validity of these results for real golf balls. The results potentially provide the basis for a rapid, simple and non-destructive method of measuring the effective high-frequency elastic shear modulae of balls (and ball cores) as well as a method for 'tuning' the performance of balls for specific clubs. Some of these aspects are explored further in our companion paper in this issue.     

Development and use of one-dimensional models of a golf ball

One-dimensional models of a golf ball are useful in modelling near-normal (90°) impact. The model described here has two masses connected by a non-linear spring in parallel with a non-linear damper. The behaviour of this system in collision with an infinite rigid mass is compared with the results of tests involving real golf balls. Values of the four unknown constants are found by fitting the model results, over a range of impact speeds from zero to 50 m· s -1 , to the coefficient of restitution and duration of contact found in the tests. The simplest model (Model 1) was a good fit for duration of contact over the whole range of impact speeds, but for the coefficient of restitution only at high speed (above 20 m· s -1 ). However, when used with a similar model of a flexible faced club, the simple model predicted the coefficient of restitution of the club-ball combination, determined by direct testing, quite well and as such is a useful screening tool. More complicated Models 2 and 3 fitted the rigid target coefficients of restitution better at low speed than Model 1. However, Models 2 and 3 have other disadvantages and are no better than Model 1 for high-speed impact with flexible faced clubs.     

Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting children's free play and those who propose more structured and interventionist practices in relation to young children's physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.