对高校教职工血脂水平的调查分析

对高校8100例教职工血脂水平进行了调查分析,血脂(CHOL和TG)参考值测定结果与原参考值相比水平有所提高,CHOL超过均值上限和低于下限的比例基本相同,约15%,而TG超过的均值上限的比例(9 8%)明显高于下限的比例(0 03%),各年龄组间TG和CHOL水平存在显著性差异(P<0.01及0.05)。     

广东省沿海欠发达城市群众体育行政部门发展现状调查

以广东省沿海欠发达城市中的5个地级市的3个层次的政府群众体育行政部门为研究对象,运用实名面访问卷调查、文献资料调研、现场访谈、观察和数理统计等研究方法,对基层群众体育管理机构、管理人员专业结构、国民体质监测、信息交流、组织化程度和群体行政部门之间业务联系的非协调发展现状等进行了调查与研究,并提出相应对策。     

论体育行政处罚的救济

体育行政处罚作为一种最常见的侵害性行政行为,有可能侵犯行政相对人的权利。为防止体育行政主体滥用行政处罚权力,保障相对人的合法利益,有必要设定体育行政处罚的救济手段,本文以行政处罚救济及相关理论为参照,结合体育的特点,针对体育行政处罚设定救济的必要性以及体育行政复议和行政诉讼救济手段的运用等,做初步探讨。     

从我国民法理论看我国城市私有房屋动迁中存在的问题

围绕私有房屋商业动迁中出现的问题，对私有房屋商业动迁应适用的法律及基本原则，所有权的本质进行了阐述，并指出在私有房屋商业动迁中，由行政机关对私有房屋作出裁决是否合理，以及在目前我国的经济条件下实行物权社会化是否可行。最后，对国家以土地所有者身份向个人出让土地的使用权这一行为的法律性质作了讨论。     

The principles of building the information-analytical system of a teaching and research situation center

The requirements for a situation center in the analytical services of administrative management are formulated; their functions and types of support are considered using the example of the Russian Academy of State Service attached to the President of the Russian Federation.     

Departmentalized,Self-Contained,or Somewhere in Between: Understanding Elementary Grade-Level Organizational Decision-Making

Recent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators’ beliefs and practices regarding this phenomenon. Our findings suggest administrators base their decisions to organize grade levels on various factors, including their own experiences, contextual dynamics, and personal perceptions of outcomes for students and teachers.     

Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices

Abstract

The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected.     

Learning through engaging in retrospective reflection on a change process in an English course on workplace communication

This study describes a change process of implementing role-plays in a course on workplace communication in English, and of engaging in retrospective reflection. Considering that English education for nursing students in Taiwan has focused on the development of medical terminology and that students’ communicative competence is the main deficiency, the author conducted the change process in a medium-scale district hospital where she worked as a clinical nurse and in a nursing college where she taught English as a part-time teacher. The results show that engaging in retrospective reflection allows a teacher to construct knowledge from experience for professional growth.     

Further victimization of child sexual abuse victims: A latent class typology of re-victimization trajectories

The association between child sexual abuse (CSA) and risk for re-victimization is well-documented; however, less is known about the temporal progression of re-victimization experiences over the early life-course among CSA survivors, and whether this differs from that of those without known sexual abuse histories. This study investigated whether there are distinct temporal pathways of interpersonal re-victimization between the ages of 10–25 years among medically confirmed CSA cases, and considered whether abuse variables, re-victimization variables, and the presence of other adverse outcomes, were associated with heterogeneity in re-victimization pathways. The data were collected as part of a large-scale data-linkage study in which the medical records of 2759 cases of contact-CSA between 1964 and 1995 were linked, between 13 and 44 years following abuse, to police and public psychiatric databases; cases were compared to a matched community sample (n = 2677). Using a subsample of 510 (401 victims; 109 comparisons) individuals with an interpersonal (re)victimization history, we examined the aggregate ‘age-(re)victimization’ curves for CSA victims and comparisons, respectively. Further, we applied longitudinal latent class analysis to explore heterogeneity in re-victimization trajectories among abuse survivors across their early life-course. Four latent pathways were identified, labeled: Normative; Childhood-Limited; Emerging-Adulthood; and Chronic re-victimization trajectories. Older age at abuse, a criminal history, and mental health problems were uniquely predictive of membership to the more problematic and persistent re-victimization trajectories. Findings indicate that individuals exposed to CSA during adolescence may be particularly vulnerable to poorer re-victimization trajectories, characterized by multiple risk indices, and thus may warrant increased service provision.     

Meeting the Great Challenge: What Growth-Oriented Writing of the 1960s and 1970s can Teach Us about Uniting the Individualistic and Social Aims of English Education

This study explores the relationship between two values that sit at the heart of English education: a commitment to democratic citizenship and a commitment to fostering students’ personal growth. Some scholars have argued that these values are often at odds and the ‘great challenge’ of the field is to unite the individualistic and social goals of English education. The study explores the commensurability of these aims by considering the way they were united in the growth-oriented practitioner writing composed in the decade after the Anglo-American Seminar on the Teaching of English in 1966. To conduct the study, I examined English Journal articles written between 1968 and 1978 to see if articles that emphasised students’ personal growth also attended to the goal of democratic citizenship. The analysis shows that while it may be rare for advocates of the personal growth model to attend to students’ development as citizens, these goals are not inherently incompatible. I conclude with closing remarks on what this study suggests about how the field might meet the ‘great challenge’ of uniting the individualistic and social aims of English.