从神经可塑性角度探究自闭症早期干预的有效性

早期干预是国内外自闭症领域的研究热点,大量的实证研究表明早期干预能够有效改善自闭症的早期症状,特别是对于处在发展关键期的儿童。早期干预能够促进大脑沿着正常的轨迹发展,从而对早期发展中的大脑产生根本的影响。     

图片交换沟通系统对自闭症儿童干预有效性研究综述

众多自闭谱系障碍个体在沟通方面面临不同程度的困难,功能性语言的缺失是其中的突出问题,这严重阻碍了自闭症儿童的发展和社会融入。图片交换沟通系统通过逐步递进的六个阶段,改善儿童的沟通能力。随着图片交换沟通系统的广泛使用,众多研究者开始关注该方法的有效性。研究表明,图片交换沟通系统可以作为改善自闭症儿童功能性沟通能力的有效方法,虽然其同言语产生关系的研究尚未取得一致性结论,但它并不会阻碍言语的产生。     

酞菁铁Ⅱ与牛血清白蛋白相互作用的光谱研究

研究酞菁铁Ⅱ与牛血清白蛋白的相互作用,测定了二者相互作用的荧光光谱和紫外可见光谱.荧光光谱分析表明,随着酞菁铁Ⅱ浓度的增加,后者在345 nm处荧光有规律的发生猝灭现象.根据Stern-Vo Lmer方程可以计算得到两者相互作用的猝灭常数为1.25×104,结合位点数为1.由紫外可见光谱可知,随着酞菁铁Ⅱ浓度的增加,牛血清白蛋白在210 nm处吸光度有所上升,峰位发生红移.     

Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.     

Investigating the social engagement of children with autism in mainstream schools for the purpose of identifying learning targets

The social needs of children with autism are complex, and their inclusion in mainstream schools necessitates a consideration of the nature of a child's participation in peer culture and how it is received by others. The case study reported here sought to investigate the social engagement of a child with autism and his peers using naturalistic methods to provide contextualised and detailed information. A comparative approach was used to study different social contexts: the wider class group, the peer group which included the child with autism, and the individual participation of the child with autism compared with this smaller group. Findings indicate that the child with autism demonstrated a number of competencies in relation to his own social group and that social difficulties were not necessarily seen as a weakness within the peer culture. The importance of careful analysis of social processes and the use of reflective assessment to autism education is highlighted.     

金属叶绿素衍生物的制备及光谱研究进展

过渡金属Cu、Fe、Co、Ni、Zn、Mn的可溶性盐类以及稀土金属La、Ce、Pr、Nd、Sm氧化物在HClO4中溶解后在一定条件下与脱镁叶绿素合成过渡/稀土金属叶绿素;过渡金属叶绿素皂化可形成可溶性过渡金属叶绿酸盐;可溶性过渡金属叶绿酸盐又可与某些金属离子反应形成难溶性的过渡金属叶绿酸盐。通过研究这些金属叶绿素配合物的Fourier变换红外光谱、紫外可见光谱（UV-Vis）并与脱镁叶绿素或脱镁叶绿酸对比,对其谱图的数据进行了分析。     

无法绕过的一本著作:《不朽的文华——从文华公书林到文华图书馆学专科学校》

《不朽的文华——从文华公书林到文华图书馆学专科学校》一书从"文华共同体"入手,展现了其在时代变迁之下的发展风貌和内部网络。深入阅读后,可以看出其具有如下独到之处:纵横交错并融合动静发展光谱,切入角度置于教育文化史中,深化历史逻辑统一,生动还原人事杂糅的历史风貌,着眼于朝向多维视野。参考文献5。     

一种基于能量谱葡萄糖浓度检测新方法的研究

葡萄糖浓度检测在治疗糖尿病过程中起着重要作用,采用近红外光谱方法测量葡萄糖浓度是国内外研究的热点．通过实验的方法,用800nm到1600nm的近红外光照射葡萄糖水溶液,对不同葡萄糖浓度对应的能量谱进行分析,发现在1111nm处的吸收峰特征比较明显,与葡萄糖浓度有着对应的关系,通过指数曲线拟合,建立葡萄糖浓度检测的数学模型．     

A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism

This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers’ self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male?=?254, female?=?102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers’ SE towards teaching students with ID and autism in general PE classes. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.