第37届欧洲男子篮球锦标赛各球队攻防能力的对比研究

主要采用综合秩序法对第37届欧洲男子篮球锦标赛各球队攻防水平进行量化评价,将各球队逐一归档,结果表明：西班牙、法国、俄罗斯、立陶宛综合RSR值均达到0．80以上,评价为A档球队,处于欧洲篮球领先水平。希腊、克罗地亚、土耳其评价为B档球队;塞尔维亚、德国、马其顿、斯洛文尼亚、意大利、英国、以色列、波兰评价为C档球队;拉脱维亚、芬兰、波黑、格鲁吉亚、黑山、乌克兰、葡萄牙、保加利亚评价为D档球队;比利时队评价为E档球队。文章在找出现阶段欧洲不同档次球队之间攻防能力存在差距原因的同时并深入分析了不同档次球队攻防能力的优势及不足,旨在为欧洲篮球的发展提供理论依据。     

高校国防教育与通识教育关系之研究

国防教育是普通高校的一门通识教育必修课程,其目的是培养具有现代国防意识的高素质人才。文章通过研究通识教育和国防教育两者之间的关系,以及国防教育在通识教育中的特殊地位和作用,旨在探索以通识教育理念为导向,在国防教育的观念、内容等方面进行调整和改进,使之更具科学性、合理性和实效性,凸显通识教育的新思路。     

技法的逃遁——品读黄公望的《富春山居图》

面对黄公望的《富春山居图》,那山峦起伏,平岗连绵,林密蜿蜒,翠微杳霭的优美风光,仿佛让人沉浸在"隐逸忘世,平淡天真"的诗情画意中,本文主要从潜藏在山水背后的纯熟技法、笔墨意趣、社会背景,审美心态等来品读和分析,感受经典作品的艺术魅力。     

警察院校大学体育防卫术校本课程建设的理论与方法

近年来研究校本体育课程建设的不少,把防卫术作为学校特色课程来阐述的却很少,从体育校本课程建设的基本规律来研究警察院校大学体育防卫术校本课程建设的理论与方法,为在警察院校非警察专业大学生中开设大学体育防卫术校本课程提供课程建设理论与方法。     

高校国防教育中加强大学生海权意识培养的策略研究

当前,我国海洋权益正受到严峻的挑战。维护我国的海洋权益、保护和开发海洋资源对我国经济社会的和谐发展具有重要意义。随着近年来发生的海洋权益争端和海洋领土纠纷,我国国民的海权意识正在迅速觉醒。加强大学生海权意识培养已成为当前迫切需要解决的问题。相关的研究表明,高校国防教育应从海洋观的培养、海洋经济意识的灌输、忧患意识的强化、海洋国防观的树立等方面加强大学生海权意识的培养。     

Social Work Practice and the Propietary Movement

ABSTRACT

Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.     

Imaginative instruction: what master storytellers can teach instructional designers

Educational technology in Australia has seen a diverse and rich history across the various education sectors. The face of educational technology, the thinking behind the technology and the terminology used to describe the undertakings has changed considerably over time. However, a number of characteristics have remained constant. This article tells the story of educational technology in Australia over the past 30 years, tracing the ebb and flow, decline of the old and adoption of new technologies and approaches. Finally, it draws together some propositions for the future of educational technology in Australia. Innovation et re-invention : brève revue de la technologie de l'éducation en Australie. La technologie de l'éducation a connu une histoire variée et riche dans des secteurs d'éducation variés. La nature de la technologie de l'éducation et la terminologie utilisée pour décrire les initiatives ont changé considérablement au cours des années. Cependant un certain nombre de caractéristiques sont demeurées constantes - cet article décrit les 30 derniers années retracant le flux et reflux, le déclin des veilles technologies et l'adoption de nouvelles ainsi que de nouvelles approches. Finalement il regroupe des propositions pour l'avenir de la technologie de l'éducation en Australie. Innovation und Wiederentdeckung : die Entwicklung der Bildungstechnologien in Australien. Die Unterrichtstechnologie in Australien hat eine reiche Tradition in den vielfältigen Bildungsangeboten. Die Beschaffenheit der Technologie, das damit verbundene technische Denken und die Terminologie, die benutzt wurde um die Vorgänge zu erläutern, haben sich inzwischen verändert, aber gewisse Eigenheiten sind geblieben. Dieser Artikel berichtet über die Entwicklung der Bildungstechnologie in Australien während der letzten 30 Jahre, dem Auf und Ab, dem Untergang alter und die Einführung neuer Technologien und ihrer Anwendungen. Daraus ergeben sich zwei Vorschläge für die Bildungstechnologie der Zukunft in Australien.     

Stress management strategies of secondary school teachers in Nigeria

The study provides empirical evidence for the management of stress by teachers of secondary schools in Nigeria. A total of 3466 teachers, drawn from secondary schools in Ogun State of Nigeria, returned their questionnaire for the study. Data were analysed using simple percentage and chi-square. The findings indicate that teachers frequently use the active behavioural and inactive (escape) strategies in managing stress. This is an indication that the average Nigerian teacher prefers to organize him/herself in such a way that his/her pedagogic duties will not be hampered by domestic chores. It also implies that, whenever the teacher is stressed, he/she consoles him/herself with the fact that work is not everything and therefore feels less stressed. The active cognitive strategies are never used by the teachers. Their feeling is that nothing probably can be challenged in stressful situations. The teachers also express mixed feelings about the adoption of inactive behavioural strategies. While the majority of the teachers never engage in physical exercises or, say, watch films in order to manage any stressful situation, they prefer to keep away from any situation that could cause stress, as well as endeavouring to separate themselves from people who cause stressful situations.     

Examination of Middle-School Students' Independent Use of a Complex Mnemonic System

The purpose of the present 2-experiment study was to determine whether a recently developed mnemonic numeric strategy could be used more independently by middle school students. In the context of associating various 18th-, 19th-, and 20th-century inventions with their dates, the authors found that students could successfully implement the strategy in a group-instructional context (as opposed to the one-on-one individual administrations of earlier investigations). The students were not, however, able to take the basic components of the strategy and effectively apply them without complete mnemonic pictorial support. That is, students did not create their own memory-enhancing visual images in the absence of instructor-provided interactive line drawings. The results are consistent with those of previous research documenting that less sophisticated learners (including middle school students) are unable to apply complex mnemonic strategies independently unless they are provided with sufficient auxiliary support to reduce information-processing demands.