VE干预对模拟高原训练大鼠血清脂质过氧化物的影响

以SD雄性大鼠为研究对象,建立用低压氧舱模拟高原4000m低氧环境的动物训练模型,观察VE干预对模拟高原训练大鼠血清脂质过氧化物(LPO)水平的影响。结果表明:3周模拟高原训练后,大鼠血清脂质过氧化物(LPO)水平明显降低(P<0 05),VE干预使这一变化更明显(P<0 01)。     

高校毕业生体质健康状况分类干预模式研究

采用文献资料法、实验法、比较分析法,对高校毕业生体质健康状况分类干预模式进行研究。结果显示:高校毕业生体质健康状况分类干预模式可行性不存在问题;该模式能为高校毕业生体质健康状况建立预警—干预机制,能有效改善毕业生体质健康水平,达到提高终身体育素养的目的;该模式具有全局性、针对性、可操作性与普适性的优点;对于部分抗拒干预的毕业生制约手段不足和对部分毕业生干预效果不理想是该模式需要改进的地方。     

Julian’s Birth

A grandmother of seven and childbirth educator shares her daughter’s successful vaginal birth after cesarean (VBAC) birth story in Switzerland.     

创伤后成长一一大学生心理危机干预的积极目标

在分析现今大学生心理危机干预目标缺陷的基础上,提出了大学生心理危机干预的积极目标即大学生创伤后成长,并展开对大学生创伤后成长概念、表现、发生机制等的探讨,最后提出了促进大学生创伤后成长,实现心理危机干预积极目标的途径。     

着眼网络发挥心理委员在高校心理危机干预的作用

在高校心理健康工作中推行心理委员制度以来,心理委员在高校心理危机干预体系中发挥了重要的作用,但也暴露出了不少问题。本文主要从互联网时代的背景出发,探讨了心理委员如何利用网络在危机干预中所具有的宣泄、支持和信息功能,积极主动地参与心理危机干预的工作,及时有效地预防学生心理危机的发生。     

Teacher perspectives on the implementation of the PATHS curriculum

The research was designed to add to the UK-based literature around the Promoting Alternative Thinking Strategies (PATHS) curriculum, a whole school emotional literacy and social competence intervention. Seven semi-structured interviews were carried out with class teachers and pastoral leads. Questionnaires were designed to explore a number of elements including teachers’ perceptions of the PATHS curriculum effect on children’s social and emotional functioning and understanding, and also their thoughts about the implementation of the programme. Results suggested that teachers found implementing the programme a generally positive experience with some support found for the authors’ claims for improvement of children’s social and emotional functioning, some limited support for improvements in children’s ability to recognise others’ emotions and for improvements in children’s learning. Examination of the data also suggested that teachers felt that the programme needs long-term prioritisation in order to be successful. Implications for practice are discussed and future research directions considered.     

How teachers address cases of bullying in schools: a comparison of five reactive approaches

According to student surveys conducted cross-nationally, a substantial proportion of students continue to be bullied at school after they have sought help from teachers. This article examines a range of strategies that teachers employ in dealing with bully/victim cases. The most commonly used strategy is Direct Sanctions: the imposition of disciplinary sanctions on the person or persons identified as responsible for the bullying. Some other strategies seek to engage students more actively in resolving the problem. These include Restorative Practice, Mediation (including peer mediation), the Support Group Method and the Method of Shared Concern. This article describes and discusses the application of each of the strategies and the extent to which students may become creatively engaged in producing a solution. Available evidence suggests that the use of Direct Sanctions is no more successful than alternative strategies in addressing cases of school bullying and may result in less sustainable outcomes.     

Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention

Abstract

The authors reflect on findings from three studies of different approaches to reading intervention (Al Otaiba et al., Denton et al., and Miller et al., all found in this issue). It is argued that the science of interventions for reading disorders is advanced and that these and other related studies provide a strong evidence base for guiding educational policy in this area. Reading interventions need to be based on theories of reading development and reading difficulty. Current causal models of reading development arguably have focused almost exclusively on the cognitive processes underlying reading development and how best to remediate deficiencies in such processes. Such models are typically silent on broader influences (motivational, attentional, and socio-cultural) on learning, however. It is concluded that future theories will need to be broadened in order to develop more effective interventions for children with a variety of reading and language learning difficulties.     

音乐干预对高职学生负性情绪的影响研究

本实验共选取80名高职一年级新生,分为人数相等的两组进行对比研究。干预组采用音乐干预手段,对照组采用常规音乐教学手段,通过为期8周的实验,采用SCL-90等量表来测量两组学生的负性情绪水平。研究结果表明,音乐干预能够有效降低高职学生的负性情绪水平。     

现代诗学视野下古典状物诗英译的审美移植和诗性传递

诗歌英译的过程和翻译主体因素对传递意境深有影响。翻译主体的审美经验介入,在目标语主流诗学的影响下直接作用于诗歌的审美移植和诗性传递,翻译主体应该减少对翻译客体的主观干预,达到诗歌翻译以诗译诗,译诗为诗,实现意境和语言的辩证统一。