土地开发整理项目的土地质量评价

该文根据项目区的生态环境特征，针对实施土地整理后对土地质量所造成的影响，选取自然条件和农田基本建设两大基本因素建立评价指标体系，结合多因素综合评判法与标准地块法对项目区土地整理实施前后的土地质量进行了评价。项目实施前，区内耕地质量分为三级：一级区面积有11.4 hm2，占总面积的10.3%；二级区面积为5.0 hm2，占总面积的4.5%；三级区面积为27.0 hm2，占总面积的24.4%。复垦后耕地综合质量均达到一级水平，复垦前质量等级为一级的耕地，项目实施后，其灌排条件、道路条件等得以完善和改进，耕地质量得到进一步的提高。整理后项目区园地55.4 hm2，占项目区总面积的50.0%，通过坡改梯，客土改良，增加灌溉设施，改建、新建道路，使园地综合质量由整理前的二级水平提高到整理后的一级水平。土地开发整理项目土地质量评价具有评价范围小、评价因素定量指标数据获取的难度大和评价对象在项目实施前后质量变化较大的特点。     

Fourth Graders' Social Standing with Peers: A Prospective Study on the Role of First Grade Physical Activity,Weight Status,and Motor Proficiency

We prospectively examined the role of physical activity involvement, weight status, and motor functioning capability in 1^st grade for social status among other pupils in class in the 4^th grade. Our sample included 80 Norwegian 1^st grade pupils (Girls N = 44; Boys N = 36). 1^st grade motor proficiency and objectively measured physical activity, but not weight status was predictive of 4^th grade social standing among pupils in class as measured by socio‐metric status. Interaction findings also revealed that 1^st grade healthy weight children being proficient in the motor domain benefit more in terms of their social standing among peers in 4^th grade than do 1^st grade overweight but equally motor proficient children. Being physically active in the 1^st grade seems more important for social standing among peers in 4^th grade for 1^st grade girls than for boys. Results may inform early intervention efforts in school to enhance pupils' psychosocial development.     

The relation between individual interest and knowledge acquisition

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross‐lagged panel analysis (N = 186) and two quasi‐experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by‐product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective‐by‐product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed.     

“That's more like how they know me as a person”: one primary pre‐service teacher's stories of her personal and ‘professional’ digital practices

In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them.     

传统与现代的交叠与融合——论当代俄罗斯剧作家尼·萨杜尔的戏剧情节

依靠先验的情节模式创作出具有时代特征的新情节是当代戏剧“讽古喻今”的重要手法。分析了当代俄罗斯作家尼·萨杜尔的戏剧创作中对传统创作手法的借鉴、重新评价与发展,阐释了作家对人的本质特征及他在荒诞境遇中的命运、前途的理性思考,论述了当代俄罗斯剧坛传统性与现代性相互依赖、水乳交融的创作趋势。     

In search of invariant athletic behaviour in sport: An example from championship squash match‐play

Analysis of competitive sport performance from a priori observation is frequently used to prepare an athlete for a future contest. This practice necessarily assumes that the observed athletic behaviours are invariant, in that the data from an earlier contest apply to the next. We report different analyses of championship squash matches from 1987 and 1988 in search of such invariance and thus a general signature of athletic behaviour. The results show that once the preceding condition to an athletic response (shot) becomes more detailed, by either accounting for where on court the previous shot was played to, or by pairing the previous shot with its own antecedent, the corresponding response becomes more predictable (P > 0.25). This is especially the case for a squash champion when the forehand and backhand characteristics of his shot response are accounted for. The finding that the champion is more consistent if his forehand and backhand shot responses to a preceding shot are analysed separately, shows that the level of analytic detail is an important consideration if the derived information from sport analysis is to prepare an athlete reliably for future sport competition. Finally, we consider sport competition from an ecological perspective with regard to the natural organization and stability of non‐linear systems in an attempt to explain the empirical data.     

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.     

Teachers engaging in action research: challenging some assumptions

A number of recent professional development projects in Australia have expected teachers to engage in action research as a process for professional learning and educational reform. This study investigated the experiences of ten teachers from one school who spent a year undertaking action research projects as part of the Innovative Links Project. The author was a participant observer in the study in her role as the school's ‘academic associate’ for the project. In this article, the project's expectations of the teachers are examined to reveal the extent to which they were based on realistic assumptions about the conditions within which the teachers worked as they tried to achieve them.     

Applying reciprocity and accommodation theories to supervisor/subordinate communication

Reciprocity and accommodation theories were applied to communication between supervisors and subordinates. It was reasoned that supervisors and subordinates informally (and not necessarily consciously) negotiate communication styles with each other which become significantly correlated over time. It was hypothesized that the supervisors’ Socio‐Communicative Style and the subordinates’ Socio‐Communicative Orientation would be positively correlated with each other and both would predict the subordinates’ perceptions of the supervisors’ credibility, attractiveness, and the subordinates’ general attitude toward the supervisor and communicating with that supervisor. The results were consistent with the hypotheses.