The Effect of Head Position on Sit and Reach Performance

Abstract

This paper compares the prevalence of sexual harassment and abuse among 660 Norwegian elite female athletes and an age-matched control sample of non athletes. It also explores differences in the prevalence of harassment and abuse in sport and work or school settings and compares harassment and abuse perpetrated by male authority figures and peers in these different contexts. No differences were found between the athletes and controls in overall prevalence of sexual harassment or abuse. However, the athletes experienced significantly more harassment from male authority figures than did the controls. Based on these results, the article considers whether or not sport offers women any particular immunity from sexual harassment and abuse. The implications of the findings for structural and cultural change in sport are discussed.     

兴趣导向性柔韧游戏对儿童青少年柔韧性素质的影响

目的:通过设计兴趣导向性柔韧游戏并对小学三年级学生进行运动干预,了解兴趣导向性柔韧游戏对儿童青少年柔韧素质干预的效果。方法:采用随机整群抽样方法,抽取上海市某区小学三年级两个班的学生为研究对象,分为兴趣导向性柔韧游戏实验班和对照班,受试者均为健康儿童且自愿参与本研究。设计兴趣导向性儿童柔韧游戏并对实验班学生进行为期九周、每周两次的运动干预,而对照班学生运动干预采用正常的静态或动态伸展练习。形态学测试指标有:身高、体重和体脂率,通过分别测试运动干预前后坐位体前屈、俯卧背伸及双手后勾等指标,比较实验班和对照班男女学生运动干预前后双手后勾、坐位体前屈及俯卧背伸等指标差异,了解兴趣导向性柔韧游戏对儿童青少年柔韧素质干预的效果。结果:①运动干预后实验班男女生坐位体前屈、俯卧背伸、双手后勾与运动干预前比较存在显著性差异(P<0.05)。②运动干预后实验班坐位体前屈、俯卧背伸、双手后勾与对照班也存在显著性差异(P<0.05)。结论:兴趣导向性柔韧游戏的运动干预可以有效发展儿童柔韧性素质。     

黄河中游水土保持措施的减水减沙作用研究

本文对黄河中游河口至龙门区间以及泾河、北洛河、渭河流域水土保持措施保存率、保存面积以及水土保持坡面措施和淤地坝减水减沙作用的计算方法进行了研究,并用之于实际计算。结果表明：1970年～1996年,河龙区间及泾河、北洛河、渭河流域水土保持措施年均减少径流5.456×10.8m³,年均减沙2.23810⁸t,分别占对应区间及流域多年平均来水来沙量总和的4.6%和22.9%;水土保持措施减水减沙量依时序递增;每年可为黄河下游减少淤积1.57×10⁸t,减少冲沙用水45×108m³。1970～1996年河龙区间淤地坝年均减水减沙量分别占水土保持措施年均减水减沙总量的59.3%和64.7%;河龙区间淤地坝的减水减沙作用随着时间的延续呈明显的下降趋势,具有时限性及非持续性,据此提出黄河中游地区生态保育对策。     

美国康奈尔大学的学科馆员工作模式及其启示

介绍了美国康奈尔大学图书馆的学科馆员工作模式和学科服务情况,对比国内学科馆员的发展现状,总结出了若干启示,对国内图书馆学科馆员制度的完善和深化发展具有参考意义.     

培养什么样的教育研究者以及如何培养--对我国教育学教育的思考

在教育学教育中，教育学不是一个具体的学科，而是一个统称。现代社会，随着社会分工和学科分化的不断发展，教育研究已经成为一种专业化的工作。教育学的发展越来越依靠教育研究者的素质。然而我国的教育科学研究无论是理论研究，还是实验研究，都严重滞后于教育改革进程。教育学研究者要努力把教育学教育当作一门学科、一门专业、一个学科职业来发展，积极建立起这一学科自己独立的“人格”、独立的评价标准、独立的价值体系。     

A Commentary On Children and Fitness: A Public Health Perspective

Abstract

Head rotation, shoulder extension and rotation, ankle plantar and dorsiflexion, hip flexion, and sit and reach (SR) scores were examined in 41 women and 39 men, aged 45–75 years. The SR gave more reproducible data than the other measurements (intraclass test/retest correlation over 8 months, r = .83). SR scores were independent of standing height (r ² = .068) but were greater in women (p < .002). The flexibility at all joints was less than reported for young adults. There were age-related decreases of flexibility scores for the head and shoulder joints (p < .01), with a parallel trend (p < .05) for ankle plantar flexion and SR scores (the last only after inclusion of an age-gender interaction term). A principal components analysis identified three factors (tentatively identified as general trunk, ankle, and shoulder flexibility) accounting for 55.9% of total variance. SR scores had a moderate correlation with the first factor (r = .61) but only weak correlations with the second and third. Although the SR test is the most reliable simple instrument, it provides only limited information about the flexibility at other joints in an older population.     

在阅读教学中培养学生创新能力的探索

在阅读教学中培养学生的创新能力已成为语文工作者的共识。经过几年的探索,我们总结出了多读自悟——入情入境——实践升华三段式课堂教学模式,即在学生多读自悟的基础上,通过教师的点拨引导,达到教师、学生、教材三位一体、和谐共鸣,学生入情入境,既掌握了知识,又陶冶了情操。然后教师根据教学内容、学生的认知水平和接受能力,有目的地创设一定的实践机会,提高学生的语言应用能力,培养和发展学生的创新能力。     

河川径流与泥沙沿程曲线

研究河川径流、泥沙沿程分布规律时，本文提出的河川径流与泥沙沿程曲线法较传统的区间百分比柱状图的对比法为之简单、一目了然，是研究水资源空间分布规律的重要方法。     

‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement

Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children’s social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children’s development can have positive effects on both parents’ skills and the educational progress of their children.

Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children’s learning.

Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals.

Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes.

Results: While all parents recognised the value of education for their children’s social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families’ economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon.

Conclusions: We draw on concepts of social and cultural capital to examine parents’ positioning in relation to their children’s education. The conclusion highlights parents’ strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups.     

Communication practices of the Karen in Sheffield: seeking to navigate their three zones of displacement

This study investigates communication practices of a newly arrived Karen refugee community in the UK who, as well as establishing themselves in a strange country, seek to keep in touch, campaign politically and maintain identity collectively through communication and contact with their global diaspora. We look at the technologies, motivations and inhibiting factors applying to the communication by adult members of this community and construct the idea of three zones of displacement which help to model the particular contexts, challenges and methods of their communication. We find that, overall, they are using a wide range of internet-based technologies, with the aim to ‘keep-in-touch’ (personal contacts) and to ‘spread the word’ (political communication). This also includes archaic, traditional and hybrid methods to achieve extended communication with contacts in other ‘zones’. We also identify the importance of the notion of ‘village’ as metaphor and entity in their conceptualisation of diasporic and local community cohesion. We identify the key inhibitors to their communication as cost, education, literacy and age. Finally, we speculate on the uncertain outcomes of their approach to digital media in achieving their political aims.