广西全州方言中的“Xx”式反复问句

"Xx"式反复问句是全州方言常用的一种特殊疑问句式,它是方言另一疑问句式"X-Neg-x"式反复问句省略否定副词紧缩的结果。"Xx"式反复问句的语音特点、语义功用和语法功用富有方言地域特色。     

Swedish religious education at the end of the 1960s: classroom observations,early video ethnography and the national curriculum of 1962

The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12–13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result – not surprisingly, as the teachers knew that they were being filmed – is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom.     

Anatomical knowledge gain through a clay‐modeling exercise compared to live and video observations

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest–post‐test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay‐modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross‐sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post‐test score for the observers, whereas Experiment II showed a significantly higher post‐test score for the clay modelers. This study shows that (1) students who perform clay‐modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay‐modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. Anat Sci Educ 7: 420–429. © 2014 American Association of Anatomists.     

重复阅读意味着什么?——来自同题外语阅读重复测试的报告

重复阅读对外语水平的提高有多方面作用已得到多个研究的证实。本报告在阅读材料基本符合外语学习者水平的前提下,就外语重复阅读三个方面的问题,汇报两次同题阅读重复测试的结果:1)重复阅读能显著提高外语学习者的阅读理解水平,但针对不同水平对象的有效重复阅读次数可能并不相同;2)重复阅读对外语综合水平有较大差距的学习者效用的大小有基本对应关系,但对水平相当而初次阅读为及格成绩者的效能比对中等和良好成绩者更加显著;3)影响重复阅读效果的因素,除了学习者的综合外语水平这一基本要素外,工作记忆能对学习者、尤其是初次阅读及格程度的学习者起到更大作用。     

Observing aggression of teachers in school teams

To fill the gap in theoretical and empirical knowledge on workplace aggression by teachers working in teams, this study explored its components, its targets, and its contextual determinants. Data were collected through three observations at different schools and at different times on 29 math, homeroom, language, and science studies teams. Qualitative analysis found the components of team teachers’ aggression to include obstructionist behaviors and expressions of hostility to colleagues. Determinants of the aggression such as injustice and sense of workload were identified. Theoretical and practical implications for the educational system and educational research are suggested. Principals are strongly encouraged to establish a school environment that promotes justice and reduces work overload. Educational leaders should create workshops for teachers coping with the negative effects of aggression and implement dispute resolution systems. New directions for research on teachers’ role in preventing aggression are offered.     

Effect of different recovery patterns on repeated-sprint ability and neuromuscular responses

Abstract

We examined the effect of recovery pattern on mechanical and neuromuscular responses in active men during three repeated-sprint ability tests consisting of ten 6-s cycling sprints. Within each test, the recovery duration was manipulated: constant, increasing, and decreasing recovery pattern. Maximal voluntary contractions of the knee extensors were performed before and after the repeated-sprint ability tests to assess strength and electromyographic activity [root mean square (RMS)] of the quadriceps muscle. We observed different fatigue patterns for peak and mean power output between recovery patterns, with earlier decrements recorded during the increasing recovery pattern. Total work performed over the ten sprints was also lower in the increasing recovery pattern (43.8 ± 5.4 kJ; P < 0.05). However, the decreasing recovery pattern induced a greater overall power output decrement across the sprints (?15.8%; P < 0.05), compared with the increasing recovery pattern (?5.1%) but not the constant recovery pattern (?10.1%). The decreasing recovery pattern was also associated with higher post-sprint RMS values (+16.2%; P < 0.05). Therefore, the recovery pattern within successive short sprints may influence repeated-sprint ability, and may lead to greater post-sprint neuromuscular adjustments when recovery intervals decrease between sprints. We conclude that peripheral impairments caused the major differences in repeated-sprint ability between recovery patterns.     

The effects of combined glucose-electrolyte and sodium bicarbonate ingestion on prolonged intermittent exercise performance

Abstract

This study examined the effects of combined glucose and sodium bicarbonate ingestion prior to intermittent exercise. Ninemales (mean ± s age 25.4 ± 6.6 years, body mass 78.8 ± 12.0 kg, maximal oxygen uptake ([Vdot]O_2max) 47.0 ± 7ml · kg · min^?1) undertook 4 × 45 min intermittent cycling trials including 15 × 10 s sprints one hour after ingesting placebo (PLA), glucose (CHO), sodium bicarbonate (NaHCO₃) or a combined CHO and NaHCO₃ solution (COMB). Post ingestion blood pH (7.45 ± 0.03, 7.46 ± 0.03, 7.32 ± 0.05, 7.32 ± 0.01) and bicarbonate (30.3 ± 2.1, 30.7 ± 1.8, 24.2 ± 1.2, 24.0 ± 1.8 mmol · l^?1) were greater for NaHCO₃ and COMB when compared to PLA and CHO, remaining elevated throughout exercise (main effect for trial; P < 0.05). Blood lactate concentration was greatest throughout exercise for NaHCO₃ and COMB (main effect for trial; P < 0.05). Blood glucose concentration was greatest 15 min post-ingestion for CHO followed by COMB, NaHCO₃ and PLA (7.13 ± 0.60, 5.58 ± 0.75, 4.51 ± 0.56, 4.46 ± 0.59 mmol · l^?1, respectively; P < 0.05). Gastrointestinal distress was lower during COMB compared to NaHCO₃ at 15 min post-ingestion (P < 0.05). No differences were observed for sprint performance between trials (P = 1.00). The results of this study suggest that a combined CHO and NaHCO₃ beverage reduced gastrointestinal distress and CHO availability but did not improve performance. Although there was no effect on performance an investigation of the effects in more highly trained individuals may be warranted.     

Repeated high-intensity exercise in professional rugby union

Abstract

The aim of the present study was to describe the frequency, duration, and nature of repeated high-intensity exercise in Super 14 rugby union. Time–motion analysis was used during seven competition matches over the 2008 and 2009 Super 14 seasons; five players from each of four positional groups (front row forwards, back row forwards, inside backs, and outside backs) were assessed (20 players in total). A repeated high-intensity exercise bout was considered to involve three or more sprints, and/or tackles and/or scrum/ruck/maul activities within 21 s during the same passage of play. The range of repeated high-intensity exercise bouts for each group in a match was as follows: 11–18 for front row forwards, 11–21 for back row forwards, 13–18 for inside backs, and 2–11 for outside backs. The durations of the most intense repeated high-intensity exercise bouts for each position ranged from 53 s to 165 s and the minimum recovery periods between repeated high-intensity exercise bouts ranged from 25 s for the back row forwards to 64 s for the front row forwards. The present results show that repeated high-intensity exercise bouts vary in duration and activities relative to position but all players in a game will average at least 10 changes in activity in the most demanding bouts and complete at least one tackle and two sprints. The most intense periods of activity are likely to last as long as 120 s and as little as 25 s recovery may separate consecutive repeated high-intensity exercise bouts. The present findings can be used by coaches to prepare their players for the most demanding passages of play likely to be experienced in elite rugby union.     

基于双栏模型的三江平原湿地生态保护价值评估

由二分式条件价值评估法得到的样本数据,通常会包含零观察值,以往研究中的支付意愿函数模型和Tobit模型未能妥善处理零观察值,降低了评估结果的准确性。针对零观察值问题,本文通过构建支付意愿的双栏模型,将零观察值纳入CVM数据分析,提出了双栏模型参数估计方法。以三江平原湿地生态保护价值为例,得到黑龙江省居民的平均支付意愿为127.93元/（人·年）,低于支付意愿函数模型的计算结果134.58元/（人・年）,高于Tobit模型的计算结果102.52元/（人・年）,得到2010年三江平原湿地生态保护价值为49.01亿元/年。研究结果验证双栏模型可以避免因删除零观察值而导致估算结果的高估及将所有零值归为真实零观察值所导致估算结果的低估。通过比较两栏的结果发现,收入、了解程度、游玩次数等影响因素在两方程中的作用不同,表明参与和支付是两种不同的机制,需要区分处理。研究结论为CVM研究中零观察值的处理提供新的途径,为生态环境管理提供决策参考依据。     

制造商主导的供应链合作及利润分配研究

考虑到供应链中合作的重要性,本研究从一个制造商和一个零售商组成的二级供应链入手,通过重复博弈分析并结合数值仿真得到提高合作的可能性大小,为企业决策者提供决策制定的依据。此外,为了提高合作的可能性,还探讨了制造商和零售商合作收益的协调分配问题。