Comparing the Effectiveness of Two Different Career Education Courses on Career Decidedness for College Freshmen: An Exploratory Study

An exploratory study was conducted to compare the effectiveness of two different career education courses on career decision making for college freshmen in Taiwan. Two different career education courses were designed for college students; one was a cognitive restructuring intervention and the other was a career decision skills training intervention. The cognitive restructuring career education course was compared to two other conditions. Approximately 164 college freshmen were administered the Career Decision Scale, a demographic sheet, and a follow-up questionnaire. The design selected for the study was a pre- and post-test design, using two experimental groups (two approaches to career education courses) and one control group. A total of 152 subjects completed both pre- and post-analyses. A 3 × 2 multivariate analysis of covariance (MANCOVA) was performed. The factors were treatment and gender. In the comparisons of the students who took the two different approaches to career education courses and the students who did not, statistical analyses of the data indicated that regardless of gender, a significant treatment main effect on the indecision scale of the Career Decision Scale was found. However, there were no significant treatment group differences between the two experimental groups. Implications and suggestions for designing a college career education course were also discussed.     

Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

It has been claimed that physical activity has a positive effect on not only health but also on school performance. Using data from a randomised school-intervention study, this paper investigates whether different interventions promoting physical activity affect school performance in primary school children. The results indicate that on average, the interventions have a very limited beneficial impact on the pupils’ performance. The effects are mostly insignificant, and in some cases even negative. These results are relevant when considering how general school resources and resources targeted towards physical activity in particular should be invested to improve school performance.     

"数字电路"虚拟实验通用开发平台中的关键技术

虚拟实验是远程教育中不可缺少的教学手段。然而目前多数高校开发的虚拟实验系统大都存在着功能较弱、开发过程工作量大、重复开发等缺点。构建通用的虚拟实验开发平台可较好地解决上述困难,将使虚拟实验的开发过程大大简化。结合"数字电路"课程的特点,介绍了构建虚拟实验通用开发平台的主要思路,并对目前已完成的第一阶段工作中所涉及到的关键技术进行了详细阐述。     

优秀水球运动员训练期身体机能和营养监控的研究

目的：探讨水球运动员运动量、运动强度与机能指标之间的变化规律及营养干预的作用．方法：通过测试广东省男子水球运动员训练期间肌酸激酶、血清睾酮、血尿素和血红蛋白等生化指标,观察它们的变化情况以及与营养干预的作用．结果：大运动量和大强度运动都可以导致Hb、T的降低;大运动量训练可以造成BU的升高;大强度训练可以造成CK的升高;营养补充对这些变化有明显抑制作用．结论：在训练过程中要结合Hb、CK、BUN、T等生化指标的变化情况合理补充营养品,有效地促进运动员疲劳清除,使其保持良好的身体机能和体能．     

普遍伦理前景的儒家话语解读

借儒家话语来解读普遍伦理的前景可以使论证更加充分有力。儒家的人性善说、群体意识、人文情怀以及天人合一等这些颇富理想色彩的思想为建立普遍伦理提供了可靠的前提性和基础性理论依据。     

论超国家干预经济与国家主权

超国家干预经济,是在经济全球化日益发展的背景下国家干预经济的自然延伸,是历史发展的必然.超国家干预经济对于维护国家经济主权、稳定国际经济秩序、促进世界经济发展具有积极作用;超国家干预经济也客观上造成了对国家经济主权的侵蚀和弱化,并在实际运作中出现了权力异化.面对超国家干预经济的时代背景,我们应更新和发展主权观念,处理好主权的维护和让渡关系,以国家主权的适应性选择实现国家主权的回归.     

对一个理论命题哲学基础的再认识

把"矛盾的普遍性和特殊性的关系"作为"马克思主义普遍原理同中国革命具体实践相结合"这一理论命题的哲学基础,从理论上讲是错误的,在实践中是有害的."理论与实践的关系"才是这一命题的哲学基础,同时,将这一命题中的"普遍原理"改为"基本原理"才是我们对待马克思主义的正确态度.     

How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.