Earth Observations in China and the World： History and Development in 50 Years

Remote sensing, which came into being at the first International Symposium on Remote Sensing of Environment （ISRSE） 50 years ago, has enabled people to obtain objecive and realistic spatial and temporal information through the application of Earth observation technologies and analyze and understand the macro-level changes of the Earth system from a spaial view. The technology of Earth observaion from space has incomparable advantages in the study of the Earth. This aricle introduces the 50-year development of Earth observaion in the world and the 30-year development of Earth observaion in China and reflects on the building of China＇s Earth observaion system.     

Reliability and Validity of a New Physical Activity Self-Report Measure for Younger Children

The purpose of this study was to assess the test–retest reliability and validity of a new Youth Physical Activity Self-Report measure. Heart rate and direct observation were employed as criterion measures with a sample of 79 children (aged 7–9 years). Spearman's rho (ρ) correlation between self reported activity intensity and heart rate was .87 for weekday and .795 for weekend; the correlation between self-reported activity duration and duration as measured by heart rate were .837 and .684 for weekday and weekend, respectively. These correlations fell when recalled inactivity was excluded from analysis. A correlation of ρ = .557 was found between self-reported activity intensity and direct observation. Results establish support for the self-report measure as an effective tool for measuring the previous day physical activity of younger children.     

Accelerometry to Assess Preschooler's Free-Play: Issues with Count Thresholds and Epoch Durations

This study examines the utility of current accelerometer threshold definitions and epoch durations for physical activity intensity classification in preschool-aged children. Using video footage of children engaged in active play, directly observed 1-sec epoch physical activity intensity scores were derived from a modified version of the Children's Activity Rating Scale, averaged into 15-sec epochs (corresponding to the accelerometer scale), and compared to accelerometer-measured classifications. Overall, 6,540 individual 1-sec epochs were captured and classified from six children, yielding 429 time-matched 15-sec epoch physical activity intensity classifications from both methods. Children participated in 25 distinct physical activity behaviors and spent 75% of free-play in one intensity level for ≤5 sec. The maximum amount of time spent participating in an activity prior to changing activity intensity was 98 sec. Agreement between methods was generally poor (overall: κ = .22; child range: κ = .00 to .66), and the difference between methods was significantly asymmetrical (McNemar's test overall: p = .01). Accelerometer thresholds and epoch durations used to classify preschoolers' physical activity intensity yielded biased estimates in the current study. Further investigation is necessary to establish optimal physical activity measurement methods with this population.     

Collective efficacy in sport: the future from a social neuroscience perspective

In the last decade, collective efficacy has received increasing attention in the sport psychology literature. However, despite considerable focus on the antecedents and consequences of the construct (e.g., Magyar, Feltz, & Simpson, 2004), no research has considered the specific neuropsychological mechanisms that underpin the levels of collective efficacy perceived by individuals within sports teams. In this respect, neuroscience research outside sport psychology has identified cortical structures linked to socio-cognitive thought processes (e.g., Gallese, Keysers, & Rizzolati, 2004). Therefore, the purpose of this review is to provide evidence for potential neurological processes that underpin collective efficacy perceptions. Specifically, we discuss these processes in relation to how collective efficacy is conceptualized, measured, and analyzed. We then discuss pertinent neuroscience research that indicates both imagery and observation based interventions are suitable for increasing individual collective efficacy perceptions. Finally, based on the neuroscience mechanisms discussed, future directions for research are suggested that aim to increase our understanding of the nature and influence of collective efficacy perceptions upon individual and team behavior.     

典型岩石的宏、微观鉴定实验的开发

基于北京科技大学以金属材料为主的材料科学基础实验课开设现状,在研究型教学示范课程建设中,为提高学生认识矿物材料及应用材料科学基础知识的能力,开发了对火成岩、变质岩和沉积岩的宏、微观鉴定选修实验,完成了选修实验课样品的制备,撰写了实验指导书,进行了典型岩石宏观鉴定、微观组织的偏光分析和扫描电镜下能谱成分的验证。通过新实验的开发锻炼了综合应用课程知识的能力。     

关于《壮医内科学》理论与临床实习教学课程的一些不足及教改的思考

文章分析壮医内科学理论教学和临床实习课程上存在的一些问题,重点分析目前临床实习课程内容上的不合适之处,并提出理论教学和临床实习教学的一些教改思考。     

汉代玉器“游丝毛雕”工艺研究

＂游丝毛雕＂阴刻线工艺发端于春秋晚期,流行于战国中晚期至东汉之际,至汉代这种治玉工艺日臻成熟完善,成为同时代玉作工艺成就的代表作。游丝阴线的刻划多是用细小勾砣旋切而成,组图形态有单阴线、双阴线、直线、曲线、短斜线等多种,此类微雕阴线本身亦有粗细、繁简、深浅之分。高濂《遵生八笺》所述的＂双钩碾法、游丝白描＂,仅是汉玉＂游丝毛雕＂中的一种特殊形态,不能将其作为定义、判别汉玉＂游丝毛雕＂的唯一标准。     

互为主体的课堂观察指标体系之建构

互为主体的课堂必须在教师与学生相互尊重与教学相长的前提下,发展以学生为中心的教学活动。建构主义所呼吁的建构式教学,正是兼顾学生认知主体与课堂社会互动的教学类型之一,值得教师重新审视与应用。互为主体的课堂观察指标体系将主体性特征、互为主体的课堂特征、理想的课堂对话情境及建构主义教学观作为四项关键要素,构建出四个课堂观察层面,进而依据每一层面的涵义诠释出考核面与具体的衡量指标。     

Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse

Emergent literacy activities are considered to be important for promoting children’s emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children’s preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities.     

标准化的课堂观察对课程标准修订的政策意义

当前课程标准的修订方式和依据过于单一,缺少来自课堂的直接数据的支撑。课堂观察的意义不仅在于规范听评课,它对课程标准的修订和实施具有重要的政策意义。课堂观察可以判断教师课程实施与课程标准的吻合程度,提供实施过程的数据;相互调适课程标准与课堂教学,达成改革共识;形成从理想到底限的教师行为连续体,为标准实施中的教师研修提供参考。