运动干预对成人代谢综合征患者心血管危险因素影响的Meta分析

目的:通过Meta分析,评价运动对成人代谢综合征患者心血管危险因素的影响效果。方法:检索PubMed、EMBASE、The Cochrane Library、中国知网、万方、中国生物医学等数据库,严格按照纳入与排除标准选取文献,提取数据,进行质量评价,在Review Manager5.3软件上进行统计分析。结果:纳入文献共计10篇,包含15个RCT,合计476名患者。Meta分析结果显示,与对照组相比,有氧运动能够显著改善代谢综合征患者的腰围MD=-2.07(-3.24,-0.90)(P=0.005)、空腹血糖MD=-0.14(-0.26,-0.03)(P=0.02)、高密度脂蛋白胆固醇MD=2.03(0.12,3.94)(P=0.04)、甘油三酯MD=-17.60(-34.76,-0.44)(P=0.04)、总胆固醇MD=-9.38(-16.25,-2.51)(P=0.007)、收缩压MD=-7.18(-10.81,-3.55)(P=0.0001)、舒张压MD=-2.93(-4.48,-1.37)(P=0.0002)以及峰值耗氧量MD=2.44(0.91,3.98)(P=0.0002);而抗阻训练或抗阻结合低强度有氧运动仅对代谢综合征患者的收缩压MD=-8.81(-14.98,-2.63)(P=0.005)、体脂量MD=-3.06(-4.70,-1.42)(P=0.0002)有显著影响。有氧运动和抗阻训练或抗阻训练结合低强度有氧运动均未对体重及身体质量指数有显著作用。结论:有氧运动是成人代谢综合征患者改善其心血管危险因素的最佳运动模式,对腰围、空腹血糖、高密度脂蛋白胆固醇、甘油三酯、总胆固醇、收缩压、舒张压以及峰值耗氧量的改善均有显著优势,能有效降低心血管疾病的发病风险;而抗阻训练或抗阻训练结合低强度有氧运动只降低了收缩压和体脂量。     

Supporting academic persistence in low‐skilled adult learners

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research‐based strategies aimed at supporting learner persistence, particularly for low‐skilled adults. Elements of three theoretical frameworks, namely, expectancy‐value theory (EVT), goal theory (GT) and self‐determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post‐secondary education and/or career training. Questions guiding the current study include identifying research‐based strategies that instructors can use, and elements of programme design that support student persistence.     

国有企业引发金融风险探析

改革开放以来，中国国有企业的改革取得了一定的成绩，但在财政约束机制上并未得到改善，在政府的保护和支持下对国有银行资金的支持依然如故，使国有银行的自有资本受到严重侵蚀，引发了银行金融风险，如何避免金融风险成为我们应关注的问题。     

大型体育赛事风险运营预警体系的构建

根据大型体育赛事风险运营的特点,建立基于模糊优选-神经网络的赛事风险运营预警体系,并对大型体育赛事进行风险评估,找出应对措施。     

多媒体网络舆情危机响应机理及风险分型研究

[目的/意义]针对当前我国多媒体网络舆情响应问题，梳理并提出以危机风险分型为基础的政府组织响应路径整合匹配、响应工作流程模型构建机理，以期为管理决策者提升资源整合能力、网络舆情危机精准响应效力提供参考。[方法/过程]对大数据环境下网络舆情危机动力要素的作用进行分析，提取出网络舆情危机风险分型的基础系数，并以多元结构网络舆情信息的多媒体传播路径为视角提取网络舆情危机风险分型叠加系数，再逐一提取各风险分型下网络舆情危机响应的工作要点。[结果/结论]根据主体结构要素、媒体效力要素、客体属性要素危机作用形态的排序组合，在其关系节点上建立多媒体网络舆情危机等级基数。根据本体成分分化后对舆情危机的不同影响效果，建立多媒体网络舆情危机加成系数。建立多媒体网络舆情危机风险分型模型，将舆情危机风险解构为等级系数和加成系数。从而更为准确地描述舆情危机的表征，有利于判断舆情危机的未来发展态势，提高与既往舆情危机案例匹配的速度与精准度。     

Ten-season epidemiological study of match injuries in men’s international rugby sevens

ABSTRACT

The aim of this study was to describe the incidence, nature and causes of match injuries in men’s international rugby sevens and to compare these to values for international rugby fifteens. The study comprised a 10-season, whole population, prospective study of the Sevens World Series. Over the ten seasons, the overall incidence of injury was 122.4 (95% CI = 116.3 to 128.9) injuries/1000 player-match-hours and the mean severity of injury was 43.0 (95% CI = 40.3 to 45.7) days-absence. There was an increasing trend in the incidence of injury over the ten-season period (slope = 5.3 injuries/1000 player-hours/season, R² = 0.68, p = 0.003) but no trend in the mean severity of injury (slope = 0.02 days/season, R² < 0.01, p = 0.971). Head/face (15.7%), knee (15.6%), ankle (15.4%) and shoulder/clavicle (11.9%) were the most common injury locations and ligament sprain (30.5%), muscle strain (16.4%), concussion (12.6%) and haematoma/bruise (10.6%) the most common types of injury sustained. Being-tackled (33.1%), tackling (23.4%), running (16.1%) and collisions (12.4%) were the most common events leading to injury. These results indicate that the burden of injury in international rugby sevens is two to three times higher than that reported for international rugby fifteens.     

中国经济运行风险数据库预研究

2003年以来,中国经济保持了多年的持续高增长速度,与此同时中国经济运行也存在很多潜在的风险因素.要把握这些风险因素,就要对我国居民收入、消费、固定资产投资、财政收支等方面的变化进行搜集整理,从而通过分析这些变化对中国当前的经济运行现状进行描述,识别风险因素,进而通过搜集、整理、加工各类型数据,建立一个风险指标的实证数据库.     

科技风险的法律防范

科技风险正在成为当下社会主要的风险源,控制科技风险最理想的做法是建立良好的监控和预警机制,实现事前防范。集预见性、强制性和广泛性于一体的法律防范是事前防范的有效方式之一。当前,我国法律对科技风险的危害未给予相应的重视,未充分体现科技研发、评估、应用的风险监控与防范的相应内容,应把以人为本和安全的价值目标贯彻于新的科技法之中或对现有的科技法进行必要的修改,以求达到降低科技风险的目的。     

Does engagement in Forest School influence perceptions of risk,held by children,their parents,and their school staff?

In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed.     

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk.