早期运动干预对改善唐氏综合症患儿行为能力发展的影响研究

采用文献资料、问卷调查、逻辑分析、专家访谈等研究方法,探讨早期运动干预对唐氏综合症患儿的基本运动能力,基本生活自理能力及人际交往能力高度相关的行为能力的影响。     

幼儿智力武术游戏创编理论研究

以幼儿生理和心理特征及武术运动的基本规律为依据,研究幼儿武术游戏相关理论。遵循游戏创编原理,探究幼儿武术游戏创编的基本结构、创编要素、创编步骤。文章本着坚持游戏创编的科学性、易行性、趣味性、安全性、创新性的原则,从而探索促进幼儿身心健康发展的有效方法和途径,丰富幼儿园教育活动的内容,改善幼儿园教学课程,开发幼儿对武术的启蒙认识和培养幼儿对武术的兴趣。     

传统武术传承预警机制探讨

文章运用文献资料法、比较研究法、逻辑分析法,在公共行政管理学中预警机制的基本内容的基础上对传统武术传承发展的预警机制的构建进行了初步的研究和探讨,研究认为传统武术传承的预警机制的管理系统,主要是通过对传统武术传承的各种影响因素的监测,运用数据处理和专家分析,在得出传统武术传承的危机警情后,及时干预控制的过程,目的是当传统武术的传承出现危机时,更够及时的采取措施,以期为传统武术的传承和保护提供新的思路。     

泰安市地质灾害预警预报系统研究

该文主要介绍了泰安市地质灾害气象风险预警与指挥系统。系统开发的主要目的是为了更好的与泰安市地质灾害防治工作相结合,通过对气象因素及地质灾害资料的分析和研究,基于地质灾害气象预警模型,采用先进的GIS技术能实现对地质灾害易发风险性区域预警,能直观地了解到各部分区域的地质灾害易发风险性,为各级政府防灾减灾提供科学的技术支撑。     

论中长跑的早期化训练

对少年儿童在中长跑项目的早期化训练问题，从中长跑项目的本身特点和少年儿童的身体发育特点方面进行了分析和探讨，认为中长跑项目的早期化训练是可行的，也是必要的，并提出了进行早期化训练应注意的问题。     

清华大学教职工20年死亡跟踪调查

以20年清华大学在编教职工每年死亡人数、死亡年龄、死亡原因等跟踪调查为例,从一个侧面了解和分析我国知识分子死亡情况的特点和变化规律。结果发现:清华大学教职工的年死亡率2.5‰,平均死亡年龄65.38岁,男性66.24岁,女性61.43岁,男性比女性高近5岁。历年平均死亡年龄呈上升趋势,20年提高了11.27岁,平均每年增长0.56岁。近5年,平均死亡年龄达到70.61岁。癌症是危害知识分子寿命的第一杀手,占死因50%,明显高于普通人群。“英年早逝”现象应引起注意。     

竞争对手跟踪分析

本文从信息组织和分析两个视角提出并论述了一套跟踪和分析竞争对手现行战略、竞争实力、自我假设、企业目标和反应模式的竞争对手跟踪模式 ,归纳为两个模型、一个程序、两个数据库和一个系统 ,因而具有竞争对手跟踪分析论纲的意义。     

影响我国优秀散打运动员过早退役的基本因素及致因分析

通过文献资料法、实地调查法、专家访谈法、问卷调查法、数理统计法等研究方法,以我国优秀散打运动员为研究对象,分析导致我国优秀散打运动员过早退役的基本因素及其因素分析,为我国散打运动的发展提供理论依据和相关思路.     

Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008     

Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress

This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector.