《环境与健康》公选课对提升大学生健康环保素质的调查与分析

通过对选修过和没选修过《环境与健康》课程的延安大学校本部学生进行问卷调查,了解其环境健康的知识、态度和行为(knowledge-attitude-practice,KAP)情况,以期为提升大学生环保素质提供参考。调查分析得出:当前我国大学健康环保素质教育的开展还比较薄弱,《环境与健康》课程对大学生环境健康知识、态度和行为KAP水平的提高有较大影响。     

非常规突发事件个体决策行为影响因素研究

构建基于系统动力学的非常规突发事件个体决策行为影响模型,并通过实证分析验证了该模型。结果表明:随着决策过程的进行,各情景的决策误差度会逐步降低;各情景的决策时间渐渐缩短。     

基于组织身份领地维护与拓展的企业竞争行为研究

在组织身份与身份领地概念的界定基础上,分析组织身份领地对企业竞争行为的影响,最后结合组织身份领地维护与拓展的权衡视角,通过对诺基亚和柯达两大公司对于组织身份领地维护与拓展成败的案例分析,深入探析创新环境下企业竞争行为的选择.     

专利制度下侵权行为的惩罚机制设计

采用行为博弈的分析方法建立行为惩罚机制的博弈模型,从定量分析角度研究侵权方实施侵权行为与不实施侵权行为的效用问题;对该博弈模型进行扩展,建立侵权方与政府监管部门之间的混合策略博弈模型并求解和分析该博弈模型纳什均衡的条件。研究表明,建立国家、监管部门和侵权方三者之间的双重惩罚机制,在加强监管力度的基础上增大对侵权方的惩罚强度,一旦发现侵权行为就对其进行严厉惩罚,可有效减少侵权行为的发生。     

快消品产品属性对消费者购后行为影响的实证研究

从快消品产品属性出发,研究快消品产品属性与消费者购后行为的关系。先通过对快速消费品产品属性的确定入手,找出具体的快消品产品属性,然后由已有文献对顾客价值和购后行为的描述和研究展开产品属性、顾客价值和购后行为三者间的关系研究。将顾客价值这一变量设为中间变量,通过实证研究发掘其在两者间的作用,明确快消品产品属性对于顾客购后行为的作用机理。     

社会思潮对大学生思想行为的影响分析

文章指出社会思潮可分为主流社会思潮和非主流社会思潮,它们对大学生思想行为的成长和成才都产生着重要影响,其具体表现为正面影响与负面影响。     

新入园幼儿良好行为习惯培养策略初探

培养幼儿良好行为习惯是幼儿品德教育的重点,也是幼儿园的一项非常重要的任务.新入园的幼儿由于家长的不重视、溺爱等没有形成良好行为习惯或有些不良的行为习惯.教师对新入园幼儿良好行为习惯的培养对于减轻家长负担、教师开展日常教学活动、幼儿身心健康成长方面有着十分重要的意义.对新入园幼儿良好行为习惯的培养应从教导新入园幼儿区分正确与错误的行为、利用榜样培养幼儿良好的行为习惯并使之持之以恒、教师与家长在新入园幼儿良好行为习惯培养的教育态度上达成一致性几方面入手.     

Participation in sports in childhood and adolescence and physical activity in adulthood: A systematic review

ABSTRACT

The aim of this study was to systematically review the literature to verify the association between participation in sports (PS) in childhood and adolescence and physical activity (PA) in adulthood. A systematic search was conducted in the following databases: Medline (PUBMED), Web of Science, Scopus, and SPORTDiscus, LILACS and SciELO. All steps of the process followed the recommendations of the PRISMA FlowDiagram. After all the steps of the process, 29 articles were included for analysis. In general, only three of the studies analyzed found no relation between PS in childhood and adolescence and PA in adulthood. However, a positive relationship was found to be weak in only 7% of the studies, a moderate relation in 62% of the studies, and a strong relation in 21%. It was found that higher weekly frequencies of PS; persistence of at least three years of PS and, finally, the highest level of practice and/or competition reached were related to higher levels of PA in adulthood. Thus, it can be concluded that there is a positive association considered moderate to strong between PS in childhood and adolescence and PA in adulthood.     

The Effects of a Group Contingency Strategy on Behaviorally Disordered Students in Physical Education

Abstract

An A-B-A-B time-series design was used to determine the effectiveness of a group contingency strategy in modifying on-task behavior of behaviorally disordered students in a physical education setting. A younger group (n = 12) with a mean age of 7.8 years, and an older group (n = 11) with a mean age of 11.2 years, participated in a study in which activity reinforcement for each group was contingent upon correct observation of the rules established for class. The group contingency strategy was significantly effective in increasing the percentage of on-task behavior of both groups of students. In addition, there was no significant difference in the response to treatment between younger and older students, and there were no individuals within either group who did not respond favorably to treatment.     

The Effects of Three Styles of Teaching on the Psychomotor Performance And Social Skill Development of Fifth Grade Children

Abstract

The effects of Mosston's teaching styles B, C and E were examined in terms of motor skill acquisition and social skill development of fifth grade children. Ninety-six children, randomly selected and randomly assigned to one of three treatment groups, were taught a hockey accuracy task. Motor performance data were collected prior to, midway through, and following training; they were analyzed within groups, to determine if learning was evident, and across groups, to examine the relative effectiveness of these three styles of teaching. Social behavior patterns observed during learner-to-learner interaction were also examined during a second task in which pairs of learners were asked to “help” each other learn the task. A 3 × 3 analysis of variance with repeated measures revealed that (1) all three groups learned the task and (2) they learned comparably well. It was concluded that these three styles of teaching are all effective in facilitating learning of this type of motor task. Style C, an arrangement in whcih learners work in pairs, one performing the task while being provided with formative feedback by the other, was found not only to produce comparable learning, but to significantly enhance social skill development on those behaviors associated with giving feedback and receiving it from a peer.