关于徐州高校学生习武兴趣的研究

文章运用问卷调查法、访谈法、文献资料法、数理统计法、逻辑分析等研究方法,对徐州市五所大学500名学生武术兴趣的现状进行了调研分析。结果表明:徐州市大学生对武术很感兴趣,然而选修武术课的人数很少,选修过武术课的学生对武术课的兴趣程度不高。     

江苏省城市群众业余足球比赛调查及地区比较

运用文献资料法、逻辑推理法、问卷调查法、数理统计法、比较研究法等方法,对江苏省6个城市的群众业余足球比赛进行了初步的调查和地区比较。提出江苏是中国的经济发达地区,同时也是体育大省,然而足球水平却一直不高,成绩始终在中下游徘徊,这与江苏经济、体育大省的身份很不相称。     

Wittgenstein's ‘Relativity’: Training in language‐games and agreement in Forms of Life

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices.     

Making sense of the development of inclusive practices

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.     

手机电视发展的受众因素分析

手机电视被称为新媒体先锋,一路走来,受到了业界的青睐,北京、上海和广州等地的媒体纷纷上马手机电视业务,以期抢占潮头,争夺先机。其实,任何一种媒体的诞生及其生命力,都要通过传播效果来反观,受众作为影响传播效果的重要因素,向来受到传播学者关注。手机媒体想在媒体生态中获得一席之地,并求得更好的发展,必须从受众因素分析入手,探求其必要性和可行性。     

厦门市体育人口现状调查与对策研究

通过对厦门市18～60岁劳动力人口的抽样调查,进而推论出厦门市体育人口的基数;根据“参加体育活动”和“不参加体育活动”不同群体中存在的问题,提出“准体育人口”的理论设想,并在实施分析与理论探讨的基础上提出了对策性的建议。     

对文献资源共享服务的调研与分析

文章通过对海南省5所高校图书馆读者调查中反映出的共性的问题,对目前高校图书馆读者服务中存在的文献资源老化、电子资源利用低等问题进行探讨,并提出相应的解决方法。     

General and Specific Factors in Reading Comprehension

One explanation for why many students routinely choose to do their homework with a radio or TV operating is that this distraction facilitates studying. To investigate the validity of this explanation, the authors carried out two experiments with sixth-grade students who worked on two difficulty levels of individualized mathematics assignments (N = 12) and reading assignments (N = 9) under three distraction conditions: quiet; self-selected, self-regulated radio; and self-selected, self-regulated TV. The data yielded no evidence of sizable distractor effects on students' time spent studying, computational accuracy, reading comprehension, or reading rate. These results generally are consistent with the theoretical conceptualization of attention as flexible and adaptable.     

Questions to assess learning as a communicative routine for inclusion

In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion.     

Implementation and evaluation of linked parenting models in a large urban child welfare system

During the past decade, there have been increased efforts to implement evidence-based practices into child welfare systems to improve outcomes for children in foster care and their families. In this paper, the implementation and evaluation of a policy-driven large system-initiated reform is described. Over 250 caseworkers and supervisors were trained and supported to implement two evidence-based parent focused interventions in five private agencies serving over 2,000 children and families. At the request of child welfare system leaders, a third intervention was developed and implemented to train the social work workforce to use evidence-based principles in everyday interactions with caregivers (including foster, relative, adoptive, and biological parents). In this paper, we describe the policy context and the targeted outcomes of the reform. We discuss the theory of the interventions and the logistics of how they were linked to create consistency and synergy. Training and ongoing consultation strategies used are described as are some of the barriers and opportunities that arose during the implementation. The strategy for creating a path to sustainability is also discussed. The reform effort was evaluated using both qualitative and quantitative methods; the evaluation design, research questions and preliminary results are provided.