Reasons for Student Engagement in Extra-Class Communication

This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.     

好大学理念与大学文化建设

“好大学”是一个价值概念,是一个可为更多大学提供参照的发展目标,也是校长治校的目标和依据。从反映大学本质属性的大学文化的角度看,好大学应具有理想主义的大学精神、高品位的人文环境和科学的大学制度。三者形成一个以精神文化为核心,制度文化居中,环境文化处外的同心圆,共同成为建设好大学的基本要素。     

Accelerometer data requirements for reliable estimation of habitual physical activity and sedentary time of children during the early years - a worked example following a stepped approach

This study presents a worked example of a stepped process to reliably estimate the habitual physical activity and sedentary time of a sample of young children. A total of 299 children (2.9 ± 0.6 years) were recruited. Outcome variables were daily minutes of total physical activity, sedentary time, moderate to vigorous physical activity and proportional values of each variable. In total, 282 (94%) provided 3 h of accelerometer data on ≥1 day and were included in a 6-step process: Step-1: determine minimum wear-time; Step-2: process 7-day-data; Step-3: determine the inclusion of a weekend day; Step-4: examine day-to-day variability; Step-5: calculate single day intraclass correlation (ICC) (2,1); Step-6: calculate number of days required to reach reliability. Following the process the results were, Step-1: 6 h was estimated as minimum wear-time of a standard day. Step-2: 98 (32%) children had ≥6 h wear on 7 days. Step-3: no differences were found between weekdays and weekend days (P ≥ 0.05). Step-4: no differences were found between day-to-day variability (P ≥ 0.05). Step-5: single day ICC’s (2,1) ranged from 0.48 (total physical activity and sedentary time) to 0.53 (proportion of moderate to vigorous physical activity). Step-6: to reach reliability (ICC = 0.7), 3 days were required for all outcomes. In conclusion following a 7 day wear protocol, ≥6 h on any 3 days was found to have acceptable reliability. The stepped-process offers researchers a method to derive sample-specific wear-time criterion.     

Effects of glucose–fructose versus glucose ingestion on stride characteristics during prolonged treadmill running

Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running.     

教师教育的发展与师范院校的转型

进入 2 1世纪后 ,随着国际化程度的加强、科学技术的发展和教育终身化潮流的来临 ,中国的教师教育呈现出高学历化和高素质要求、教师来源多元化 ,以及教师教育一体化、教师职业专业化等新的发展趋势 ,因此 ,师范院校必须不断改革 ,才能持续发展。本文首先从教师教育发展趋势的轨迹切入 ,指出师范院校在新时代中所面临的挑战 ;其次 ,着重分析师范院校战略转型的综合性及具体策略上的多元化 ;最后 ,指出在师范院校转型过程中所应注意的几个问题     

用法治理性建构校园和谐

建设校园和谐关系,以法治理性的价值判断和价值选择审视并优化校园环境,是坚持以人为本、以民主法治原则建设校园和谐关系的关键所在。以民主法治原则构建现代校园和谐关系是法治理性的基本要求;尊重人权是法治理性的真谛;校园和谐需要法治理性的宽容精神;法治理性包含对法制的敬畏和行使自由权利的节制;校园和谐关系呼唤体现法治理性的校园文化。学校教育通过尊重和保护青年学生的正当权利并使其自觉践行义务的过程,使他们长期浸润在崇尚法治的文化氛围里,培养并形成他们未来人生中自觉的、理性的遵纪守法和护法精神。     

后现代视野中的高等教育

后现代已经走向式微 ,但后现代的精神气质却发生着久远的影响。“后现代”是在对“现代化”的批判和否定基础上发展起来的。后现代主义的理论景观包括 :否定和怀疑的理论本性、非中心化的解构策略、多元化的思维风格、富有建设性的创造精神、寄予关爱的全球视野。后现代观照下的高等教育有如下特点 :打破叙事范式 ,奉行实用的知识观 ;反对理性教育 ,追求多元的目的观 ;活化静态课程 ,倡导对话的教学观 ;立足本土文化 ,面向全球的发展观。