儿童青少年运动员的营养需要

1. 儿童青少年运动员应该食用多样化的食物，其中，蛋白质应占膳食总能量的12％-15％，碳水化合物至少占55％，而脂肪至多占30％。日常生活中如何吃才能满足这些要求呢？膳食指南宝塔提供了一条可行之道。2.有些营养素对热爱运动的儿童青少年运动员非常重要，要保证摄入充足，这些营养素是碳水化合物（包括纤维素）、维生素B6、维生素D、铁、钙、镁、锌、铬。科学合理、包罗各类食物的平衡膳食，对青少年运动员最大程度地全面摄取各种营养素，满足生长发育和运动训练的需要，是非常必要的。3.鼓励儿童青少年运动员在运动训练前、中、后进行补液，以避免脱水的发生。4.如果膳食合理平衡，就没必要额外补充营养品。     

REAL: Ein ressourcenadaptierendes mobiles Navigationssystem

Zusammenfassung.   Die intelligente Ressourcenadaption ist eine der gro?en Herausforderungen für die n?chste Generation mobiler Navigationssysteme. Da man typischerweise mehrere Fortbewegungsarten oder Verkehrsmittel kombinieren muss, um an einen Zielort zu gelangen, muss sichergestellt werden, dass mobile, allgegenw?rtige Navigationshilfen dies über eine jeweils situationsangepasste Benutzerschnittstelle unterstützen. Der notwendige Wechsel zwischen verschiedenen Positionierungstechnologien soll für den Endbenutzer m?glichst unbemerkt bleiben. Im folgenden wird ein hybrides Personennavigationssystem vorgestellt, das die in bestimmten Fortbewegungssituationen verfügbaren Positionierungstechnologien und deren Genauigkeit optimal nutzt, um die Pr?sentation der Wegbeschreibung auf verschiedene Endger?te und Ausgabemodalit?ten sowie die kognitive Ressourcenlage des Benutzers zu adaptieren. Eingegangen am 28. Februar 2001 / Angenommen am 8. August 2001     

The Assessment of Learning Dispositions in the Classroom

This commentary highlights several important contributions of the Carr & Claxton article as well as issues that need further clarification. It examines the concept of dispositions as a focus of learning and assessment, the procedures proposed for assessing dispositions and the implications of different functions of assessment for the construction and use of portfolios.     

Disabled Children and Residential Schools: The Implications for Local Education Professionals

Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion.