不同蛋白质水平的日粮对实验大鼠生长发育、繁殖性能的影响     

孙全文  杜建华  常宝 《河北北方学院学报(医学版)》2003,20(5):14-16

目的 :了解不同水平的蛋白质日粮对实验大鼠生长发育、繁殖性能的影响。方法 :用三种不同蛋白质水平的日粮饲喂实验大鼠 ,观察其生长发育、繁殖性能并测量相关数据。结果 :饲喂高蛋白配方大鼠其体重、平均日增重及料重比等指标极显著 (P <0 .0 1 )或显著 (P <0 .0 5)高于低蛋白配方组和中等水平蛋白配方组。结论 :实验大鼠在生长发育高峰期可喂以高蛋白日粮 ,之后喂以中等水平蛋白质日粮 ,既可保证动物质量 ,亦可获得较好的经济效益  相似文献   

成年黑线姬鼠的脏器重量测定     

施时迪  林倩 《台州学院学报》1997,(6)

216只成年黑线姬鼠脏器指数测定结果表明,心脏、肝脏、脑、肾脏、肺、脾脏及肾上腺的脏器指数(x±SD)较恒定,分别为0.07±0.01,0.50±0,11,0.29±0.09.0.14±0.03,0.09±0.02,0.03±0.01g/10gBW和15.4±5.9mg/10gBW,胸腺和生殖器官(卵巢、睾丸)的脏器指数差异较大。  相似文献   

Aesthetic encounters and learning in the museum     

David Raymond Bell 《Educational Philosophy and Theory》2017,49(8):776-787

Abstract

This article discusses how museum settings can provide opportunities for sensory and aesthetic encounters and learning. It draws on research into museum education programmes that included examinations of curatorial construction and display, observations of teaching and open-ended interviews with museum educators. The examples selected here focus on themes of display and learning to illustrate how aesthetic experiences can emerge as incidental adjuncts to learning in other fields. They also acknowledge how museums draw on aesthetic judgements to categorise or present objects and employ aesthetic artefacts and practices as representative devices of cultural engagement, especially in learning themes in the humanities. The studies show how museums can offer opportunities and skills, and cultivate dispositions to the examination of challenging ideas about aesthetic status, sensibility, interpretation or value. Examples of purposefully constructed sites for aesthetic learning show how museum educators have rethought ways of facilitating affective sensory experiences, and raising questions of aesthetic status, response and the social and cultural functions of the arts. The studies discussed here suggest that museums can provide dedicated opportunities to cultivate independent aesthetic thinking and debate about aesthetic ideas as lifelong skills and pleasures.  相似文献   

西安市学习障碍小学生感觉统合失调的调查研究     

石学云 《中国特殊教育》2006,(10):60-63

目的:研究西安市学习障碍小学生感觉统合失调情况。方法:选取西安市两所有代表性的普通小学1-6年级学生,筛选出259名学习障碍学生,对其进行感觉统合评定。结果:学习障碍小学生中,感觉统合轻度和重度失调率为31.27%和24.71%;不同年龄组在总体上和轻度感觉统合失调上存在显著差异,而在重度感觉统合失调方面并不存在显著差异;男生感觉统合失调率明显高于女生;基本不存在校际差异。结论:多数学习障碍小学生都存在轻重不一的感觉统合失调现象,对于他们,最好方法的治疗是给予感觉统合训练,从而提高其学习能力。  相似文献   

一例癔症性感觉障碍的案例研究     

高小永 《新乡师范高等专科学校学报》2008,22(3)

从一般资料、评估诊断、咨询方案、咨询过程和讨论五个方面,对一例癔症性感觉障碍患者详细叙述,具体阐述了分析疗法和理性情绪疗法在癔症性感觉障碍咨询中的应用,最后评估了近期和远期的咨询效果。  相似文献   

Tackling illiteracy in Year 7 of the comprehensive school     

DENNIS MAYS 《Support for Learning》2012,27(3):123-128

Reading standards are regarded by many as the true yardstick by which to measure school effectiveness, and the relative standards achieved by different generations are often debated by adults. Some young people do not perceive reading to be of anything like such importance, however, using digital communication habitually and easily. Each year a growing number of young people enter secondary education without having achieved functional reading. Illiteracy in Year 7 poses a real problem for the secondary SEN teacher. Financial and timetable constraints make it impossible to arrange individual multi‐sensory teaching. A programme of didactic teaching using selections from several different approaches to reading was delivered to a group of ten semi‐literate and illiterate young people throughout the 2010–2011 academic year.  相似文献   

Using a sensory approach with children who challenge     

《Support for Learning》2006,21(1):30-32

In this article Denise Chilvers and Angela Cole describe a school‐based study which is located very much in an action‐research idiom. Starting from a questioning, but collegial, stance on identifying positive interventions for children who challenge, the authors illustrate how theory and reflection on practice can lead to significant innovations in pedagogy and curriculum. They provide a thought‐provoking account of how a multi‐sensory approach in one setting has had a notable impact on pupils' social behaviour.  相似文献   

The effect of light intensity and noise on the classroom behaviour of pupils with Asperger syndrome     

BERNHARD MENZINGER  ROBIN JACKSON 《Support for Learning》2009,24(4):170-175

The focus of the study reported in this article is the behavioural response of pupils with Asperger syndrome to light and sound intensity and the development of ways to help them to cope with such sensory stimuli. A number of practical ways of minimising the negative effects of various sensory stimuli are noted: (1) the establishment of ‘a place of safety’ for every pupil who needs it; (2) the necessity for pupils to have a clear understanding of the programme that has been designed for them; (3) the critical importance for staff of reflecting on the day that has passed in order to prepare effectively for the day that lies ahead; (4) the use of pictorial communication given the pupils' poor comprehension of the spoken word; and (5) the importance of a consistent and predictable approach to the pupil.  相似文献   

Patterns of seated activity in sensory gardens among children educated in special schools     

Hazreena Hussein 《Support for Learning》2013,28(2):73-78

This study investigated the seated activity among children educated in special schools and their adult carers in two sensory gardens in the United Kingdom. Seated activity was established whether the seating was used as intended or whether users preferred to sit on other attributes during their learning session. The objectives of this study are to explore opportunities for users' activity and their engagement with the attributes, whether activity is possible or if opportunities are not being actualised because of barriers. Observation and behaviour mapping methods were carried out alongside affordance theory. The outcome suggests that the number of users, the number of attributes and the total area of the zone did not relate to the median time spent per user; rather, it was the richness of the attributes that did so.  相似文献   

基于生物自然景观欣赏的学前儿童感官体验     

王茁 《陕西教育学院学报》2011,27(4):95-98

感官刺激对学前儿童成长发育具有重要的作用,运用生物自然景观欣赏教学中的各类方法可以提高学前儿童智力和情感、美感感知的能力。  相似文献