Diplomatic Shock and Awe: Moving,Sometimes Speaking,Islamic Sculptures     

T.M.P. Duggan 《Al-Masaq: Islam & the Medieval Mediterranean》2009,21(3):229-267

  相似文献   

补充辅酶Q10及递增负荷跑台运动训练对大鼠心肌和脑线粒体电子传递链酶复合体活性的影响     

李洁  王玉侠  张耀斌  邢良美 《体育科学》2008,28(1):43-48,65

目的:观察递增负荷跑台运动训练及补充CoQ10对力竭运动大鼠心肌和脑线粒体呼吸链复合体Ⅰ、Ⅱ和Ⅲ活性的影响.方法:36只健康雄性Wister大鼠随机分为安静对照组、补充CoQ10组、训练组和训练结合补充CoQ10组.差速离心提取心肌和脑线粒体;分光光度法测定线粒体呼吸链酶复合体(Ⅰ～Ⅲ)活性.结果:1)安静状态下补充CoQ10 7周,与安静对照组相比较,力竭运动后即刻心肌线粒体呼吸链CⅡ活性增强(P＜0.01),CⅠ和CⅢ活性减弱(P＜0.01);脑线粒体呼吸链CⅡ活性显著性降低(P＜0.01).2)递增负荷运动训练7周,与安静对照组相比较,力竭运动后即刻心肌线粒体呼吸链CⅠ和CⅡ活性减弱(P＜0.01)、CⅢ活性增强(P＜0.05).3)递增负荷训练结合补充CoQ10 7周,与安静对照组相比较,力竭运动后即刻心肌线粒体呼吸链CⅠ和CⅡ活性减弱(P＜0.01),脑线粒体呼吸链CⅡ活性显著性下降(P＜0.01).4)递增负荷训练结合补充CoQ10与单纯补充CoQ10组相比,力竭运动后即刻心肌线粒体呼吸链CⅡ活性减弱(P＜0.01)、CⅢ活性增强(P＜0.01);脑线粒体呼吸链CⅡ活性显著性下降(P＜0.01).5)递增负荷训练结合补充CoQ10与单纯运动训练组相比,力竭运动后即刻心肌线粒体呼吸链CⅡ和CⅢ活性减弱(P＜0.01);脑线粒体呼吸链CⅡ活性显著性下降(P＜0.01).结论:外源性补充CoQ10对大鼠体重增长无负面影响,运动训练可以降低大鼠体重增长幅度.单纯补充CoQ10可增强力竭运动后即刻大鼠心肌线粒体呼吸链CⅡ活性;降低脑线粒体呼吸链CⅡ活性;对力竭运动时间无影响.递增负荷训练可增强力竭运动后即刻大鼠心肌线粒体呼吸链CⅢ活性;对脑线粒体呼吸链CⅠ、CⅡ和CⅢ活性无明显影响;运动能力得到提高.递增负荷训练结合补充CoQ10可维持力竭运动后即刻大鼠心肌线粒体呼吸链CⅢ活性不降低;脑线粒体呼吸链CⅡ活性显著性下降、CⅠ和CⅢ活性无显著性变化;运动能力得到提高;运动训练与补充CoQ10对改善心肌和脑线粒体呼吸链cⅠ、CⅡ和CⅢ活性及运动能力方面无协同作用.训练组及训练结合补充CoQ10组大鼠力竭运动时间的延长可能还与体重增长较慢及其他机制有关.  相似文献   

竞技武术套路中腾空摆莲B 和C 级跳跃落地稳定性的研究 杨乃     

杨乃静  林小美  尹燕强  张再昂 《天津体育学院学报》2008,23(3):259-262

竞技武术套路中腾空摆莲B和C级跳跃落地接马步是长拳、南拳武术项目的两个难度动作.通过对该组动作落地技术的动力学及相关稳定性因素的分析,提出合理的落地技术和训练中需解决的问题.采用录像观察与试验分析相结合的方法,针对男女运动员的腾空与落地的特点,提出相应的解决办法和训练理论.  相似文献   

Beliefs of teachers in Italian schools concerning the inclusion of disabled students: a Q‐sort analysis     

Franco Zambelli  Raffaele Bonni 《欧洲特需教育杂志》2013,28(3):351-366

This paper presents a course of research into the beliefs of class teachers concerning the scholastic integration of children with disabilities. In the current situation in Italy, due to limited specialist training, the attitudes that teachers develop can constitute an obstacle to the full realization of scholastic integration. Of the 23 teachers who took part in the study, conducted using the Q‐sort methodology, some had direct experience with scholastic integration (with opinions both positive and negative); and others had no direct experience (but also had both positive and negative opinions). Using the Q‐sort system, the paper sets out to verify whether effectively the simple manifestation of positive or negative beliefs in relation to inclusion on the part of the teachers (whether they had direct experience or not) could be confirmed, and whether it lent itself to being developed in reference to specific areas of scholastic experience. From the factorial analysis of the Q‐data, four factors emerged that confirm our hypothesis regarding the existence of different beliefs among teachers.  相似文献   

Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files     

Harold C. Doran  Paul B. Van Wamelen 《Educational Measurement》2010,29(2):13-23

The analysis of longitudinal data in education is becoming more prevalent given the nature of testing systems constructed for No Child Left Behind Act (NCLB). However, constructing the longitudinal data files remains a significant challenge. Students move into new schools, but in many cases the unique identifiers (ID) that should remain constant for each student change. As a result, different students frequently share the same ID, and merging records for an ID that is erroneously assigned to different students clearly becomes problematic. In small data sets, quality assurance of the merge can proceed through human reviews of the data to ensure all merged records are properly joined. However, in data sets with hundreds of thousands of cases, quality assurance via human review is impossible. While the record linkage literature has many applications in other disciplines, the educational measurement literature lacks details of formal protocols that can be used for quality assurance procedures for longitudinal data files. This article presents an empirical quality assurance procedure that may be used to verify the integrity of the merges performed for longitudinal analysis. We also discuss possible extensions that would permit merges to occur even when unique identifiers are not available.  相似文献   

图书馆学五定律及其给我们的启示   总被引：7，自引：0，他引：7  

徐恩元  徐建华 《四川图书馆学报》2005,(5):8-13

概述了阮冈纳赞图书馆学五定律的基本内容及相应的实现五定律的对策、措施或应注意的问题，并分析和指出了其给我国图书馆的一些启示。  相似文献   

The accessibility of Chinese local government Web sites: An exploratory study     

Yuquan Shi 《Government Information Quarterly》2007

With the rapid development of Chinese e-government, Chinese citizens are encouraged to access e-government services as their convenience. However, the accessibility of Chinese e-government Web sites has been overlooked. This research study tries to provide an overview of the accessibility of Chinese local government Web sites. Three hundred twenty-four Chinese local government Web sites were examined to find out how accessible they are with reference to the Web Content Accessibility Guidelines 1.0 (WCAG) published by the World Wide Web Consortium (W3C). This research found that all the surveyed Chinese e-government Web sites failed one or more W3C's accessibility measures and thus many disabled Chinese people may have substantial problems to access them. Several valuable recommendations are made based on the research findings and the China's actual conditions.  相似文献   

Finding and explaining differences: A reply to Gudykunst and Hammer     

Richard L. Wiseman  Hiroko Abe 《Int J Intercult Relat》1984,8(1):11-16

A rejoinder to Gudykunst and Hammer's critique of a recent paper is presented. We argue that their position is based on two mutually exclusive propositions and cannot therefore be credible. We continue to maintain that the evidence on intercultural effectiveness shows both culture-general and culture-specific components.  相似文献   

Preposition errors and abstract,complex thought     

Dianne D. Horgan 《Contemporary educational psychology》1983,8(2):201-203

  相似文献   

C．Alisa与王姣bdFF动作起跳出台技术对比分析     

龙春生  薛淑君 《沈阳体育学院学报》2004,23(5):619-622

分析结果显示:C Alisa的bdFF动作的起跳及出台技术更加合理,其动作的运动学特征更加符合目前国际裁判对bdFF动作的评分理念和标准,即起跳后重心垂直升起高度要高,尽可能的"晚"转体和"快"转体,实现所谓的腾起后尽可能的"等待",而在转体中要有明确而清晰的周际间的"分隔"。与C Alisa相比较,王姣在起跳及出台技术的内涵和外部表象特征上存在着一定差距,这种差距是影响后继动作的完成质量及获得较高技评分值的根本原因。  相似文献