The Relationships Between Sense of Belonging to a Community GLB Youth Group; School,Teacher, and Peer Connectedness; and Depressive Symptoms: Testing of a Path Model

Research indicates belonging to a gay, lesbian, and bisexual (GLB) support group is indirectly associated with fewer depressive symptoms, via higher levels of sense of belonging to the general community. The current study extended this research by testing a path model to determine whether school, teacher, and peer connectedness are influenced by sense of belonging to a community GLB youth group. A sample of 82 Australian GLB adolescents aged 14 to 18 years who currently attend high school completed the Center for Epidemiologic Studies Depression Scale, the Psychological Subscale of the Sense of Belonging Instrument, and the Social Questionnaire for Secondary Students. Results indicated very good model fit. Higher levels of belonging to a community GLB youth group were associated with higher levels of school, teacher, and peer connectedness, but only peer connectedness was directly associated with depressive symptoms. Higher levels of school and teacher connectedness were associated with higher levels of peer connectedness. Interventions aimed at increasing belonging to a community GLB youth group may have indirect benefits for the mental health of GLB adolescents, via higher levels of school, teacher, and peer connectedness.     

对高校学生体育意识的调查与分析

本文就大学生体育意识进行调查,分析了当前大学生体育意识的现状,然后根据分析结果,提出在进一步深化教育改革的基础上,强化体育教育的作用。     

城市外来务工人员的工作和居住环境及其健康效应——以深圳为例

20世纪80年代以来,我国快速的人口流动与事实城市化对城市环境与人口健康提出了严峻的挑战。本研究通过在深圳市开展的调查,分析了城市外来务工人员的工作、生活环境特征与身心健康状况,初步检验了环境因素对外来务工人员身心健康的净效应。研究发现,相对于其他社会经济因素而言,居住环境和工作环境对外来务工人员的健康具有更为突出的影响。改善外来务工人员的工作和居住环境、倡导良好的保健行为和生活习惯,对于改善其健康状况具有重要意义。     

中国文学服装叙述的政治文化形态

着装是将身体社会化并赋予其意义与身份的一种手段,个体的着装隶属于社会身体管理学的范畴.服装是一种社会文化符号,其的变化与社会政治文化的变迁联系在一起.朝代的更迭、政体的改变、思想的变迁,往往最直接地表现在服装之上.借助在现代性意识形态话语,20世纪80年代中国文学的服装叙述担负了极其重要的政治文化语义功能.     

以科学态度对待中国文化或文学传统

弘扬中华民族的优秀文化文学传统,其深远历史意义与重大现实意义无论怎样估价都不会过分。然而,在当下"国学热"中却出现了一些令人忧思的症候:读经复古,诋毁或否定五四新文化、新文学运动的历史意义便是其中显著的两种。应该以科学态度对这两种症候进行深度剖析,对中国文化、特别是儒家文化传统以及五四新文化新文学的"反传统"给出实事求是的科学阐释。     

浅议高职体育教育与专业教育相结合

高职体育教育是高职教育的重要组成部分,应充分发挥高职体育教学在提升专业教学效果方面的作用。     

普通高校公共体育课课程学习评价现状的研究——以吉林师范大学为例

本文运用文献资料法、问卷调查法、专家访谈法和数理统计法等,对吉林师范大学公共体育课课程学习评价现状进行调查分析,与《全国普通高校体育课程教学指导纲要》进行对照,分析其在教学实践中存在的问题,并根据《纲要》提出的高校体育学习评价改革发展的新要求,结合学校的实际情况找到能有效进行改革和发展的思路,期望为高校公共体育课程改革提供有益的参考价值．     

Within groups analysis of covariance: multiple comparisons at specified design points using a robust measure location when there is curvature

Consider the situation where measurements are taken at two different times and let M_j(x) be some conditional robust measure of location associated with the random variable Y at time j, given that some covariate X=x. The goal is to test H₀: M₁(x)=M₂(x) for each x∈ x₁,?…?, x_K such that the probability of one or more Type I errors is less than α, where x₁,?…?, x_K are K specified values of the covariate. The paper reports simulation results comparing two methods aimed at accomplishing this goal without specifying some parametric form for the regression line. The first method is based on a simple modification of the method in Wilcox [Introduction to robust estimation and hypothesis testing. 3rd ed. San Diego, CA: Academic Press; 2012, Section 11.11.1]. The main result here is that the second method, which has never been studied, can have higher power, sometimes substantially so. Data from the Well Elderly 2 study, which motivated this paper, are used to illustrate that the alternative approach can make a practical difference. Here, the estimate of M_j(x) is based in part on either a 20% trimmed mean or the Harrell–Davis quantile estimator, but in principle the more successful method can be used with any robust location estimator.     

从新课标审视农村职中体育教学的改革与发展

新课程标准的实施对农村职业中学体育教学的改革产生了积极而深刻的影响,体育教学应如何体现职业特色,按照新的课程标准要求提出体育教学改革的基本思路和发展对策,是一个具有理论和实践双重价值的课题。论文以农村职业中学体育理论、实践与健康为研究对象,研究在新课程标准下农村职业中学体育教学改革与发展的对策。     

体育教学中实施创新教育的研究

21世纪科学技术迅猛发展、知识经济日益发展的时代特征,对各个领域的人才提出了应具备"创新能力"的素质要求。体育教学中实施创新教育是体育教育改革的一项重要任务,应贯穿于体育教育教学活动之中。其重点是培养学生的创新精神、创新能力和创新人格。