按摩疗法加健康教育结合乳果糖口服液治疗便秘30 例疗效观察

目的：观察按摩疗法加健康教育结合乳果糖口服液治疗便秘的临床疗效。方法：将60 例便秘患者随机分为治疗组和对照组,每组各30 例。对照组给予乳果糖口服液治疗,治疗组在对照组基础上采用按摩疗法并结合健康教育。2组均以14 d为1个疗程,共治疗2个疗程。治疗结束后随访1个月,观察2组综合疗效、生活质量（PAC-QOL）评分及症状积分。结果：总有效率治疗组为93.33%（28/30）,高于对照组的76.67%（23/30）,差异有统计学意义（P<0.05）。2组治疗后PAC-QOL评分比较,差异有统计学意义（P<0.05）。治疗2周后,治疗组排便时间积分、症状总积分低于对照组（均P<0.05）;治疗4周后,治疗组排便困难、排便时间、排便感（下坠、不尽、胀感）、排便频度积分及症状总积分低于对照组（均P<0.05）;治疗结束后1个月,治疗组粪便性状、排便困难、排便时间、排便感（下坠、不尽、胀感）、排便频度积分及症状总积分低于对照组（均P<0.05）。结论：按摩疗法加健康教育结合乳果糖口服液治疗便秘效果优于单纯乳果糖口服液治疗,值得临床推广应用。     

Applying Geography Course Projects to Issues in City Resilience and Global Connectivity

Globalization would appear to be a subject that easily could be addressed in geography classrooms, yet this is not always the case. In terms of pedagogy, many geographers are concerned whether the field has been adequately engaging various components of this topic (e.g., connectivity, core-periphery), especially in terms of making the subject matter relevant to students. This article presents the results of a recent course project situated at the intersection of city-level resilience to hazards and connectivity with the global economy, utilizing SWOT analysis. The student projects demonstrated that this comparatively simple analytical tool was a useful means for exploring and integrating key topics in globalization and urban-economic geography, while also facilitating a problem-based learning environment.     

Computer Science and Programming Courses in Geography Departments in the United States

Geographic information systems (GIS) are fundamental information technologies. The capabilities and applications of GIS continue to rapidly expand, requiring practitioners to have new skills and competencies, especially in computer science. There is little research, however, about how best to prepare the next generation of GIScientists with adequate computer science skills. This article explores how U.S. geography departments are introducing and developing computer science and programming skills in their geography and GIS degree programs. We review the degree requirements in fifty-five geography departments and discover that forty-four of them offer some kind of GIS programming course. Of the 210 separate degree options identified, however, only 22 require one of these courses for a degree. There is little consistency or emphasis on computer science and programming skills in geography or GIS degrees, despite the immense importance of these components in geography and GIS careers. We propose future research along distinct investigative tracks to build a research-based understanding of the educational interactions among GIS, computer science, programming, and geography.     

Preparing Geographers for Interdisciplinary Research: Graduate Training at the Interface of the Natural and Social Sciences

Recent debates about the state of geography raise valuable questions about how the discipline can and should change in response to shifting institutional realities. Focusing on the breadth and interdisciplinarity of geography, these discussions often overlook the role of pedagogy—particularly graduate training—in adapting the discipline to new institutional landscapes. Drawing on experiences as current and recent geography doctoral students, we identify institutional seedlings of opportunity that can be cultivated toward a spectrum of alternative doctoral training models. These alternatives offer significant opportunities to better prepare early-career geographers for success and to solidify geography's position as a leader in interdisciplinary research.     

Should Geography Educators Adopt Electronic Textbooks?

Significant changes in textbook publishing are at college instructors' door. Textbook representatives are directed to mesmerize potential clients with eye-catching displays and statements about digital literacy of the next generation of college students. Based on a one-year pilot study, in 2014–2015, of an electronic textbook, this commentary shares real experiences with the digital tools, contextualizes the shift in textbook publishing and research on student outcomes, and provides insight in navigating through the Brave New World of digital texts and adaptive learning tools.     

大连市初中教育消费者的社会空间结构研究

基于消费者差异的特色均等化是义务教育未来发展的重要指向。运用因子生态分析法对大连市域范围内189所初级中学学生的问卷调查数据进行分析,提取出5个主因子并划分为5类初中教育消费者,得出大连市初中教育消费者在空间上呈现出职业的城乡分化、受教育水平的南北差异等多重分异特征。然后采用聚类分析方法和集中度指数将所研究的初中教育消费者所在学校划分为4类,即高学历高收入家庭子女学校、城市中上收入家庭子女学校、农民及外出务工人员子女学校和工人及办事人员子女学校。最后根据不同类型初中教育消费者所在学校空间上的分布特征,归纳出大连市初中教育消费者社会空间结构的圈层分布特征。     

Combining Geography,Math, and Science to Teach Climate Change and Sea Level Rise

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks. They were given a pretest and posttest comprised of questions measuring knowledge relevant to the lesson in terms of geography, math, science, and spatial skills. Paired-samples t-tests were conducted to determine significant differences in student performance. These t-tests indicate statistically significant improvements in all but one instance across all subjects, at all schools for both boys and girls. No statistically significant results were observed for a control group of an additional twenty-seven fifth graders. These results demonstrate the value of combining geography with math and science to improve student performance in STEM knowledge.     

Closing the “Hole in the Sky”: The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions

This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to closely monitor how children learn through refutation-oriented approach and to document how teachers process the experience. A pretest and post-test comparison showed that there was significant improvement in the students' climate change conceptual understanding following the intervention.     

Exploring Chile: Identities and Their Relation with the Environment through the Film Football Stories

Cinema can be considered a useful tool for understanding different geographic concepts, showing physical and human factors and the interactions between them. Andres Wood's film Football Stories explores the Chilean territory allowing the observation of the differences between the north and south of the country. Geographic components such as landscapes, architectures, the impact of anthropogenic activities, social inequalities, ways of life, and city and countryside differences are analyzed, as well as the importance of location, the spatial environment, and cinematic narration. The study of geography through films could contribute to understanding of our world and to spatial knowledge.     

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were negatively correlated with familiarity, but were positively correlated with area. More significantly, well-known countries did not act as central nodes within network-based mental models, but served a more complex mediating role in structuring the space between subregions.