Modern Weightlifting and Emerging Communities of Malayan and Singaporean Weightlifters during Pre-Second World War and Post-War British Colonial Rule, 1900s–1959: Competing in the Asian Games,Empire and Commonwealth Games,and Olympic Games     

Peng Han Lim 《国际体育史杂志》2013,30(4-5):407-429

British Malaya consisted the Straits Settlements (Penang, Malacca, and Singapore), Federated Malay States (Perak, Selangor, Negri Sembilan, and Pahang), and the Unfederated Malay States (Perlis, Kedah, Kelantan, Trengganu, and Johore). This study attempts to document the development of weightlifting into two periods. During the first period of the early twentiethcentury the wealthy Straits Chinese community promoted weightlifting in the Penisula. As the Malayan economy grew and produced a working class population, the other Chinese and Malay communities set up clubs to practice weightlifting. The Singapore Amateur Weight Lifting Federation (SAWLF) was founded in 1934 to organize competitions according to the British Amateur Weight Lifting Association (BAWLA) regulations. In 1936 a Chinese weightlifter represented China at the 1936 Olympic Games. The second period occurred after the Japanese occupation (1942–1945). Singapore was separated from the rest of British Malaya in 1946. The Singapore Olympic and Sports Council (SOSC) was established in 1947. The Federation of Malaya Olympic Council was founded in 1953 and Malayan Amateur Weight Lifting Federation (MAWLF) in 1955. The Malayan and Singapore weightlifters competed separately at the Asian Games, Empire and Commonwealth Games, and the Olympic Games. Later, Malaya and Singapore became independent states in 1957 and 1959.  相似文献   

Educational Practice in Leadership Mentoring: The Singapore Experience     

Lim Lee Hean 《Educational Research for Policy and Practice》2003,2(3):215-221

Findings of a study on the practice of school management learned through mentoring reveal that leading surfaced prominently as the prime aspect of what could be learned through formal mentoring and could be put into practice on the job. These principals, who have the opportunity to learn through mentoring, suggest their learning and practice of leading primarily through relating with people. The three features involved are: leading through relating with people actively, promoting trust in relating with people, and serving as worthy models in their dedication to service. As such, the learning of leading through formal mentoring could be of significance in the professional development of aspiring principals. It highlights a known practice of leading, learned through leadership mentoring, for an unknown future. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

The Relative Interdependency of Colloquial and Mathematical Discourses Regarding the Notion and Calculations of Limit: an Evidence-Based Cross-Cultural Study     

Dong-Joong Kim  Woong Lim 《International Journal of Science and Mathematics Education》2018,16(8):1561-1579

This study compares English- and Korean-speaking university students’ colloquial and mathematical discourses on the notion and practice of limit. There exists a lexical discontinuity in Korean with the word limit, since the mathematical word for limit is not commonly used as a colloquial word in Korean, unlike its use in English. This study discusses similarities and differences with regard to ways students in each country use the word limit in colloquial contexts and in mathematical tasks. Data include surveys and interviews, and participants’ discourses, which were analyzed using Sfard’s (2008) discursive framework. Findings indicate that the mathematical discourse of the Korean speakers was structural (i.e. formal or mathematical) and the one for the English speakers was processual. Further, the differences between the US and Korean participants’ use of limit in everyday and mathematical discourses informed the language-dependent properties of school mathematics discourses in terms of word use, routines, endorsed narratives, and visual mediators. This study discusses different discursive needs—linguistically and culturally—to support meaningful mathematical discourses.  相似文献   

Predicting successful completion using student delay indicators in undergraduate self-paced online courses     

Janine M. Lim 《Distance Education》2016,37(3):317-332

Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and retention. This article examines three measures of delay in undergraduate online self-paced courses: the days between registration date and first date of assignment submission (Days to Start), the average days between assignment submissions (Days between Assignments), and total days between registration and completion (Days to Complete). The average length of time between assignment submissions was found to be most useful to predict final letter grade and withdrawal. Students’ consistency and regular work on a self-paced class may be the best strategy for success. Institutions offering self-paced courses should implement strategies to teach students self-regulating behaviors.  相似文献   

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi     

Zoe Lim  C. Anderson  S. McGrath 《International Journal of Educational Development》2012

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills development should indeed be insulated from such scepticism, this paper examines one strategy adopted by the health professions. Called ‘task shifting’, this strategy involves re-delegating professional tasks to nonprofessional cadres according to a skills-based toolkit. Challenging the context-free approach to using this toolkit, this paper presents ethnographic evidence derived from a case study of pharmacy workforce issues in Malawi. It was found that task shifting was inhibited by a perception barrier about the moral and intellectual superiority of the pharmacists. Pharmacy technicians were judged to be unfit for a professional task because of a perceived lack of professional status, power and ethics. On tracing the origin of the inherent professional prowess assigned to the pharmacists, it was found that professionalism was an ideology borrowed from external sources, inter alia, colonial legacies and global health governance. This study exposes our hidden assumption about an axiomatic transferability of Anglo-American skills development models to a postcolonial, aid-dependent context. This paper therefore suggests redefining this toolkit by bridging health research into dialogue with non-health disciplinary concerns such as postcolonialism and aid-dependence. In conclusion, it argues that professional skills development is context-laden; and in need of a human-centred approach that involves true indigenous participation–challenges not unlike those faced by the vocational skills discourse.  相似文献   

Spatial pedagogy: mapping meanings in the use of classroom space     

F.V. Lim  K.L. O’Halloran  A. Podlasov 《Cambridge Journal of Education》2012,42(2):235-251

The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles.  相似文献   

International students’ use of social network services in the new culture: a case study with Korean youths in the United States     

Keol Lim  Ellen B. Meier 《Asia Pacific Education Review》2012,13(1):113-120

In the United States, international students, especially from Asia, have reportedly experienced difficulty adjusting to their new life and culture. Little research has been done to understand the role of social network service (SNS)s, including instant messaging, blogs, chatting websites, and email on these students. Korean students are the largest international student group in the United States and were selected for the qualitative case study. Results showed that the participants used SNSs in various ways for their emotional well-being and for academic purposes.  相似文献   

Factors affecting the adoption of social network sites: examining four adopter categories of Singapore's working adults     

Trisha T.C. Lin  Vicki C.H. Chiu  Wendy Lim 《亚洲交流杂志》2013,23(3):221-242

Adapted from Chang et al.'s (2006) models, this study examines factors that influence adoption and non-adoption of social network sites (SNS) in adopters (Continuers, Discontinuers) and non-adopters (Potentials, Resistors). Chi-square and t-test were used to analyze the survey data of Singapore's working adults and Internet users (N =222). The findings reveal innovation characteristics (relative advantage, compatibility, complexity) and perceived popularity differ significantly in three pairs of adopter categories. Results show Continuers and Potentials are concerned more about image than Discontinuers and Resistors, while technology cluster differs between adopter vs. non-adopter and Continuers vs. Discontinuers. Moreover, the study suggests younger people tend to adopt SNSs, females continue to use SNSs more, and potential SNS users are more innovative. Lastly, a regression model to forecast the adoption of SNSs is proposed in which age, compatibility, technology cluster, and perceived popularity are predictors.  相似文献   

Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students     

Min Liu  Jina Kang  Mengwen Cao  Mihyun Lim  Yujung Ko  Ryan Myers 《The American journal of distance education》2013,27(3):147-159

This study examined participants’ learning experiences in the context of a six-week massive open online course (MOOC) in journalism with five thousand students from 137 countries. Three research questions were asked: (1) Who are the students and why are they enrolled in this MOOC?, (2) How much time have the students spent in taking this MOOC and have they completed all the assignments?, and, (3) What have they learned and what aspects of this MOOC do the students find most helpful? Four hundred and nine students responded to a survey and forty-four responded to interview questions. The main findings showed 84% of the participants were working professionals and only 28.9% were from a journalism background. Of those who did not complete the course, lack of time was the top reason. Most participants reported a positive learning experience, but lack of feedback and/or poor quality were reported as negative experiences. The discussion forum was the least liked aspect of the course.  相似文献   

Collaborative handheld gaming in education     

Kenneth Y. T. Lim  Jason Y. Z. Wang 《Educational Media International》2013,50(4):351-359

This project describes the trialling of a new form of cooperative learning strategy, in the form of a game known as EcoRangers. EcoRangers is a multi‐player game designed to run on mobile phones, written specifically for education. EcoRangers is one of the first, if not the world's first, instances of this totally new genre of pedagogical tools (i.e. collaborative handheld educational games). In its current iteration EcoRangers is designed to help students practise skills of relevance to the social studies syllabus for Grades 9 and 10 in Singapore's education system, specifically through the pedagogical strategy known as the ‘structured academic controversy’, in which learners debate an open‐ended problem from a variety of perspectives. The trialling was done in three secondary schools, among 50 Grade 9 students. These students were taken through two distinct fieldwork tasks in March–July 2004, with the game being introduced as part of a post‐fieldwork activity.

Jeux collaboratifs sur portables en éducation

Ce projet décrit l'expérimentation d'une nouvelle forme de stratégie d'apprentissage coopératif sous la forme d'un jeu connu sous le nom d'EcoRangers.EcoRangers se joue à plusieurs.Il a été conçu pour fonctionner sur les téléphones portables et composé spécialement pour L'éducation. EcoRangers est un des premiers sinon le premier exemple au monde de cette catégorie d'outils pédagogiques (celle des jeux éducatifs collaboratifs portables) totalement nouvelle. Sous sa forme actuelle EcoRangers a été conçu pour aider les élèves à pratiquer des savoir faire correspondant au cursus de sciences sociales pour les classes 9 et 10 du système Singapourien(13‐14 ans) et plus particulièrement la stratégie connue sous le nom de « controverse académique structurée » au cours de laquelle les apprenants débatent d'un problème ouvert en partant de perspectives différentes.L'expérience a été menée dans trois écoles secondaires avec 50 élèves de 9^e.Ces élèves ont participé à deux tâches « de terrain » distinctes entre mars et juillet 2004,le jeu étant présenté comme faisant partie d'une activité « d'après‐terrain ».

Gemeinschafliches Spielen auf Handhelds oder Handys als Unterricht

Das Projekt beschreibt den Versuch, eine neue Art von Gruppenlernen zu testen, die auf ein Spiel zurück greift, das EcoRangers genannt wird. Dies ist ein Spiel für mehrere Spieler, das auf Handys abläuft und ein Lernspiel ist. EcoRangers ist eines der ersten, wenn nicht sogar das erste Spiel in der Welt, dieser Art. In seiner gegenwärtigen Fassung hilft EcoRangers den Schuelern, Fertigkeiten im Bereich der Social Studies (Gemeinschaftskunde) einzuueben (Lehrplan für Stufe 9 und 10 in Singapur), insbesondere dadurch, dass die Strategie der ‘strukturierten, akademischen Diskussion’ angewendet wird, bei der die Schueler ein offenes Problem aus sehr unterschiedlichen Perspektiven besprechen. Der Versuch wurde in drei Schulen (Sek.II) durchgeführt, wobei 50 Schueler aus Stufe 9 waren. Diese wurden im Rahmen eines Aufenthalts im Gelaende (Maerz–Juli 2004) mit dem Spiel konfrontiert, das als eine Tätigkeit nach dem Arbeiten im Gelände eingefuehrt wurde.  相似文献