专题:港澳图书馆学术专题(二)[程焕文编委组织]-香港文化研究资料与广东文献-香港中文大学图书馆馆藏之香港古典诗文资料介绍     

邹颖文 《图书情报工作》2003,47(11):1-9

<正> 粤港关系密切,文化同源。自辛亥革命起,广东人口大量迁移香港,当中不乏前清翰林、前国民政府之军政要员及书香世代之硕学鸿儒。他们到港或开坛讲学、作育英才,或结社唱酬、谈文说艺,或搜集文献、钻研学问,莫不以倡教化、开民智、兴艺文为志业,于香港留下大量宝贵的文化遗产。  相似文献   

关于"体育经纪人"的几点思考   总被引：1，自引：0，他引：1  

鄢润国  徐曼 《武汉体育学院学报》2004,38(2):10-12

从体育理论界存在的问题出发，对体育经纪人及其与合同法、网络营销的关系进行了研究，在此基础上提出了相关建议。  相似文献   

骨密度的测定方法及影响因素   总被引：5，自引：0，他引：5  

李旭鸿  侯曼  仰红慧 《天津体育学院学报》2005,20(3):62-65

介绍骨密度测量的常用方法,并系统划分影响骨密度的因素。判断骨密度与年龄的关系,为青少年的年龄推断提供依据,得出骨密度随着年龄的增长而出现与年龄相关的骨质量减少。根据测量青少年的骨密度来解释为什么男孩在青春期后期比女孩发育得快;特别对女性进行调查发现,体重与瘦组织和脂肪组织在男女各个部位的骨密度都有一定的相关性;体育锻炼对其骨质量峰值期和衰老下降期的影响及运动负荷与骨质量的关系,发现女性在绝经后期骨质量快速下降。老年退行性骨质量丢失和绝经后骨质量丢失的综合效应以及峰值骨质量低于男性的特点,使得老年妇女骨质疏松发生的危险性高于任何人,雌激素水平低下是长期的剧烈运动训练引起骨密度偏低的主要原因。  相似文献   

Call for Papers     

Patricia Dewey  Laura Young 《Journal of Cultural Economics》2005,29(1):79-79

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Faculty computer workshops: a faculty becoming computer literate     

M Young 《American annals of the deaf》1985,130(5):347-353

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South Korean Perspective on Learning Disabilities     

Dae Young Jung 《Learning disabilities research & practice》2007,22(3):183-188

In the context of the educational system and the nature of special education in South Korea, I describe policy, practice, and research about children with learning disabilities (LD). Recently, the study of LD has attracted professionals from multiple disciplines including general and special education, medicine, psychology, and social work. In Korea, the field of LD has developed rapidly over a brief period, but there are many problems to be solved in the near future. In particular, the field of LD in Korea lacks: (a) consensus about a conceptual definition, (b) a clear set of criteria for identifying students with LD, (c) lack of assessment instruments for identifying LD, and (d) general low understanding or misunderstanding of students with LD among teachers and parents.  相似文献   

Collaboration between 3- and 4-year-olds in self-initiated play on instruments     

Susan Young 《International Journal of Educational Research》2008,47(1):3-10

This article reports on a study of collaborative music-making on instruments among 3- and 4-year-old children. An area equipped with musical instruments was provided as a free-choice play option in an early childhood setting and a fixed camera recorded the children's play continuously during a number of visits. From the total 17 h of data five episodes of paired play were selected. Through a process of comparison across these episodes, it was established that children were coordinating their play through a repertoire of communicative and expressive behaviours. One episode of paired play considered to be representative was micro-analysed in detail.  相似文献   

Understanding,embracing and reflecting upon the messiness of doctoral fieldwork     

Arif Naveed  Nozomi Sakata  Anthoula Kefallinou  Sara Young  Kusha Anand 《Compare》2017,47(5):773-792

This Forum issue discusses the centrality of the fieldwork in doctoral research. The inevitability of researchers’ influence and of their values apparent during and after their fieldwork calls for a high degree of reflexivity. Since the standard methodology textbooks do not sufficiently guide on addressing such challenges, doctoral researchers go through stressful phases, at times revising various decisions they made before starting fieldwork. By drawing upon four case studies from varied contexts, this forum highlights some of these challenges including: going beyond signing the consent form and building rapport to elicit student voices; the ethical implications of White privilege of researchers turning consent into an obligatory contract with participants; unanticipated delays in the fieldwork opening up new possibilities; and tensions resulting from negotiating between insider and outsider identities while researching in two hostile contexts.  相似文献   

A collaborative autoethnography study to inform the teaching of reflective practice in STEM     

Rachael Hains-Wesson  Karen Young 《高等教育研究与发展》2017,36(2):297-310

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.  相似文献   

Opinion Versus Knowledge: The Influence of Testimony Format on Children’s Judgments in Morally Relevant Contexts     

Jee Young Noh  Laura Marie Elenbaas  Kyung Ja Park  Young Sun Chung  Melanie Killen 《Early education and development》2017,28(2):240-254

Research Findings: To test children’s use of testimony of others, 3 – 9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing opinion-based testimony from an adult authority versus a peer consensus group and (b) knowledge-based testimony (eyewitness testimony) that was counter to the participants’ initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children’s initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher–student discourse in the classroom.  相似文献