2014年澳网女单冠军李娜技战术特征分析     

李晓峰  莫裕醒  郭永波 《广州体育学院学报》2015,35(3):78-81

2014年澳大利亚网球公开赛李娜获得冠军,在竞技过程中表现出一流的技术水平。运用文献资料、比赛观察、数理统计等方法对李娜7场比赛的技战术特征进行分析,研究结果表明:李娜发球技术稳定,发球得分率较高;发球战术效果明显,特别是二发得分率远远高于对手。接发球技战术使用合理,回球角度大、落点深,接发球得分率比手高。李娜在对攻阶段的正反手击球带有极强的攻击性,是打出制胜球的有力武器,也是获得破发机会和完成破发的有力保证但伴随非受迫性失误也高。上网次数比对手多,且网前成功率和得分高,说明了李娜网前把握能力强,同时也表明了李娜竞技过程中技战术变化多样、技术全面,逐渐往综合型打法过度。李娜在比赛中充分展示出了顽强的意志及稳定的心理素质,同时表现出了高超的战术智能水平。  相似文献   

辽宁省高职高专院校体育教学资源的开发与应用研究     

伞洪光 《广州体育学院学报》2015,(2):123-128

高职高专院校是我国现代教育关注的焦点,如何促进辽宁省高职高专院校体育教学资源的开发,保证其为学生专业发展服务是一个值得研究的内容。通过文献资料法、问卷调查法、个案研究法等,说明了当前高职院校体育教学资源开发的必要性,论述了辽宁省高职高专院校体育教学资源开发特点,比如人力资源开发突出了教师主导地位,相对弱化了学生主体地位,竞技性项目比重大,健身项目比重小等。依据辽宁省高职高专体育教学资源特点提出了促进其开发的倾向,为提高辽宁省高职高专体育教学质量服务专业发展提供参考。  相似文献   

Climbing Beyond the Summits: Social and Global Aspects of Women's Expeditions in the Himalayas     

Martina Gugglberger 《国际体育史杂志》2015,32(4):597-613

This article investigates the conditions and circumstances that led to the emergence of Nepalese women's mountaineering. It draws a comparison and shows parallels with the development of Western female mountaineering. The special focus here is on so-called ‘women's expeditions’ in the Himalayas. In the last 20 years, these expeditions have played an important role for Nepalese women in gaining access to high-altitude climbing. An overview of the historical developments from the 1950s to the present illustrates the transnational and global involvement of high-altitude mountaineering in Nepal, as well as the impact of political and social programmes to foster gender equality and diversity.  相似文献   

Fixing Yesterday’s Solutions: Data Cleanup in Serials Solutions 360 Core     

Christine McEvilly 《期刊图书馆员》2019,75(1-4):51-68

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Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe     

Israel Mbekezeli Dabengwa  Jaya Raju  Thomas Matingwina 《The Journal of Academic Librarianship》2019,45(4):343-357

This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.  相似文献   

Neoliberalism,global poverty policy and early childhood education and care: a critique of local uptake in England     

Donald Simpson  Eunice Lumsden  Rory McDowall Clark 《Early Years: An International Journal of Research and Development》2015,35(1):96-109

The global rise of a neoliberal ‘new politics of parenting’ discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners’ practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically.  相似文献   

Development of students’ conceptual thinking by means of video analysis and interactive simulations at technical universities     

Peter Hockicko  L′uboš Krišt′ák  Miroslav Němec 《European Journal of Engineering Education》2015,40(2):145-166

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos – physical problems – by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET?) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.  相似文献   

Educating child practitioners: a (re)turn to the university disciplines     

Joan Forbes  Elspeth McCartney 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):144-159

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.  相似文献   

‘Not everything that the bourgeois world created is bad’: aesthetics and politics in women workers' education     

Maria Tamboukou 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):424-436

In this paper, I look into the papers of Fannia Cohn, an immigrant labour organizer, who served the Education Department of the International Ladies' Garment Workers' Union (ILGWU) between 1918 and 1962 and became one of its few women vice-presidents. As an internationally recognized figure in the history of workers' education, Cohn left a rich body of labour literature, wherein art is central in the ways she conceptualized, designed and organized women workers' educational programmes and curricula, as well as cultural activities for more than 50 years. For Cohn, however, art and politics were tightly interwoven in what I have called the artpolitics assemblage of women garment workers' life and work. It is entanglements between ethics, aesthetics and politics, considered in the light of the Rancièrian notion of ‘the distribution of the sensible’, that I discuss in this paper.  相似文献   

Children's rights,school exclusion and alternative educational provision     

Gillean McCluskey  Sheila Riddell  Elisabet Weedon 《International Journal of Inclusive Education》2015,19(6):595-607

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young people's experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of children's rights. This analysis suggests that young people's experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that children's rights are placed at the heart of educational experience in practice as well as policy.  相似文献