特质情绪智力对大学生射箭后即刻心率变异性的影响     

闫笑  王霆 《体育科技文献通报》2020,(4):34-35,61

本研究旨在探讨特质情绪智力与大学生射箭后即刻心率变异性(HRV)恢复反应的关联性。样本包括34名年龄在18至22岁之间的射箭初学者。第一,这些受试者要完成特质情绪智力量表。第二,他们在四分钟内从18米处向直径为80cm的靶子射出10支箭。第三,在4分钟的恢复期内测量受试者的心率变异性恢复的反应。在本研究中,心率变异性指标采用低频(LF)、高频(HF)和LF/HF比值。结果表明,情绪智力和心率变异性恢复反应之间有显著关系。包含情绪智力子维度的回归模型能够解释HRV频域参数的显著差异。此外,高情绪智力大学生的低频和高频功率高于低情绪智力的大学生,但LF/HF数值低于低情绪智力射箭运动员。综上所述,本研究观察到的结果表明,在严格的射箭训练之后,情绪智力可能会产生更多适应性的HRV恢复反应。  相似文献   

The Metamorphosis of Industrial Designers from Novices to Experts     

Ju‐Joan Wong  Po‐Yu Chen  Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.  相似文献   

A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones          下载免费PDF全文

Yi‐Lin Chen 《Journal of Philosophy of Education》2015,49(3):399-417

Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the great intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. This new notion works together with the traditional Aristotelian account to provide a full account of how to effectively undertake the age‐old educational business of the inculcation of virtues.  相似文献   

Community College Counseling: Why Are Research Outcomes So Elusive?          下载免费PDF全文

Alan M. Schwitzer  Shana Pribesh  Amanda Ellis‐O'Quinn  Patricia B. Huber  Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.  相似文献   

Assessing the special education professional development needs of northern Malawian schoolteachers     

Elizabeth Hughes  Morgan Chitiyo  Ambumulire Itimu‐Phiri  Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.  相似文献   

What Lies between the Religious and the Secular?: Education beyond the Human     

Yong‐Seok Seo 《Journal of Philosophy of Education》2014,48(1):86-99

The current age is characterised by many as secular, and a source of such a characterisation can be found in the Nietzschean claim that thoughts about there being some ultimate reality have to be jettisoned, and human existence and the world need to be embraced as they are. That claim is renewed by some secular thinkers who insist that education has to be reconceived in ways congenial to the new age. It is argued that central to their logic is the dichotomy between the religious and the secular or the otherworldly and the earthly, and that this dichotomy is simplistic as well as problematic. As an alternative to the ‘two worlds’ view, the ‘two aspects’ view is suggested, with an interpretation of reality that the noumenon––the non‐human––has to be taken in the negative sense. Against secularising the domain of education, it is indicated that there still remains a place for education to occupy between the two poles of religiousness and secularity.  相似文献   

Higher Education as a Platform for Cross‐Cultural Transition: the Case of the First Educated Bedouin Women in Israel     

Sarab Aburabia‐Queder 《Higher Education Quarterly》2011,65(2):186-205

This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant.  相似文献   

青少年体质健康研究:概念、评价与干预促进     

李改  夏天  廖婷  霍翩 《湖北体育科技》2017,36(7)

青少年体质健康问题一直备受关注与重视,破解青少年体质发展瓶颈的关键在于对现存症结的准确把握与详实分析。通过客观分析国内外青少年体质概念的内涵、深入剖析青少年体质健康测试状况,归纳比较各类体育干预促进方法的科学性与可行性,提出:吸收整合国内外运动与健康指导的宝贵经验,研制科学有效、切实可行的青少年体育运动指导方案,是解决我国青少年体质健康发展瓶颈的关键策略;重点开发强壮青少年骨骼与肌肉的运动指导方案是全面提高我国青少年身体素质的主要途径。  相似文献   

安徽动漫衍生品的地域性色彩表达     

徐婷 《池州学院学报》2020,(1):107-110

不同的地域差异呈现出不同的文化生态,地域文化所具有的独特性将是动漫衍生品在同行业竞争中的优势.本文从整个安徽文化的脉络思考出发,着重深挖提炼安徽传统民间文化中典型的视觉元素,为开发具有安徽地域文化特色、富有创新意识的衍生产品提出思路,使安徽动漫衍生品的开发步入良性循环的发展格局.  相似文献   

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England     

Meanu Bajwa‐Patel  Cristina Devecchi 《Support for Learning》2014,29(2):117-135

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’.  相似文献