民俗体育赛事与旅游休闲业发展的研究——以杭州市西溪湿地龙舟赛为例     

程立  曹秀珍 《浙江体育科学》2011,33(3)

在文献研究的基础上,通过对杭州市西溪湿地龙舟赛的个案进行分析研究,探讨民俗体育赛事对旅游休闲业的影响与作用,研究表明民俗体育赛事对丰富旅游文化内涵,增加旅游收益,提升旅游景区的知名度,塑造旅游品牌和促进旅游休闲业的发展都具有重要的作用和意义,并对西溪龙舟赛事旅游的发展提出了一些建议.  相似文献   

体育游戏在中学中长跑训练中的运用     

羊林关 《搏击·武术科学》2011,(2):57-58

中学生中长跑训练是中学体育教学基础训练的开始阶段,对他们今后的运动水平发展有着重要的影响。文章主要运用文献资料研究法,对体育游戏在中学中长跑中的运用情况进行研究,旨在为中学中长跑的研究提供理论支撑。  相似文献   

基于门口检测策略的灭火机器人的设计     

周兆匡  任胜兵 《中国科技信息》2011,(12):122-123

依据机器人灭火比赛规则,本文设计基于门口检测策略的灭火机器人,在已有机器人的基础上对各种传感器进行科学布局,实现火源门口检测功能。主要实现了避障、寻火、灭火和回家四个模块。实验表明本文的灭火策略的灭火时间大大缩短。  相似文献   

Using the Elaboration Likelihood Model to Explain to Whom “#Black Lives Matter” … And to Whom it Does Not     

Lanier Frush Holt 《Journalism Practice》2018,12(2):146-161

Officer-involved shootings have become an unfortunate regular part of news coverage. After such events, the media often select expert sources to explain the news to the public. Social media has changed this media–source dynamic. Today, laypeople—often African Americans—can go online and provide information that counters the media’s narrative. This analysis examines the effect people’s perception of sources has on their opinion of the Black Lives Matter Movement (#BLM). It also tests what other factors shape audiences’ beliefs about this issue. It finds that people who oppose #BLM have a strong orientation toward social dominance, are less likely to view America as the land of opportunity, and have ideas akin to those of modern racists, in that they oppose Affirmative Action and other race-based programs. This analysis also proposes a change to the Elaboration Likelihood Model, which serves as its theoretical basis. On racially charged issues, the personal relevance of an issue does not appear to matter; people will evaluate such topics via central processing.  相似文献   

Exploring supplementary education: margins,theories and methods     

Kevin Myers  Ian Grosvenor 《History of education》2013,42(4):501-520

Existing knowledge of supplementary education, that is education organised and run by political, faith or ethnic groups outside of formal schooling, is patchy. This article is an exploration of the histories of supplementary education in the twentieth century. It is organised into three sections. The article begins by reviewing some existing literature and argues that supplementary education has been a topic of marginal concern for social historians, sociologists and historians of education. This marginal status has often been reflected in the way in which a dominant account of the history of supplementary education has entered the research literature despite a rather selective evidential base. The second section of the article deploys an expansive definition of education, and presents some new historical evidence concerning African Caribbean and Irish supplementary education. A final arguments section reflects on the significance of supplementary education and suggests some topics for a future research agenda.  相似文献   

Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth     

Ami Flowers Staples  Ti’Era Worsley  Gary T. Green  John P. Carroll 《The Journal of environmental education》2013,44(3):208-222

ABSTRACT

This study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6–12 (n?=?285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children’s eco-awareness and environmental knowledge. However, effects of the art-based EE were comparable to those observed for a conventional EE summer camp. Interactions between the treatment and demographic variables (e.g., gender, age, race/ethnicity) were minimal, suggesting that both types of EE programing worked well for different groups of youth. Results highlight the potential value of art in EE research and practice.  相似文献   

On truth,voice, and qualitative research     

Nelly P. Stromquist 《International journal of qualitative studies in education》2013,26(2):139-152

If a testimonial is questioned for its presumed inaccuracies, then the contesting work of such testimonial must meet the criteria of impartiality, reliability, and validity for the counter-data it presents. This article probes Stoll's response to Menchu's work in terms of the quality of data it offers and the arguments it weaves through the analysis. His work is found to provide weak use of alternative interview and documentary sources, to engage in selective use of evidence, and to leave out important contextual aspects of life in civil-war and contemporary Guatemala. Hence, it is asserted that Stoll's book, far from constituting an attempt to carefully reconstruct the experience and trajectory of Menchu in unprejudiced terms, affords him the opportunity to diminish the importance and rightfulness of revolutionary action in Guatemala and the role of individuals in building a collective memory.  相似文献   

Enact,discard, and transform: a critical race feminist perspective on professional socialization among tenured Black female faculty     

Venice Thandi Sulé 《International journal of qualitative studies in education》2013,26(4):432-453

Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants’ socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed.  相似文献   

On the utility of Asian critical (AsianCrit) theory in the field of education     

Jon S. Iftikar  Samuel D. Museus 《International journal of qualitative studies in education》2013,26(10):935-949

Abstract

Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education.  相似文献   

Speaking of race and ethnic identities: exploring multicultural curricula   总被引：1，自引：1，他引：0  

Ruth Eileen Arber 《课程研究杂志》2013,45(6):633-652

New demographic patterns as well as new communication and information technologies and administrative and marketing practices have irrevocably altered schools in Australia's large cities. This study examines the ways that teachers and parents in one urban school speak about race and ethnicity in the midst of these changes. Beneath the ironic relationship between difference and sameness which underpins multicultural debate are different understandings that determine ways some belong and some do not belong within the school community. This paradoxical relationship persists, despite increasingly post‐modern definitions of identity that underpin the field of this debate. I conclude that the examination of multicultural curricula must include the normalized ways of knowing and ‘being’ identity, which underpin conversations about race and identity.  相似文献