Online social viewing: Cross-cultural adoption and uses of bullet-screen videos     

Anan Wan  Leigh Moscowitz  Linwan Wu 《Journal of International and Intercultural Communication》2020,13(3):197-215

ABSTRACT

Bullet-screen technology, an innovative way of interacting with online videos, allows viewers to contribute comments that simultaneously appear over videos. Popular in East Asia, the technology is making its way to American audiences. This study employed a comparative qualitative focus group approach to explore how American and Chinese viewers responded to and interacted with this new format of online videos. Three themes emerge from this investigation: (1) the unique affordances of this technology; (2) barriers to adoption and usage; and (3) cultural differences that impact the user experience. The theoretical and practical implications for bullet-screen technologies are discussed.  相似文献   

高职院校课程思政教学改革路径探析     

凌双英 《安徽职业技术学院学报》2020,(1):9-11

全国高校思想政治工作会议和全国教育大会的相继召开,进一步推动了高校思想政治教育改革,高职院校也正在从思政课程走向课程思政,促进社会主义核心价值观教育贯穿于全员、全课程、全过程。高职院校开展课程思政教学改革的有效路径是建立课程思政教育体系,加强师资队伍建设,创新教学方法与手段,增强课程思政教学评价。  相似文献   

挑战、困境与化解:数字环境下我国图书馆合理使用条款及其适用的再探讨     

王果  张立彬 《图书情报工作》2019,63(10):5-11

[目的/意义] 合理使用是维持著作权人个人利益与社会公共利益平衡的重要机制之一，对承担公共文化服务功能的图书馆尤为重要，但实践中图书馆的合理使用条款并未充分发挥利益平衡的作用，有必要对其存在问题及形成原因进行深入分析。[方法/过程] 通过与域外立法相比较，以及司法实践中的案例分析，可看出我国图书馆合理使用的主要问题在于现行法律规定滞后、规则不明晰，导致合理使用适用范围狭窄，还同时受到许可协议、技术措施的挤压。[结果/结论] 为化解图书馆合理使用条款的适用困境，可从增加原则性规定、明确其法律属性为强制性规定、扩大有关条款的适用范围等方面来完善立法。图书馆自身也应加强知识产权管理、提高知识产权素养，严格遵照法律规定以消除侵权隐患。  相似文献   

Reference power values for the jump squat exercise in elite athletes: A multicenter study     

Pedro L. Valenzuela  Michael McGuigan  Guillermo Sánchez-Martínez  Elaia Torrontegi  Javier Vázquez-Carrión  Zigor Montalvo 《Journal of sports sciences》2020,38(19):2273-2278

ABSTRACT

The present study aimed to provide reference values for lower-limb muscle power assessed during the incremental jump squat (JS) test in elite athletes (i.e., professional athletes competing at international level). We pooled data from all JS tests performed by elite athletes of different sports in two high-performance centres between 2015 and 2019, and computed reference values (i.e., terciles) for mean power (MP), mean propulsive power (MPP), and peak power (PP). Reference values were obtained from 684 elite athletes (458 male and 226 female) of 16 different sports (boxing, judo, karate, fencing, taekwondo, wrestling, basketball, soccer, futsal, handball, rugby union, badminton, tennis, long distance running, triathlon, and sprinting). Significant differences (p < 0.001) were found between male and female athletes for MP (7.47 ± 1.93 and 6.15 ± 1.68 W·Kg^?1, respectively), MPP (10.50 ± 2.75 and 8.63 ± 2.43 W·Kg^?1), and PP (23.64 ± 6.12 and 19.35 ± 5.49 W·Kg^?1). However, the velocity at which these power measures was attained seemed to be independent of sex (~0.95, 1.00 and 2.00 m·s^?1 for mean, mean propulsive, and peak velocity, respectively) and homogeneous across different sport disciplines (coefficient of variation <10%). These data can be used to classify athletes’ power capabilities, and the optimum velocity ranges provided here could be useful for training purposes.  相似文献   

Sustaining What is Valuable: Contours of an Educational Language About Values     

LOVISA BERGDAHL  ELISABET LANGMANN 《Journal of Philosophy of Education》2020,54(5):1260-1277

Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do—by way of language—in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.  相似文献   

城市发展规划应兼顾人文历史价值的传统格局——对邵阳市十二五规划市区建设的建议     

禹小平 《邵阳学院学报(社会科学版)》2011,10(5):57-60

邵阳市城区东部偏北一片,既是市区自然风光最为优美的地方,又是人文景观最为厚重的一隅。过去几十年,这里布局了大量的三废排放严重的工业企业,由于处于市区全年主导风的上风口,对城市建设和发展产生了极为不利的影响。因此,该区域的企业搬迁或治理应纳入城市中长期发展规划,以保证城市建设健康发展。  相似文献   

体育装备高科技化的利与弊     

黄国强 《中国现代教育装备》2011,(11):43-44,48

科技的进步如何促进体育的发展,又如何威胁体育竞赛的公平性,笔者从体育装备科技化对体育运动的影响作辩证思考。  相似文献   

新诗对话式教学与大学生价值观培养探索     

方长安  方舟 《海南师范大学学报(社会科学版)》2011,24(6):159-162

高校新诗对话式教学,就是改变教师在上、学生在下的观念,学生与老师以平等姿态研讨诗歌,教师更多的时候只是介绍知识背景,引出话题,参与对话,虽发出声音但不硬性要求学生接受,相互尊重,砥砺思想。“对话式”教学不仅可以培养学生自主学习的意识和创新思维能力,而且有助于发掘新诗的现代精神,提高学生的人文价值判断力和审美力。  相似文献   

浅谈体育舞蹈的美学价值     

江芸  郑鸿 《闽江学院学报》2001,(2)

本文从体育与美学关系入手 ,剖析体育舞蹈美学价值 ,提出体育舞蹈教学要在美的情境中开展 ,教学过程应贯穿心灵美教育。  相似文献   

Humanities in the primary school – philosophical considerations     

Tony Eaude 《Education 3-13》2017,45(3):343-353

ABSTRACT

Drawing on a range of philosophical traditions, this article argues that the humanities are essential aspects of the development of the whole child. The humanities help children to understand themselves and other people in relation to place, time, belief, identity and culture and to become empathetic, thoughtful and critical citizens. Learning the content, language, concepts, skills and ways of working associated with separate disciplines is important, as is exploration of key ideas related to human experience and culture, including controversial ones. Defining the humanities in the primary years by the types of knowledge, qualities and values involved may be more appropriate than by subject. These can be learned, and reinforced, in all subject areas, with some offering particularly fertile opportunities, and through cross-curricular approaches. An emphasis on factual knowledge is too limiting, with active, first-hand experience helping to engage and include children. To teach and demonstrate appropriate ways of working and thinking, teachers require pedagogical content knowledge and enthusiasm as well as subject knowledge.  相似文献