排序方式： 共有30条查询结果，搜索用时 562 毫秒
1.
After the Second World War the Southeast Asian countries of Burma (1948), Laos (1954), Cambodia (1955), South Vietnam (1955), Malaya (1957), and Singapore (1959) sought independence from the British, French and Japanese colonialists. The first post Second World War and post-colonial biannual multisport Southeast Asian Games was held in Bangkok in 1959 among these countries (and Thailand) although they were relatively poor developing countries. Referring to official reports of the eight bi-annual SEAP Games and other sources of information this research studies how the organization of the eight SEAP Games since 1959 contributed to the nation building process of each country and shaped the political landscape. This was carried out by creating a national identity through sports in each country as well as creating a sense of regional cooperation during periods of war, shifting boundaries and identities. This was done through rituals to legitimize newly ascended constitutional monarchies and heads of states, national flags and athletes' national identity during competition. The SEAP Games also gradually opened avenues for women's participation similar to female athletes in the Olympic Games. It also provided opportunities for promising athletes to shine, improve and compete at higher levels at the Asian and Olympic Games. 相似文献
2.
3.
During the Japanese occupation of British Malaya and Southeast Asia from the years 1942 to 1945 there were reports of POWs being allowed to play cricket, football, rugby and basketball, as told by Kevin Blackburn in The Sportsmen of Changi published in 2012. This research about the sporting lives of a Governor and male European internees at Singapore's Changi prison is likely to be first detailed research on this topic. The authors depended mainly on four published diaries and 262 issues of the men's camp newspaper, Changi Guardian, to account for the male internees' casual and competitive cricket, football, hockey, volleyball, badminton, tennis and boxing matches that were played during internment. The Japanese Military Administration allowed the male internees to organize their daily lives and play games that they indulged in during the pre-War period as the British dominated the Singapore Cricket Club, Penang Cricket Club and Perak Club. The internees were able to play the various games and matches in spite of the limited food and sparse facilities. Many of the cricket and football games that were played were organized as inter-state, inter-club or league matches. These games were played with improvized equipment and rules. 相似文献
4.
Modern organized international badminton began with the founding of the International Badminton Federation (IBF) in 1934, consisting of nine founding member associations. The inaugural men’s Thomas Cup tournament began in 1948 when 10 countries took part. Malaya won the Cup four times in 1949, 1952, 1955, and 1967. When Indonesia took part in the tournament for the first time in 1957, there were 19 competing teams. Indonesia won the triannual tournament seven times from 1957 to 1979. Throughout the 11 Thomas Cup tournaments, only two Asian countries have won the Cup. The only European country, Denmark, qualified to play in the finals five times without a single win. Malaya (later known as Malaysia), Indonesia, and Denmark became leading Thomas Cup teams because they produced singles and doubles players that won many All-England Badminton Championship titles. The winners of these titles were generally considered the world champions. The key sources of information for this research consisted of the IBF annual statutes for listing of participating nations, tournament programmes, and rare specialized books on badminton and the Thomas Cup competition. English language newspapers such as the Singapore Free Press and the Straits Times published historical match results for checking the secondary data collected. 相似文献
5.
The use of anatomically detailed dolls in child sexual abuse investigations has raised several controversial issues related to important theoretical questions in developmental psychology. The present study was designed to examine some of these issues in a methodologically sound experiment. 80 3- and 5-year-old children experienced a social interaction with a male confederate and were later tested under 1 of 4 recall conditions: reenactment with anatomically detailed dolls, reenactment with regular dolls, free recall with visual cues, or free recall without visual cues. The children were also asked a variety of specific and misleading questions, some of them dealing with acts associated with abuse ("He took your clothes off, didn't he?"). Both anatomically detailed and regular dolls along with other props aided 5-year-olds more than 3-year-olds in recounting the event. To use increased rather than decreased age differences. Anatomically detailed dolls did not foster false reports of abuse. Overall, 3-year-olds were more suggestible than 5-year-olds. The findings have implications for children's testimony in child abuse cases and for psychological theories concerning the effects of stimulus support on children's memory. 相似文献
6.
Aman CHITRAKAR LIU Fei CAO Hua-jun HE Yan 《重庆大学学报(英文版)》2006,5(1):1-7
1 Introduction With the increase in the number of vehicles beingused in our human society, the numbers of vehiclesarriving at their end-of-life stage are also in increase. Inthe context of the issuance of ELV managementdirectives by EU[1], the management … 相似文献
7.
8.
Mohammed M. Aman 《International Information and Library Review》2013,45(3):263-273
The kind and size of a library determines the need to collect and the method of controlling government publications. New Zealand libraries tend to handle these publications like any other book with the exception of official records and statistics. As a rule, public, rather than academic libraries, are the designated depositories. In comparing the concept of New Zealand libraries to that of the University of Oregon Library concerning government publications, I found that New Zealand libraries collect and store official and statistical publications and give them partial use; most government publications are integrated into the general collection (use is not known), and few libraries have separate government publication sections with special librarians governing the collection. On the other hand the University of Oregon collects all types of government publications for optimum use; many have been integrated into the general collection (use is not known); and a separate documents section is open to the public with several librarian specialists in attendance. Government publications in the general collection are not, as a rule, recognized as government publications by the public, but those publications are readily accessible. Many government publications at the University of Oregon Library are housed in the general collection, but since 1974 publications of the United States, Canada and many international organizations are shelved in the Documents Section. Use of the various classification schemes has proved successful; however, changes and improvements should be considered frequently to make the government publications collection the best able to serve the public. 相似文献
9.
Mohammed M. Aman 《International Information and Library Review》2013,45(2):175-181
The aim of this article is to show the ways of implementing information technology into education in Kazakhstan based on the work of the Kazakhstan Institute of Management, Economics, and Strategic Research under the President of the Republic of Kazakhstan (KIMEP). 相似文献
10.
Crystal M. Ramsay Destiny D. Aman Barton K. Pursel 《Education and Information Technologies》2014,19(2):425-440
As university faculty are increasingly called upon to ‘do more with less,’ particularly to teach more students with fewer resources, technology can provide viable solutions to pedagogical dilemmas. Faculty developers are frequently tasked with introducing faculty to or coaching them in the use of technological solutions. With respect to blogs, the typical show-and-tell approach to technology awareness that our faculty development center uses seemed inadequate, given the complexity of blog design, implementation, and maintenance. Instead, we found the best way to instruct university faculty in the use of blogs is to give them an opportunity to participate in a blogging community as part of a Course in College Teaching (CCT). We experimented with two different approaches in two different sections of our CCT. This paper reports on the current blogging culture in higher education, describes our specific context for utilizing blogs, shares implementation decisions and learning affordances, and forwards a set of ‘lessons learned.’ 相似文献