Commentary: Conjuring Kinesiology and Other Political Parlor Tricks

While certain patterns of masculinity can assume hegemonic status to operate at an unquestioned, common sense level use of the concept of hegemonic masculinity runs the risk of missing multiple patterns of masculinity operating within and in relation to hegemonic masculinity in and around sport. Drawing on research conducted on rugby in an Australian Greater Public School (GPS) school, this article examines the ways in which variation, diversity, and resistance can be found operating within a particular form of hegemonic masculinity. Through critical re-examination of data from a study conducted in 1997, it peels back a layer of apparent compliance with a hegemonic form of masculinity among the boys in the 1st XV rugby team to identify a form of embodied resistance in the desire of the boys in the team to adopt a style of rugby that challenged the school's traditional approach.     

主谓一致正误例析

Penguins (企鹅) live together, but each pairhas a little of ground oftheir own. When a pen-guin wants to walk through its neighbour‘s ground, it must ask for permission(允许). If it doesnot, it will have to fight. Penguins come and go allday. They fight fish and look after children.     

相敬如宾

春秋时期,晋国有个大官。有一天,他看见一个农夫在田里干活,农夫的妻子很恭敬地给他端上午饭。官员被感动了。他向晋王推荐这个农夫。他对晋王说：“互相尊重是一种美德。一个品德高尚的人才会待人有礼貌。我们应该培养我们的臣民养成这种美德。”“可他的父亲是个罪人,我们用他合适吗？”晋王问。     

We Were Dear to Each Other

Stray birds of summer come to my window to sing and fly away. And yellow leaves of autumn,which have no songs,flutterand fall there with a sign. O Troupe of little vagrants of the world,leave yourfootprints in my words.     

Helping Students Learn from Each Other

This article (1) elaborates the need for student-student learning, (2) provides a theoretical framework for understanding the dynamics of risk and risk reduction essential to student learning in and from the class-as-community, and (3) describes four professor-structured experiences that teachers can use to build collaborative learning into their social work courses.     

冷暖两相知

实施现代远程教育工程以来,全国先后有67所试点高校进军现代远程教育领域,境内外的产业界也积极介入、争夺中国远程教育市场。远程教育已经从教育市场边缘的“二手货”,进入主流教育体系,并深受瞩目,由此造成了远程教育主体的多元化和日益激烈的市场竞争。因之有学者认为,我国现代远程教育市场已经进入“春秋时     

是互相排斥还是互相依存--论社会主义与市场经济的关系

社会主义市场经济就是在社会主义制度的框架内运用市场机制来发展生产力。社会主义需要市场经济来激发活力，市场经济也需要社会主义为之创造良好的政治文化环境。两者既互相排斥，又互相依存。我们要不断提高驾驭市场经济的能力，不断完善社会主义市场经济体制，在运用市场机制来促进生产力发展的同时，又保持社会主义政治制度的稳定。     

Helping Each Other Makes the World Wonderful

<正>Hello,everyone.I’m Zhou Ming.It’s nice to speak about help here.As we know,nobody is perfect.So it is nature1when you need help.If you want to get help from others,you should help others first.What can you get when you offer help to others?You’ll get friendship when you help your classmates.If we give a hand to the old people,we can understand the meaning of pleasure.You can get happy2when you help patients.If you help others,     

Toy Tiles That Talk to Each Other简

毕业于麻省理工学院的大卫·梅若向大家演示了Siftable——一种饼干大小、可以用手随意组合的电脑积木。这款先进的玩具可以做算术、弹奏音乐、和朋友说话。它会成为新一代的掌上学习机吗？     

情境与习作,相得益彰

习作中的情境教学,是指教师在指导学生动笔习作的过程中,根据习作内容、习作体裁的需要、结合作文指导课堂实际,创设生动活泼场景和轻松的学习氛围的教学,其丰富了学生的情感。情境与习作两者相辅相成,相得益彰,从而有效地提高学生的习作能力。     

A Kinesiology Conundrum: Physical Activity Requirements in Kinesiology Degree Programs

One of the most long-standing controversies in kinesiology has been that of physical activity requirements (PARs) in corresponding degree programs. Despite a recommendation from the American Kinesiology Association to include “the practice of physical activity” in undergraduate kinesiology degree programs, some programs have PARs, while others do not. The question still remains: should physical activity be required for all kinesiology students? In this article, we build a case for PARs in kinesiology degree programs. First, we highlight the most common theoretical and practical objections to such requirements. The theoretical objections are namely dualism, materialism, and utilitarian pragmatism; the practical objections are cost, the credit crunch, and public perception. Second, and most importantly, we describe why these theoretical and practical objections fail. As unapologetic partisans on this issue, our primary aim is to highlight why PARs belong in every kinesiology degree program, regardless of concentration or area of emphasis.     

Thinking With Each Other: the Peculiar Practice of the University

This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre's notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre's talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and enable its members to think together.     

取长补短共图发展

此文对业内企业之间面对教育装备市场的现状提出了联合拓展的理念,主要思想是扬长避短,互通有无,互为便利,以资源的虚拟整合为起点,逐步达到“联合共创”,做强做大之目的。     

爱憎不相离 --试论《我在霞村的时候》的情感艺术

《我在霞村的时候》是丁玲的重要作品,呈现出一位人民作家的创作姿态。小说表现了作家对女主人公贞贞的深挚之爱,和她对落后群众的爱憎交织的复杂的情感态度,对鲁迅提出的“爱憎不相离”的美学命题做了有效的诠释和有力的支持,因此具有一定的示范意义。“新批评”方法对于这个文本是适用的。     

Developing Curriculum Leadership in Schools: Hong Kong perspectives

This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.     

Retaining Each Other: Narratives of Two African American Women in the Academy

This article explores how two African American professors both “outsiders” to the inner workings of the academy created a support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their retention and success in the academy. Sharon Fries-Britt and Bridget Turner Kelly received their Ph.D.’s from The University of Maryland. Dr. Kelly is an Assistant Professor of Education, Integrated Professional Studies, The University of Vermont, Burlington, VT, USA. Her research centers on marginalized students and faculty in higher education, namely women and people of color. Dr. Fries-Britt is an Associate Professor at the University of Maryland. Her work focuses on the experiences of high achieving Black collegians and their success and retention in higher education. She is also interested in patterns of success for Black faculty and administrators in higher education.     

谈谈小学数学教学中的自评与互评

在小学数学课堂教学中积极开展学生的自评与互评,激发学生主动学习数学的兴趣,有效评估自己与他人的学习表现,是课改的新要求,下面谈几点个人的做法。