Xi’an Qujiang International Shadow Arts Festival

<正>Light brings life to all creatures in the earth, shadow sustains the time and image crystallizes the history. In October 2010, an art gala of light and shadow was presented in Qujiang, a famous cultural resort and park in Xi'an, a historic city of China.     

Snapshot Qujiang：an Explorative Journey

Before the sunrise,I had been ready for a photo tour around Qujiang.a historic imperial resort now re built into a tourist destination.     

Famen Temple： Past and Present

＂Bodhi is actually not in the form of tree while a bright mirror is not a material object. Since there is nothing physical in the world, how can they catch the dust？＂ This poem, written by senior monk Hui Neng in the early Tang Dynasty [618 - 907], revealed the profundity of Buddhism and helped facilitate social evolution of the time.     

A Pilgrimage to Famen Temple

Qujiang International Shadow Art Festival 2010 attracted numerous photoqraphers from around the world. Participant photographers were offered various photo tours through which they were greatly inspired by gorgeous sceneries and historical sites of Xi＇an. Following the tour around Qujiang Site Park, my fellow photographers and I embarked on a pilgrimage to Famen Temple, a Buddhist temple that dates back more than 1000 years.     

Kinematics and metabolic cost of running on an irregular treadmill surface

The purpose of this study was to investigate the kinematic and metabolic effects of running on an irregular surface. We also examined how altering the frontal plane foot angle (inversion/eversion) at contact using real-time visual feedback would affect these other variables. Sixteen participants completed three running bouts lasting 5–7 minutes each on an irregular surface (IS) treadmill, a traditional smooth surface (SS) treadmill, and on SS while receiving visual feedback of the frontal plane foot angle at contact (SSF) with a goal of matching IS foot angle on SS. Frontal plane foot angle increased 40% from IS to SS (IS: 8.4 ± 4.09°, SS: 11.8 ± 4.52°, P < 0.0001, ES 1.40). Knee flexion angle at contact decreased 33% from IS to SS (IS: 9.2 ± 4.88°, SS: 6.2 ± 5.03°, P < 0.0001, ES 1.30). Rate of oxygen consumption decreased by 10% from IS to SS (IS: 37.9 ± 5.68 ml·kg^?1·min^?1, SS: 34.1 ± 5.07 ml·kg^?1·min^?1, P < 0.0001, ES 3.05). PSD of leg accelerations decreased by 38% (IS: 0.17 ± 0.07 g²/Hz, SS: 0.106 ± 0.05 g²/Hz, P < 0.000, ES 1.69). Frontal plane foot angle decreased by 14% from SS to SSF (SS: 11.8 ± 4.52°, SSF: 10.1 ± 4.42°, P = 0.027. ES 0.62) but did not result in significant changes in any other variables. There were no significant differences in shock attenuation between any conditions (IS: ?9.8 ± 2.26 dB, SS: ?9.5 ± 3.12 dB, SSF: ?9.9 ± 2.62 dB, P = 0.671). Running with greater eversion on the irregular surface may be an attempt by runners to reduce the perceived potential of an inversion ankle sprain. As a partial compensation for the decreased foot angle, runners increased knee flexion. This maintained shock attenuation but increased the rate of oxygen consumption. Altering the foot angle at contact using feedback on the SS caused the knee angle at contact to increase, but did not change shock attenuation or metabolic cost.     

The Relationship between Civic Behavior and Civic Values: A Conceptual Model

This study examined the relationships among college students’ civic values and behaviors, college culture, and college involvement, accounting for their pre-college inclinations toward civic responsibility. Using a longitudinal, national dataset comprised of 3,680 college students, the study employed structural equation modeling to identify a model that suggests social activism goals mediate the relationship between co-curricular engagement and charitable involvement behaviors.     

The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning

Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic.

     

Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course

This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.