灵心妙悟感而遂通——论艺术通感

通感是多种感觉经验综合的心理现象,是人的高级神经活动的产物。要坚持唯物的反映论,反对通感阐释的唯心主义、神秘主义。通感可分三种类型－感觉挪移、多觉应和、意象互通。通过感有着特殊的审美效应,对于形成整体的审美体验、创造虚实相生、无理而妙的艺术境界以及各类艺术之间的融通、互用起着重要作用。艺术家丰夏的生活积累和多种感觉能力的和谐发展,是发挥通感审美效应的关键所在。     

语用前提、交际过程与英语教学

语用前提是一切成功交际的先决条件 ,而英语教学本身就是一种交际过程 ,因此在英语教学中重视语用前提以及语用前提的合适性和共知性是非常重要的     

论我国原产地名称法之制定

从与Ｔｒｉｐｓ协议相协调角度出发,认为我国现行的《商标法》等法律不能实现对原产地名称的法律保护,制定原产地名称法,赋予原产地名称以原产地名称权,仍最有效保护模式,文章重点论述了制定我国原地地名称法的基本构想。     

缅甸宛江桥周围冲刷的研究

对缅甸宛江桥桥墩周围的冲刷、桥梁通车时的稳定性及其对通航条件的影响进行分析.HEC-RAS模型用来对河道中的水流状况尤其是在桥正常运营时航道内的水流条件进行实际分析,旨在预测桥墩周围可能发生的最大冲刷,并将结论用于缅甸将来的桥梁建设事业之中.模型计算的结果与实测冲刷作了比较,在急流时,使用相同糙率的情况下,一维数值模拟得较好,数值模拟得到的水位与观测的结果一致,表明HEC-RAS模型预测冲刷深度是可行的.     

Nutritional intake and body composition changes in a UCI World Tour cycling team during the Tour of Spain

Abstract

The aim of this study was to quantify the food intake of an International Cyclist Union (UCI) World Tour professional cyclist team and to analyse changes in body composition during the Tour of Spain. Nine male professional road cyclists (31.3?±?3.0 years) volunteered to participate in the study. Nutritional data were collected each day throughout the 3-week Tour by two trained investigators who weighed the food ingested by the cyclists. Mean nutritional intake of the cyclists was as follows: carbohydrate, 12.5?±?1.8?g/kg/day of body weight (BW) (65.0?±?5.9%); fat, 1.5?±?0.5 g/kg/day BW (17.9?±?5.6%); and protein, 3.3?±?0.3?g/kg/day BW (17.1?±?1.6%). Intake of all micronutrients, except for folate, vitamin D and potassium (which were 78.7%, 46% and 84% of Recommended Dietary Allowances (RDA), respectively), exceeded the RDA. Height, weight, skinfolds, circumferences and diameters were taken following the guidelines outlined by the International Society for the Advancement of Kinanthropometry. Body density, body fat percentage, muscle mass, total muscle mass and fat mass of the arms and thighs were calculated. Percentage body fat, fat mass and upper arm fat mass significantly decreased (p < .05) after the Tour independent of the equation method used in the calculations. Total muscle mass remained unchanged. Generally, this sample of cyclists consumed more protein and less fat than the recommended amount and had low weight, BMI and fat mass. It is suggested that sports nutritionists design personalised diets in order to maintain a correct proportion of nutrients as well as controlling possible anthropometrical changes that could affect performance.     

Defining,assessing, and developing creativity in sport: a systematic narrative review

ABSTRACT

Research on creativity in sport is gaining momentum, due to a growing interest from coaches and academics in developing strategies to increase unpredictability in individual and collective behaviour which may allow teams to gain an important advantage over their opponents. The purpose of this paper was to conduct the first systematic narrative review of the literature on sporting creativity, critically synthesising 51 years of published research (1967–2018) and proposing avenues for future research. Six databases were used, and 48 documents met search criteria. The findings are organised in four categories: (a) defining creativity, (b) correlates of creativity, (c) assessing creativity and (d) developing creativity. Creativity definitions and assessments have privileged thought processes over the ability to act. A distinction is warranted between creativity about sport and creativity in sport (in action) and aligned assessment methods. The literature does not support a single strategy for the development of sporting creativity but does support its trainability. Evidence of the effectiveness of programmes for the enhancement of sporting creativity is growing but is still limited. Furthermore, while it is recognised that coaches have a pivotal role in the development of sporting creativity, research involving them is still scarce.     

Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study

ABSTRACT

Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the subject of physical education to promote attitudes and behaviours against bullying, there is still insufficient scientific evidence to deduce a positive impact on the reduction or prevention of this phenomenon.

Purpose: This study aimed to analyse the effectiveness of a specific intervention to prevent bullying in Physical Education classes in Secondary Education. 6 specific sessions inserted into the physical education curriculum to find out what bullying is, who its protagonists are and how to prevent it.

Participants and setting: In the study, 764 students with an age range of 12–19 years (49.3% girls; age mean [M]?=?14.80, standard deviation [SD]?=?1.69) from two public educational centres participated. Among them, 439 were randomly assigned to the quasi-experimental group (48.1% girls; age M?=?14.70, SD?=?1.59) and 325 to the control group (51.1% girls; age M?=?14.94, SD?=?1.83). Data were collected at two timepoints, pre- and the post-intervention data.

Data collection: The Spanish version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure the incidence of bullying. To measure cyberbullying, the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was used.

Data analysis: The Student t-test was performed to compare possible differences between the experimental and control groups in the pre-test. To compare the means of the factors obtained based on the variables and the instruments used, as well as the scores obtained from the subjects of the experimental and control groups at the two timepoints, linear models of repeated measurements have been established comparing the pre- and post-intervention moments and the experimental and control groups, introducing sex and grade variables to compare the effectiveness of the programme based on them.

Results: There were no differences in the pre-test measurements in any of the variables. After the intervention programme in the quasi-experimental group, the bullying victimisation (F?=?16,951; p?=?.000) and bullying aggression (F?=?5,215; p?=?.023) rates decreased significantly more than they did the control group. Likewise, victimisation in cyberbullying (F?=?6,234; p?=?.013) decreased significantly differently, but aggression in cyberbullying did not (F?=?0,099; p?=?.753).

Conclusion: The implementation of a specific intervention to prevent bullying inserted into the physical education curriculum seems to have decreased bullying and cyberbullying victimisation.