为什么中国缺少江南Style(英文)

It can take the uninitiated a minute to realize that "Gangnam Style" is satire.When the absurdly infectious single by Korean pop star PSY appeared in July,the video had all the hallmarks of earnest K-pop:highly engineered dance routines,over-the-top styling,and the Technicolor production values honed by Seoul’s hit-making industry,which my colleague John Seabrook describes in the magazine this week in his piece,"Factory Girls." But the most important thing that "Gangnam Style" has is a sense of humor about itself.Its satire made it a viral phenomenon with three hundred million views on YouTube,surpassing     

The Efficacy of Student Learning in Large-sized Criminal Justice Preparatory Classes

This study compared the performance of students in large-sized criminal justice preparatory classes of up to 300 students to students in small classes of up to 40 students to assess the efficacy of student learning in large classes. Incorporating a pre-post test design, ANOVA, independent, and paired sample t-tests, student scholar characteristics were assessed to determine which students were more likely to benefit from the large class structure. Results indicated that large classes are as efficacious as small classes and that student performance is quite nuanced. More specifically, students’ gender, age, race, ethnicity, status, and major, significantly relate to success in larger classes.     

The Language of Laughter: A Quantitative/Qualitative Fusion Examining Television Narrative and Humor

This study utilizes multiple methods to analyze the effects of a laugh track on audience response to four episodes of the classic sitcom, “The Andy Griffith Show.” An experimental design and a narratological approach are used in concert. One of the four episodes stood out quantitatively in terms of perceived humor and overall enjoyment, and was the only episode for which the laugh track had a negative impact. Narratological richness might explain the anomalous episode, as it was found to possess a more complex story structure, higher levels of satire, and other distinctive elements found to have high audience appeal.     

Increased toe-flexor muscle strength does not alter metatarsophalangeal and ankle joint mechanics or running economy

ABSTRACT

The intrinsic foot musculature (IFM) supports the arches of the foot and controls metatarsophalangeal joint (MTPJ) motion. Stronger IFM can increase the effective foot length, potentially altering lower-extremity gearing similar to that of using carbon-fibre-plated footwear. The purpose of this study was to investigate if strengthening of the IFM can alter gait mechanics and improve running economy. Eleven participants were randomly assigned into an experimental group and nine into a control group. The experimental group performed IFM strengthening exercises for ten weeks. Toe-flexor strength, gait mechanics, and running economy were assessed at baseline, five weeks, and ten weeks; using a custom strength testing apparatus, motion capture and force-instrumented treadmill, and indirect calorimetry. Toe-flexor strength increased in the experimental group (p = .006); however, MTPJ and ankle mechanics and running economy did not change. The dearth of changes in mechanics may be due to a lack of mechanical advantage of the IFM, runners staying within their preferred movement path, a need for MTPJ dorsiflexion to facilitate the windlass mechanism, or the primary function of the IFM being to support the longitudinal arch of the foot as opposed to modulating MTPJ mechanics.     

Family functioning and early learning practices in immigrant homes

Poverty‐related developmental‐risk theories dominate accounts of uneven levels of household functioning and effects on children. But immigrant parents may sustain norms and practices—stemming from heritage culture, selective migration, and social support—that buffer economic exigencies. Comparable levels of social‐emotional functioning in homes of foreign‐born Latino mothers were observed relative to native‐born Whites, despite sharp social‐class disparities, but learning activities were much weaker, drawing on a national sample of mothers with children aging from 9 to 48 months (n = 5,300). Asian‐heritage mothers reported weaker social functioning—greater martial conflict and depression—yet stronger learning practices. Mothers’ migration history, ethnicity, and social support helped to explain levels of functioning, after taking into account multiple indicators of class and poverty.     

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.     

Concentrations and Methods

This study compared 248 graduating seniors with 301 beginning juniors at 10 bachelor's-level social work programs in the Northeast concerning their knowledge and attitudes regarding working with substance-abusing clients. Graduating seniors demonstrated modestly higher levels of knowledge and only slightly more positive attitudes toward working with this population. In a multivariate analysis, however, having taken a substance abuse course in college or training in settings outside of school improved students' attitudes in this regard. The students' ethnic/racial identity and personal exposure to substance abuse through family, close friends, or self also had a significant impact on their knowledge and attitudes.     

Computer Club for Girls: The problem with seeing girls as the problem

This paper presents findings from an evaluation of the Computer Clubs for Girls, an initiative originally delivered in the South East of England, designed to encourage more girls to take up information technology (IT) courses and careers. By targeting girls aged 10–14, the club aimed to provide members with a ‘gender relevant’ experience of IT, tackling issues of access, confidence and negative attitudes about IT. The evaluation, conducted over four years, included the collection of quantitative and qualitative data from members and non-members of the clubs. It included a longitudinal component in order to assess the longer-term impacts of the club. The findings support the critical view that initiatives based on assumptions about the relationship between girls and IT misinterpret ‘the problem’ about female under-representation in IT, and are unlikely to have a significant or sustained impact on what remains an occupational and subject area divided by gender typing. The paper argues for an approach which challenges the social and cultural discourses that maintain this gender divide.     

Verbal reasoning test scores and their stability over time

As part of an extended study into school assessment practices the use of verbal reasoning tests and their possible contribution to measuring pupil progress is being investigated. One phase of the study has involved testing the stability of individual verbal reasoning scores over time. The findings of this phase are presented here and located within the broader context of intelligence testing. The discussion concludes with a number of questions relating to the use of pupils’ academic achievements as appropriate measures of school success. The ongoing work considers how pupil success could be measured fairly, taking into account individual pupil differences, including both genetic and socio-economic factors. The work being developed has potential for both formative and summative assessment procedures and also as a tool for reporting the achievements of individual pupils and educational establishments. The full work will be published in due course.