深度信念以及信念和信仰的相对作用

“深度信念”是怀特海文稿中的关键概念。在怀特海有机哲学看来,动机、方法和意义是一个整体。他懂得要在深层次上探查人类追求意义及理解的倾向,进而揭示“追求”行为中的创造张力。深度信念就是这种深层次的动力。深度信念不同于各种各样起源于文化传统的信仰或偶发的信念,它不像后者那样可能失去。怀特海认为,在个人经验中,某一个信念的失去更可能是“无限性激励下的有限性”,是某种“超越的内在性”,“朝向更精美细致的结果”。深度信念促成了精神的冒险,是人类固化成就中不可抹去的最富锐气的因素,是人的呈现。     

Some concerns about the estimation of learning potential from the system of multicultural pluralistic assessment

After considering how an estimate of learning potential (ELP) is derived from the System of Multicultural Pluralistic Assessment, it was shown that most of the characteristics of ELP deemed to be important are generated by statistical artifacts. It was also noted that the fundamental assumption underlying ELP is without supportive evidence. ELP should not be used to make judgements about individual children or other educational decisions.     

Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M_age = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.     

Acute responses of soccer match play on hip strength and flexibility measures: potential measure of injury risk

Abstract

Regular measurements of groin risk factors may offer a preventive measure against injury. Therefore, the aim of this study was to (1) determine minimal detectable change (MDC) and reliability of hip flexibility and strength measures and to (2) identify the effect soccer match play load has on these measures. Reliability was determined for bent knee fall out test, hip abduction and adduction (hand-held dynamometry (HHD)) in 20 trained youth male soccer players. Reliability was evaluated with the intra-class correlation coefficient (ICC_[2,1]), 95% confidence intervals (CI). Hip strength and flexibility measures were taken before and after an international friendly match. Intra-rater reliability ICC ranges were bent knee fall out (0.75–0.90), abduction (0.83–0.90) and adduction (0.72–0.96). Inter-rater ICCs (95% CI) were bent knee fall out test [0.75 (0.39–0.90) right, 0.71 (0.27–0.89) left hip]; abduction [0.80 (0.50–0.92) right, 0.81 (0.53–0.92) left hip] and adduction [0.72 (0.31–0.89) right, 0.70 (0.26–0.88) left hip]. MDCs were as low as 20.7% of the mean for hip flexibility and 12.5% for strength. In conclusion, HHD and the bent knee fall out test are reliable tools to measure changes in hip strength and flexibility. Finally, a threshold may exist in which match play load negatively impacts hip flexibility.     

A case study of the diversity culture of an American university athletic department: perceptions of senior level administrators

The topic of diversity has received considerable attention from scholars who study sport within the context of higher education in the USA. But despite this interest in the topic, an in-depth focus on how college and university athletic departments effectively manage diversity is missing from the literature. Therefore, we conducted an intrinsic case study of an American university athletic department in efforts to highlight its unique diversity culture (i.e. how it creates and sustains a culture of diversity and inclusion) and the potential impact this culture could have on its various educational stakeholders, and how they interact in this organizational or workplace setting. Findings from our qualitative case study with senior level administrators uncovered two major interrelated themes. First, this institution of higher education has a history and culture of valuing diversity, and this in turn has positively impacted the athletic department's commitment to diversity. Second, the integration of the athletic department into the broader university culture, particularly because of its organizational structure, has enabled this department to better embrace diversity and avoid some of the educational challenges many of its peers face. Research and practical implications are discussed in this study.