From Honeymoon to Divorce: Fragmenting Relations between China and South Korea in Politics,Economics – and Sport

This is an analysis of two East Asian Nations, South Korea and China, and a descent from growing friendship to growing friction in economics, politics and sport – with sport as an analogue of fragmentation and the Guangzhou Asian Games as an analogous illustration of crescive tension between the two nations in economics, politics and sport in the twenty-first century.     

London 2012 – Site for Political Animosities: South Korea and Japan in Confrontational Rational ‘Irrationality’ (Part Two: Long Gestations)

Sport and politics have a close relationship. Political conflicts are re-enacted, reflected and reinforced on international sports stages. In East Asia, the past casts a long shadow! It darkened the London 2012 stage. Controversy followed a South Korean football player's celebration at the London Olympics semi-final match between South Korea and Japan. The International Olympic Committee (IOC) banned the player Park Jong-woo from participating in the bronze medal ceremony. He was accused by the IOC of a political act that violated IOC and FIFA regulations. Park's celebration included holding up and carrying around a sign, which was interpreted by the IOC as a political message about a South Korean territorial dispute with Japan. The incident became a lead story in the South Korean media. The IOC's decision caused intense nationwide indignation and an outpouring of anti-Japanese sentiment. It was not a unique incident. This essay examines media representations of the incident and how political controversies between South Korea and Japan are reproduced, intensified and exacerbated by media reporting of international sports events. In South Korea, insult was added to injury by the fact that IOC's disapproval of Park's behaviour was contrasted in the South Korean media and by the public with the IOC's silence regarding the Japanese gymnastics team's uniform emblazoned with the ‘Rising Sun’ flag. The evidence from the incident is clear. Mega-sports events can be inflammatory occasions for the expression of hostile and heated political expression. Nowhere is this more the case than in East Asia with its long history of fierce national animosities and memories of national hostilities and humiliations. Throughout East Asia, international sport has become a potent medium for perpetuating painful memories!     

Gait Transitions of Persons With and Without Intellectual Disability

This study examined whether the walk-to-run transition speed (W-RTS) and the run-to-walk transition speed (R-WTS) were different or more variable between participants with and without intellectual disability (ID). Nine adults with ID and 10 adults without ID completed in a series of walk-to-run and run-to-walk trials on a treadmill. W-RTS and R-WTS were identified using force-sensitive resistors. When transition speeds were expressed as Froude numbers to account for differences in leg length, W-RTS was slower, and intraindividual variability of W-RTS and R-WTS was greater in participants with ID. These findings support the idea that the unique constraints of individuals with ID result in altered attractor dynamics for walking and a weaker coupling between locomotor speed and order parameters governing gait transitions.     

What spurs curriculum making in physical education? Four narratives of experienced teachers

Anchored in the narrative inquiry tradition, this paper examines commonly held motives about curriculum making from the perspectives of four experienced physical education teachers in Korea. Field texts were collected throughout by employing narrative research tools such as in-depth interviews, focus groups, class observations and documents analyses, and transformed into research texts using broadening, burrowing, and storying and restorying as suggested by Connelly and Clandinin. For experienced physical educators, this paper illuminates what motivates curriculum making as a narrative phenomenon storied and restoried over time. Different stories produced different motives of curriculum making, and a number of issues related to teacher development for curriculum making emerged.     

A model of the relationship among sport consumer motives,spectator commitment,and behavioral intentions

The concept of commitment in sport marketing has largely been regarded as unidimensional. In the broader study of organizational behavior, commitment has been studied as a multidimensional construct. The multiple dimensions of commitment construe that one's behavior can be conveyed by different psychological states, comparable to those found to characterize different forms of commitment. The multidimensional perspective appears to yield more detailed and relevant information regarding a consumer's commitment in predicting specific behaviors. In past decades, a variety of researchers in organizational psychology and organizational behavior have investigated the relationship between motivation and commitment in order to better understand the two processes and their impact on behavior. However, there have been few attempts to integrate the two domains in order to demonstrate how motives and commitment combine to influence sport consumer behavior. Accordingly, a model of commitment and its relationship to sport consumer motives (i.e., antecedent) and behavioral intentions (i.e., consequence) is proposed.     

The inspirited nature of mindful curricular enactment’s community (re)making

Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings.     

Stealth marketisation: how international school policy is quietly challenging education systems in Asia

Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.     

熟练Web用户的搜索行为:关注控制与情感控制的影响

本研究调查了作为熟练Web用户的67位本科生的认知特征与情感特征对其Web导航及搜索行为的影响。在研究中,两个标准化测验和一个调查问卷用于收集参与者的认知方式、问题解决方式以及基本资料。通过对调查对象在团体镶嵌图形测验和问题解决问卷两个标准化测试中获得的分数进行因素分析,作者抽取了2个用户因素,即关注控制和情感控制。其中,关注控制因素似乎能影响用户导航行为(如链接和后退键的使用),而情感控制因素不仅影响包括关键词搜索等搜索行为,还影响以查准率和查全率等为指标的检索绩效。     

Effects of learning analytics dashboard: analyzing the relations among dashboard utilization,satisfaction, and learning achievement

The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was conducted with a dashboard treatment group and a control group. The researchers developed a LAD and evaluated its effectiveness on the sample of 151 college students at a private university located in Korea, who were taking the online course titled “Management Statistics” in the first semester of 2014. The following results were obtained. First, the students who received dashboard treatment presented higher final score than those who did not. Second, the dashboard usage frequency, as measured by the number of times the dashboard was opened, did not have a significant impact on learning achievement. However, a slightly positive correlation between satisfaction with LAD and learning achievement was observed. Further analysis indicated that learners who used the dashboard only a few times showed relatively high satisfaction with LAD. On the other hand, high academic achievers who opened LAD relatively frequently showed lower satisfaction with dashboard. The results guide that LAD should be revised in a way to motivate learners consistently and support learners who have different academic achievement levels. The study discusses the further research tasks in terms of LAD development as an effective and personalized feedback tool to improve learners’ academic achievement.     

Teacher expectation effects on need-supportive teaching,student motivation,and engagement: a self-determination perspective

ABSTRACT

Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.