我为什么而活

三种简单但难以抵抗的激情支配我的一生,那就是对爱情的渴望,对知识的追求,以及对人类苦难痛彻心肺的怜悯。这些激情犹如狂风,在延伸到绝望边缘的深深的苦海上把我随意地到处遗弃。我追求爱情,首先因为它叫我销魂。爱情令人销魂的魅力使我常常乐意牺牲生活中的其他一切,而这只是为了几小时这样的快乐。我追求爱情,因为它能减轻孤独感——那是一个颤抖的心灵越过世界边缘,窥视冰冷莫测并毫无生气的深渊时所处的孤独。我追求爱情,还因为爱的结合使我在一种神秘的缩影中预示到了圣者和诗人曾经想像过的天堂。这就是我所追求的,尽管人的生活似乎还不配享有它,但它毕竟是我最终找到的东西。     

Effects of strengthening and stretching exercise programmes on kinematics and kinetics of running in older adults: a randomised controlled trial

The aim of this study was to investigate the effects of strengthening and stretching exercises on running kinematics and kinetics in older runners. One hundred and five runners (55–75 years) were randomly assigned to either a strengthening (n = 36), flexibility (n = 34) or control (n = 35) group. Running kinematics and kinetics were obtained using an eight-camera system and an instrumented treadmill before and after the eight-week exercise protocol. Measures of strength and flexibility were also obtained using a dynamometer and inclinometer/goniometer. A time effect was observed for the excursion angles of the ankle sagittal (P = 0.004, d = 0.17) and thorax/pelvis transverse (P < 0.001, d = 0.20) plane. Similarly, a time effect was observed for knee transverse plane impulse (P = 0.013, d = 0.26) and ground reaction force propulsion (P = 0.042, d = ?0.15). A time effect for hip adduction (P = 0.006, d = 0.69), ankle dorsiflexion (P = 0.002, d = 0.47) and hip internal rotation (P = 0.048, d = 0.30) flexibility, and hip extensor (P = 0.001, d = ?0.48) and ankle plantar flexor (P = 0.01, d = 0.39) strength were also observed. However, these changes were irrespective of exercise group. The results of the present study indicate that an eight-week stretching or strengthening protocol, compared to controls, was not effective in altering age-related running biomechanics despite changes in ankle and trunk kinematics, knee kinetics and ground reaction forces along with alterations in muscle strength and flexibility were observed over time.     

Development and Use of an Eating Disorder Assessment and Treatment Protocol

Counseling centers have been challenged to effectively treat the growing number of college students who struggle with disordered eating. In response to this critical issue, the authors have developed an Eating Disorder Assessment and Treatment Protocol (EDATP) to assist clinical disposition in the counseling center setting and identify treatment guidelines within a coordinated care approach. Practical applications of the EDATP and future research that can assess its clinical utility are addressed.     

Language and content ‘integration’: the affordances of additional languages as a tool within a single curriculum space

‘Language across the curriculum’ has been pivotal in establishing a knowledge base on the role of language for accessing opportunities afforded by the curriculum. Yet, the ubiquity of language within all facets of human activity – not least of all the more abstract domains of thinking and relating with others – can easily obscure its perceptibility as an object for research relative to other priorities; especially when the curriculum focus is directed towards content-oriented areas, such as mathematics or the humanities. This paper uses an ecological framework to consider the place of language when the teacher’s focus is not solely on language, or content, but is equally attentive to both through a relatively new approach to theorizing learners’ non-native language within the curriculum: content and language integrated learning. In particular, it critically examines the notion of ‘integration’ as a pedagogical assumption for working with language in curriculum domains by focusing on teachers’ perceptions of the affordances of language as a meditational tool within the classroom space. Findings raise new implications for understanding the role of language(s) within the curriculum, and are significant for addressing the needs of a changing, globalized student demographic where the presence of multiple languages will increasingly shape learners’ engagement with the curriculum.     

Using a Library Learning Object Repository to Empower Teaching Excellence for Distance Students

In 2015, in response to the findings of an online learning needs assessment, two librarians and a Web developer began creating a library learning object repository. This repository would ensure that distance learners were receiving excellent library services, including library instruction. The team worked with the libraries’ digital media specialist to create an attractive interface and consulted with one of the library’s metadata specialists to create metadata that would help to make the repository easy to search and browse. Further plans include wide-scale sharing with the larger library community and continued growth in the number and types of objects in the repository.     

Affect in the archive: trauma,grief, delight and texts. Some personal reflections

Historians, as users of archives, often discuss the thrill and emotion of their ‘discoveries’. We can form romantic attachments or be repulsed across the decades. Archives containing the physical remains of the past can transport us, we can move beyond the here and now. Before the Museum of Melbourne digitised Alfred Howitt’s correspondence, I once opened a letter written to him on classic nineteenth-century blued paper. As I pulled the missive from its envelope, I could smell tobacco smoke. I was immediately in the room with him. Recently, after completing an article on the topic of frontier violence, my co-author and I both described a feeling of stress and trauma that came from reading colonial records of ‘skirmishes’ and ‘dispersals’. In this paper, I want to reflect on the experience of Affect in the archive.     

Shape and the first hundred nouns

This paper reports evidence from a longitudinal study in which children's attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-week intervals beginning when they had less than 25 nouns in their productive vocabulary (M age=17 months). Children were presented with a novel word generalization task at each session. Additionally, the study examined the kinds of words the children learned early, based on parent reports, and the statistical regularities inherent in those vocabularies. The results indicate that as children learned nouns, they also learned to attend to shape in the novel word task. At the same time, children showed an acceleration in new noun production outside of the laboratory.     

From “Try It and See” to strategic exploration: Characterizing young children's scientific reasoning

This article explores ways of characterizing different dimensions and levels of scientific reasoning in early elementary school children, in the context of open explorations. The article focuses on children's performance on three probes which involve using evidence to generate and evaluate knowledge claims. A number of dimensions have been used to characterize children's approaches to exploration and knowledge construction, which demonstrate the interrelationship between conceptual knowledge and scientific reasoning. Children differed markedly across these dimensions, yet individual children were relatively consistent in their approach to the tasks. The major differences in performance are linked to fundamental distinctions in the way ideas are viewed in relation to evidence. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 94–118, 2004     

Teaching Technical Communication in an Era of Distributed Work: A Case Study of Collaboration Between U.S. and Swedish Students

As distributed work begins to shift the nature of practice for technical communication professionals in the workplace, faculty need new frameworks to help prepare students for roles that involve negotiating, supporting, and facilitating virtual global collaboration. This paper identifies key areas of metaknowledge appropriate to these new frameworks by synthesizing a review of current scholarship on such collaborations and a case study of students participating in a cross-disciplinary, cross-cultural team project.