我为什么不是中国人

当人们谈论起美洲大陆时,总会说:"哥伦布是第一个发现美洲大陆的人。"如今在加拿大的学校中,老师也是这样教授学生们的。但事实果真如此吗?我们都知道,明朝年间,朱棣派郑和帅舰队下西洋,他们向西航行到了很远的地方,并在航行期间绘制了航行的海图和地图。后来,哥伦布发现新大陆时,使用的就是郑和他们当年绘制的地图。但遗憾的是,由于各种原因,国内档案中几乎没有留下能说明郑和发现美洲大陆的史料。那么,对于美洲大陆的发现是要归功于郑和还是哥伦布呢?     

How to Get Used to University Life

Liu Bin刚刚跨入了大学校门。大学里的生活自由灵活。比起高中备受约束的日子可谓天壤之别,可这没有老师“管教”的生活。Liubjn反而有点不适应了。如何安排好自己的大学生活？Brad又会有哪些建议？     

Three-dimensional assessment of squats and drop jumps using the Microsoft Xbox One Kinect: Reliability and validity

The Microsoft Xbox One Kinect? (Kinect V2) contains a depth camera that can be used to manually identify anatomical landmark positions in three-dimensions independent of the standard skeletal tracking, and therefore has potential for low-cost, time-efficient three-dimensional movement analysis (3DMA). This study examined inter-session reliability and concurrent validity of the Kinect V2 for the assessment of coronal and sagittal plane kinematics for the trunk, hip and knee during single leg squats (SLS) and drop vertical jumps (DVJ). Thirty young, healthy participants (age = 23 ± 5yrs, male/female = 15/15) performed a SLS and DVJ protocol that was recorded concurrently by the Kinect V2 and 3DMA during two sessions, one week apart. The Kinect V2 demonstrated good to excellent reliability for all SLS and DVJ variables (ICC ≥ 0.73). Concurrent validity ranged from poor to excellent (ICC = 0.02 to 0.98) during the SLS task, although trunk, hip and knee flexion and two-dimensional measures of knee abduction and frontal plane projection angle all demonstrated good to excellent validity (ICC ≥ 0.80). Concurrent validity for the DVJ task was typically worse, with only two variables exceeding ICC = 0.75 (trunk and hip flexion). These findings indicate that the Kinect V2 may have potential for large-scale screening for ACL injury risk, however future prospective research is required.     

Carnival supporters,hooligans, and the ‘Against Modern Football’ movement: life within the ultras subculture in the Croatian context

Abstract

This paper is based on sociological research on Torcida, football supporters of Hajduk Football Club from Split (Croatia). We used ethnographic methodology throughout 37 months of fieldwork (from July 2012 to August 2015) and conducted 23 in-depth interviews with hardcore members of Torcida. Although our research included the distinction between carnival supporters and hooligans, these elements are much more interconnected within the hard core of Torcida than they are separate. Because of various social efforts (sometimes coordinated with other Ultras groups) against the local and global football establishment – especially against the Croatian Football Federation and UEFA – we consider Torcida part of a wide, heterogeneous social movement against modern football. This corresponds to the self-reflection and self-perception of the core group of Torcida. Ultras subculture in the Croatian context represents a key (although not the only) social actor in bearing the AMF movement.     

Adventure education as aesthetic experience

This study is an investigation of what happens to participants during their adventure education (AE) experiences and the meanings they ascribe to those experiences. These topics were explored through the qualitative framework of educational connoisseurship and criticism at three sites: a backpacking expedition, a challenge course and a multi-activity adventure programme. Through 183 hours of observation and 74 interviews with 41 participants, the qualities of AE as aesthetic experience were revealed. This conception of AE experience is characterised through sensory encounters, full attention and aesthetic paradox. Findings are supported with the voices of participants, and the significance of this conception of AE experience is discussed.     

Influence of Motor and Sensory Sets on Reaction Latency and Speed of Discrete Movements

Abstract

College men and women were tested as to reaction time and speed of an arm movement using both motor-oriented and stimulus-oriented set. The results confirmed a hypothesis based on neuromotor coordination theory that predicted slower movement and greater reaction latency when the motor set was used. However, the 20 percent of subjects who had a natural motor set tendency moved faster with an enforced motor set than with an enforced sensory set. The conditions of enforced set caused a moderate positive correlation between reaction and movement times. Women subjects reacted and moved slower than men, but were similarly influenced by the two enforced set conditions. Their natural set tendency was definitely stimulus-oriented, while men tended to have a neutral orientation.     

I CARE: Development and Evaluation of a Campus Gatekeeper Training Program for Mental Health Promotion and Suicide Prevention

Addressing the need for suicide prevention on campus, I CARE training, developed and facilitated by counseling center clinicians, trains students, staff, and faculty to provide support to students experiencing distress or mental health problems. We assessed its impact using a mixed-methods approach. Quantitative analyses demonstrated significant increases in knowledge of intervention skills and readiness to intervene from pretraining to posttraining. Knowledge and readiness remained significantly higher than preworkshop for the entire follow-up evaluation period, extending 15 months posttraining. Qualitative analyses revealed the value of experiential activities and emotional processing in increasing participants’ comfort and preparedness to intervene in challenging situations.     

Simultaneous temporal and spatial processing

Rats searched for food that was contingent on time and place in an open field. One location was active at a time, the active location moved in a clockwise direction after each reward, and each location was repeated several times on each daily session. When a location was active, the first response after a fixed interval produced food. The intervals associated with each of the four locations were consistently 60, 30, 30, and 60 sec. For independent groups, inspecting an inactive location had no consequence (n = 7) or reduced the amount of food delivered at the active location (n = 6). The rates of inspecting active and inactive locations increased before the associated intervals elapsed, with preferential responding at the active locations. Rates of anticipation at active locations failed to superimpose when plotted as a function of proportional time. Simultaneous temporal and spatial processing contributed to the failure of proportional timing.     

Might progress assessments hinder equitable progress? Evidence from England

Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students’ prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students’ performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment.