体力工作者：不是运动员的运动员

工矿企业的劳动者 ,因工作所需 ,在岗位上要从事不同强度、定时定量的体力工作。他们是另一种意义上的运动员。每个劳动者从事体力工作的能力与其公司的生产力和竞争力密切相关 ,就如同运动员的个人能力与全队的成功密不可分一样。某些艰苦的工作环境使工人产生身体上和心理上的巨大压力 ,比起运动员在世界级大赛中的压力 ,也有过之而无不及。在这里专家们将讨论体力工作者会面临哪些身体和精神上的压力 ,并进而就职业生理学进行深入探讨。1　请介绍一下工作中人们可能遇到的各种环境问题 ,以便使我们的读者了解掌握工作压力的类型和工伤发…     

ATR-FTIR as a tool for assessing potential for chemical ageing in Spandex/Lycra®/elastane-based fabric collections

The Powerhouse Museum in Sydney, Australia houses the world's most significant and comprehensive collection of Speedo swimwear and accessories. The museum has identified a problem with the long-term storage of certain Spandex/Lycra^® items where the elastane fibre has degraded leading to oil formation. Attenuated total reflection Fourier transform infrared spectroscopy (ATR-FTIR) determined that most of these garments were manufactured using nylon-elastane fibres, and the elastane component comprises polyetherurethane or polyesterurethane polymers. Certain polyesterurethanes are known to be vulnerable to hydrolysis, and this was confirmed for a subset of the collection using two chemical testing protocols, and a thermal testing protocol that reproduced the oil formation. A polyetherurethane garment in the collection was unchanged by these tests. The oil from the thermal testing was confirmed as a breakdown product of the polyester component of the elastane fibre, using ATR-FTIR spectroscopy, X-ray photoelectron spectroscopy, and time-of-flight secondary ion mass spectrometry. The study demonstrates the value of ATR-FTIR for minimally invasive identification of elastane fabrics that may require specialized storage in a humidity-controlled environment.     

21st Century Anthropology Scholarship: A Citation Analysis

Abstract

A 2017 citation study looked at four scholarly anthropology journals in order to evaluate current research trends. This study examined the following journals: Current Anthropology, the American Anthropologist, the American Ethnologist, and the Journal of Anthropological Research. The results showed an average of 89.9 citations per article, which is a large increase over previous studies. The breakdown by the largest two categories showed 48.1% citations to total books, compared to 41.2% for scholarly journals. All other source types of citations comprised only 10.7% of total citations. These results were compared to a 2005 study by William Robinson and Paul Posten of the same four journals from 1999.     

English Teachers--Born or Made: A longitudinal study on the socialisation of English teachers

Much has been made in recent years of the different views teachers of English hold of their subject, but little work has been done on how these views are formed, or indeed how they may change over time. This paper, based on a longitudinal study conducted over two years, tracks one cohort of student English teachers, through their one-year post graduate course, at one department of education, into their first year of teaching. The research also provides detailed case studies from two other institutions.     

Learning to teach: pedagogical content knowledge in adventure-based learning

Background: Many alternative curricular models exist in physical education to better meet the needs of students than the multi-activity team sports curriculum that dominates in the USA. These alternative curricular models typically require different content knowledge (CK) and pedagogical CK (PCK) to implement successfully. One of the complexities of learning to teach these models for pre-service teachers (PTs) is understanding the different CK and PCK required which is compounded by their personal lack of experience of the model.

Purpose: The purpose of this study was to explore the PCK enacted by PTs learning to teach an alternative curricular model (adventure-based learning [ABL]) in urban middle schools.

Research design: Qualitative methods were used to explore how the PTs demonstrated their PCK while teaching an ABL unit to urban middle school students. The study took place at a major university and in three middle schools in a large urban school district in Midwestern USA.

Participants: Thirteen PTs enrolled in the secondary methods course and associated internship agreed to participate in this study. The PTs (five males and eight females) ranged in age from 21 to 26 years and all self-identified as white.

Data collection and data analysis: Three methods of data collection were employed in this study: interviews, daily reflections called critical friends, and stimulated recall reflection of teaching an ABL lesson. Data were analyzed using constant comparison. Trustworthiness was established through triangulation of the data using multiple data sources, peer debriefing, member checking, and negative case analysis.

Findings: Four themes represented the PTs' demonstration of PCK when learning to teach ABL in urban middle schools. The themes were (a) trusting the sequence, (b) knowing your students, (c) facilitate don't dictate, and (d) processing the experience. The findings provide further insight into the demonstration of PTs' PCK in secondary physical education, and specifically relative to teaching ABL in urban middle schools. To better equip PTs to be able to teach using these models, we recommend the following: (a) they have the opportunity to ‘live the curriculum' in their PETE programme, (b) developing the PTs' specific CK and student-centered pedagogical knowledge for specific alternative curricular models is imperative in developing the PCK for such model, (c) developing PTs' knowledge of students relative to the complexities of learning to teach each specific model, (d) observing an expert teach the model to K-12 students, and (e) recognizing that learning to teach these models is a developmental process and providing the PTs with an emotionally safe and caring space to explore teaching such models is crucial.     

A REEXAMINATION OF THE FACTOR STRUCTURE OF THE AGING SEMANTIC DIFFERENTIAL USING A GENERALIZED SOCIAL OBJECT

During the past thirty years, gerontologists and educational professionals have attempted to determine the effects of teaching courses in gerontology and aging on the attitudes of students. The results of studies of attitude toward the elderly before and after such courses have been mixed. This study discusses some of the problems in assessing attitudes toward the elderly and reexamines the Aging Semantic Differential, an instrument developed in an attempt to clarify the factors accounting for attitudes toward the elderly and to provide a viable instrument for attitude measurement. The instrument was reported to consist of three underlying factors. It was reported that factor scales could be used to do profile analyses to determine variations in attitude toward different age groups. The original instrument was developed utilizing a social object of young, middle‐aged, and old men. In many of the studies conducted with the instrument, a more generalized social object such as old person has been used. The current study attempts to determine if three factors are appropriate, as originally reported, and whether the items reported to load on the original three factors are the same if a more generalized social object is used. Suggestions for appropriate use of the Aging Semantic Differential by educational professionals who wish to do a profile analysis of attitude and attitude change as a result of educational intervention are included.