二维视阈下的歌唱艺术--对歌唱艺术本体论的再认识

在中国当下的音乐生产和音乐消费中,大众广泛接受的音乐式样是音乐的表演.更近一步说,歌唱艺术已经不再是单纯的声乐演唱,而是要达到形神兼备的表演,是“演”与“唱”的有机结合体,只有这样才能使歌唱完美.因此,我们的音乐领域或说我们的歌唱艺术出现了新的诉求,这种对音乐消费品的更高层次的要求既源自音乐受众,也源自当下视听技术的推动.这种诉求也要求我们从理论和实践上对原有的歌唱艺术进行重新地考察.从“演”与“唱”两个维度出发展开讨论,对歌唱艺术本体论进行了重新审视,进而考察了如何通过“演”与“唱”达到歌唱艺术的臻美.     

A retrospective look at replacing face‐to‐face embryology instruction with online lectures in a human anatomy course

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face‐to‐face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face‐to‐face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face‐to‐face in 2007 and by online videos in 2008–2009, while a second instructor provided the supplemental face‐to‐face classes in 2008–2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face‐to‐face embryology instruction versus the hybrid approach. Comparison of the face‐to‐face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end‐of‐course survey to assess their opinions. They rated the two forms of delivery similarly on a six‐point Likert scale and reported that face‐to‐face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well‐designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234–241. © 2013 American Association of Anatomists.     

Malawi's special needs education (SNE): perspectives and comparisons of practice and progress

The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.     

长尾理论在图书馆的应用

通过对图书馆数字资源利用率的统计,发现存在和传统文献利用率“二八”现象不同的长尾现象。对产生这一现象的原因进行了分析,并讨论了这一现象对于图书馆读者服务和资源建设的启示。     

中外优秀男子20公里竞走运动员的技术对比分析

本文从整体技术结构上对中外竞走运动员进行了定量分析,用CHUN－FENG高速摄影机,定点拍摄20公里竞走运动员步伐,从中找出存在的差异,为教练员和运动员提供参考。     

Fourth Graders' Social Standing with Peers: A Prospective Study on the Role of First Grade Physical Activity,Weight Status,and Motor Proficiency

We prospectively examined the role of physical activity involvement, weight status, and motor functioning capability in 1^st grade for social status among other pupils in class in the 4^th grade. Our sample included 80 Norwegian 1^st grade pupils (Girls N = 44; Boys N = 36). 1^st grade motor proficiency and objectively measured physical activity, but not weight status was predictive of 4^th grade social standing among pupils in class as measured by socio‐metric status. Interaction findings also revealed that 1^st grade healthy weight children being proficient in the motor domain benefit more in terms of their social standing among peers in 4^th grade than do 1^st grade overweight but equally motor proficient children. Being physically active in the 1^st grade seems more important for social standing among peers in 4^th grade for 1^st grade girls than for boys. Results may inform early intervention efforts in school to enhance pupils' psychosocial development.     

荧光PCR基因分析仪的快速并行温度控制

提出一种模仿人工经验的智能升降温控制系统,成功地应用于荧光PCR基因分析仪,同时也给出DS18B20温度传感器的详细用法及程序。     

试论20世纪上半期学术界“中国化”思潮

学术界中国化思潮是20世纪上半期中国学术界、思想理论界一股产生过重要影响的学术文化思潮,它涉及哲学、教育学、社会学、史学、心理学等人文社会科学领域,形成了中西文化融合创新的学术发展思路,具有民族性、时代性、实践性等基本特征。这一思潮对近代中国的学术文化发展、对于今天建设具有中国特色和中国气派的人文和哲学社会科学学派、对于中国共产党马克思主义中国化命题的深入研究具有重要的意义。     

The relation between individual interest and knowledge acquisition

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross‐lagged panel analysis (N = 186) and two quasi‐experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by‐product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective‐by‐product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed.     

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.