Managing physical education lessons: an interactional approach

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.     

(Dis)owning Bikram: Decolonizing vernacular and dewesternizing restructuring in the yoga wars

Undertaking analysis in the area of critical yoga studies, this article identifies two strategies of anticolonial resistance to Bikram Choudhury's copyrighting of a sequence of twenty-six yoga poses. First, it examines decolonial vernacular, which contests Western commodification of yoga through the use and misuse of terms and phrases, such as “yoga piracy” and “cultural patents,” derived from intellectual property rights, international human rights, and cultural property regimes. Second, it considers dewesternizing restructuring emerging from the creation of the Traditional Knowledge Digital Library, a database of information on yogic practice and medicine, which uses non-Western classification systems to interrupt the legal and economic structures through which patents and copyrights are enunciated. Together, these anticolonial strategies force intellectual property rights regimes to integrate Otherness, making space for the recognition of Indian agency in knowledge production.     

浅谈财务主管的角色意识

作为中层领导的财务主管不仅要具备良好的业务素质、较强的政策观念和职业道德水平．还要有较强的管理意识．才能做好本单位的财务工作。     

民间文学艺术作品的知识产权保护研究

本文从民间文学艺术作品的概念入手，分析了民间文学艺术作品的世界性保护与国内保护现状，对民间文学艺术作品的保护提出了对策性建议。     

数控机床的发展趋势

在现代制造系统中,数控技术是关键技术,目前正朝着高精度、高速度、高柔性、高可靠性、网络化、复合加工和基于工业PC机的开放式智能数控系统方向发展。     

明星广告的信号价值分析

随着普通广告信号大量出现,其信号价值在下降,明星广告作为更有信号价值的新的手段。明星的稀缺性导致明星广告的稀缺性决定了明星广告的信号是有效的。明星广告的作用原理通过“选择性记忆”心理机制、“心智阶梯”原理来理解。明星广告的信号有效性也会受到噪音干扰。     

专业化时代教育学者的生存方式与研究立场

在一个专业化的学术体制中,普遍性与特殊性、公共性与专业性之间的冲突和博弈使得现代学术呈现出复杂的发展态势。当其他学科领域纷纷批判由专业化带来的负面效应时,教育学者必须保持清醒的头脑。在中国的教育学建设中,专业化不是太多了,而是远远不够。因此,我们不能将公共化与专业化相对立,而应在推进专业化建设的前提下倡导教育学者的公共关怀。教育学者在面对教育实践时,必须在“介入意识”与“距离意识”之间保持合理的张力;在参与公共文化讨论时必须立足于专业立场,并以此为基础承担其公共责任。     

对教师知识权威之考察

在当今社会和教育发展背景下,教师的知识权威产生了变化,但从实质上看并未消解,教师在教育实践中仍然起着主导性的作用,对此要结合理论分析和实际考察来全面地看待。     

论学术权威精神与高校创新人才的培养

知识经济时代,学术权威的创新精神、开放合作精神、自由民主精神以及崇高的道德品质和严格的学术规范等精神气质更加彰显。高校充分发扬这些学术权威精神,为创新人才的成长营造积极进取、勇于创新、严谨治学的向真向善向美的学术生态环境,是其实现培养创新人才目标的重要举措。     

智力障碍者自尊与社会比较研究的综述

对智力障碍者自尊与社会比较的研究体现了社会对智力障碍者群体的人文关怀,总结相关的研究可为相应的研究及实践工作提供借鉴。智力障碍者的自尊和社会比较各具特点且关系紧密。以社会比较为切入点,可以从内因和外因两个方面对智力障碍者自尊形成及变化的内在机制进行分析和探讨。而对智力障碍者自尊与社会比较的研究能促进对该群体的心理教育实践工作,并改善其所处的环境。