电信网络的新领跑——从运营商建网思路,看电信级以太传送网发展趋势

以太技术从当年狭小的局域网空间发展到现在的电信级以太网,可以说其应用上已实现了巨大的飞跃。随着ALLIP思路的运营商的普及,为电信级以太传送网未来发展带来了无限商机。     

关于乒乓球直拍横打技术的应用研究

20世纪80年代直拍横打这一技术被提出,90年代该技术开始被重视。尤其是在马琳和王皓等运动员的采用下,该技术逐渐被更多人所知晓,且随着对该技术的调整和改善,运动员可以更有效的解决直拍反手位的弊端,同时它也是中国人向乒乓球运动贡献的又一精彩发明。本文对直拍横打技战术发展现状进行分析,以马琳、王皓为例论述了优秀运动员在比赛中运用直拍横打技术的情况和新规则对直拍横打的制约因素,同时还对直拍横打技战术发展趋势进行展望。     

Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms

Abstract

This research explores young Indigenous children’s multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children’s play. Our findings show a richness in Indigenous children’s meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: Getting Along, Expressing Emotion/Interest, Satisfying Own Needs and Directing. The social intention carried out most frequently was showing interest in an activity. Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children’s dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children’s play, given the cultural importance of non-verbal communication and participating Indigenous children’s remarkable multimodal meaning-making during play.     

Mothers' child abuse potential as a predictor of maternal and child behaviors during play‐time interactions

This paper explores the effect of mothers' child abuse potential on maternal and child behaviors during play‐time interactions. Forty‐two mothers participated in a 10‐min play period followed by a clean‐up task along with one of their children (range=3–8 years old), after which they completed Milner's () Child Abuse Potential (CAP) Inventory. Mothers' behaviors were coded using a 21‐category scheme, which was collapsed into five behavioral clusters: describing, directing, criticizing, soliciting/affirming, and silent play. Children were rated for levels of involvement (activity) and cooperation. Mothers' child abuse potential scores were inversely associated with their own rate of soliciting/affirming behaviors during the play period. Children of higher‐risk mothers displayed higher levels of involvement combined with lower levels of cooperation compared children of lower‐risk mothers. Implications for understanding and responding to child physical abuse are discussed.     

'Raising the bar': views on play and training in the Move & Walk pedagogy

In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.     

新加坡及香港中学的《设计与科技科》课程——“玩与学”

在新坡和香港的中学,《设计与科技科》是孩子们必须掌握的课程,它的教学是在“玩与学”中进行的,这对培养孩子们的创新精神和对学习的乐趣起到了重要的作用。     

“则剧”释义补及其他

自宋元以来,＂则剧＂在文献中频现,关于其含义,学界进行过争议和讨论。该文同意＂则剧＂即＂作剧＂说,在此基础上对其核心语素＂剧＂字表＂玩耍＂义进行源流探析,并分析汉语史上表＂玩耍＂义的词语之衍变情况,同时纠正《汉语大词典》之误。     

健身气功·五禽戏之“熊戏”健身养生作用

应用中医理论和现代医学理论对健身气功.五禽戏之＂熊戏＂的功法进行分析,研究其健身作用及养生价值;结果发现习练健身气功.五禽戏之＂熊戏＂能够加强脾胃运化功能,防治一些肠胃疾病,还可对髋关节、膝关节及下肢肌肉均有锻炼作用,这样就提高人体的平衡能力,有助于防治老年人下肢无力、髋关节损伤、膝关节疼痛等症.并且,习练健身气功.五禽戏之＂熊戏＂能使脾胃功能增强,且能壮健力量,从而达到养生健体、防病治病的效果.     

目连戏现象与辰河高腔目连戏

对目连戏现象的形成作了剖析,并就目连戏对我国戏曲以及在民间社会思想生活的影响进行了探讨,同时对辰河高腔目连戏的特点以及对目连戏所做的贡献进行了初步归纳,对目连戏的传承和发展也提出了自己的看法。     

韩剧中的韩国女性文化透视

韩剧给中国观众展示了丰富多彩的韩国文化,女性文化在韩剧中得到了充分的表达。透过韩剧的镜头,我们可以管窥韩国女性的社会风貌,并由此引发深入的思考。