非自发形核表面能与润湿角的关系

根据形核理论,对三个相互垂直平面基体上非自发形核表面能进行推导,给出了表面能与润湿角关系的数学表达式。     

少数民族地区亲子关系中的媒介接触差异研究——基于广西两所师范类高校中的大学生与其父辈的调查

选取广西壮族自治区的广西民族师范学院和玉林师范学院两所高校进行调查,通过调查问卷和访谈的形式对在校大学生及部分家长进行了媒介接触调查,并分析大学生及其父辈媒介接触中的差异。     

新课程历史考试的综合化考查及对教学的启示——一道新课标全国卷历史高考题带来的思考

2010年高考新课标文综全国卷第40题引发了广泛的热议,灵活的考查纬度也对未来的教学提出了新的要求。为了适应这种变化,围绕以40题的解答为线索展开了对此题考查纬度和应答技巧的探究,并针对此类考查提出日常教学中培养学生思维、提升综合能力的改进建议：引导学生进行知识联系和迁移,从读死书转化为活用书;教学中要更加注重分析与综合能力的培养;要注重对学生推理论证能力、符合历史学科特点的语言组织表达能力和归纳整合能力的培养;注重学生＂多维历史联想＂能力的培养;唤醒学生探究意识和对答案自我生成的信心,并以超前思维为学生适当引领学术意识,从而将新课程对历史教学的要求落到实处。     

语言接触与佛教汉语研究

佛教汉语是汉语历史文献语言的非自然变体,是经由佛经翻译所导致的间接语言接触的产物,其中不但存在文言文和大量口语、俗语和不规范成分的混合,而且存在汉语与大量原典语言的混合。经由佛经翻译所导致的语言接触大体分为三个阶段。佛教汉语是汉语语言接触史的重要组成部分,有助于我们总结汉语演变的机制和发展的方向。基于梵汉对勘的佛教汉语研究,指在梵汉对勘方法的基础上,将汉译佛经的语言与原典语言进行对比分析,发现其中与中土文献有异的语言现象,综合运用汉语史的各种研究方法对其进行考察,借以明确语言接触对汉语史的影响。     

从词缀看江华汉语土话和瑶族勉语的接触

比较江华梧州话、平地瑶话和过山瑶话中的词缀后发现,词汇接触是缓慢、渐进的,过山瑶话既受梧州话、平地瑶话的影响,又有来自江华官话的影响,但是它们并不完全相同,而是同中有异,坚守个性。词汇渗透的主流是汉语土话流向瑶族勉语,但汉语土话仍保留着与瑶族勉语相似的痕迹。     

Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives

The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of intercultural topics in the context of English as a foreign language (EFL). It presents the results of an analysis of data from a larger study (DESI study – Assessment of Student Achievements in German and English as a Foreign Language) bringing the intercultural experience of teachers and observable aspects of instruction into focus. Videotapes of EFL-classroom instruction of 9th and 10th grade students are analyzed in order to assess characteristic of the implementation of intercultural topics. The study reveals the impact of teachers’ intercultural experience on the quality of their intercultural instruction. Furthermore, the results indicate that precise external directives for particular lessons can help teachers put intercultural topics into practice.     

足球比赛攻守对抗中身体接触的研究

通过对中国足球队在亚洲10强赛上攻守对抗过程中与对手身体接触时技术运用质量的观察与分析,揭示出我国运动员“对抗能力差”问题的核心,对改善我国足球训练和比赛中的对抗水平提供了新思路。     

Validation of a wireless shoe insole for ground reaction force measurement

Ground reaction force measurements are a fundamental element of kinetic analyses of locomotion, yet they are traditionally constrained to laboratory settings or stationary frames. This study assessed the validity and reliability of a new wireless in-shoe system (Novel Loadsol/Pedoped) for field-based ground reaction force measurement in hopping, walking, and running. Twenty participants bilaterally hopped on a force plate and walked (5 km/hr) and ran (10 km/hr) on an instrumented treadmill on two separate days while wearing the insoles. GRFs were recorded simultaneously on each respective system. Peak GRF in hopping and peak GRF, contact time (CT), and impulse (IMP) in walking and running were compared on a per-hop and step-by-step basis. In hopping, the insoles demonstrated excellent agreement with the force plate (ICC: 0.96). In walking and running, the insoles demonstrated good-to-excellent agreement with the treadmill across all measures (ICCs: 0.88–0.96) and were reliable across sessions (ICCs within 0.00–0.03). A separate verification study with ten participants was conducted to assess a correction algorithm for further agreement improvement but demonstrated little meaningful change in systemic agreements. These results indicated that the Novel Loadsol system is a valid and reliable tool for wireless ground reaction force measurement in hopping, walking, and running.     

Touching the didactic contract—a student perspective on intergenerational touch in PE

A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Education and Society, 18(5), 694–709. doi:10.1080/13573322.2013.774272; Öhman, 2016. Losing touch—teachers’ self-regulation in physical education. European Physical Education Review, 1–14. doi:10.1177/1356336X15622159; Piper, Garratt, & Taylor, 2013. Child abuse, child protection and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18(5), 583–598. doi:10.1080/13573322.2012.735653]. Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.     

Comparison of step-by-step kinematics of resisted,assisted and unloaded 20-m sprint runs

This investigation examined step-by-step kinematics of sprint running acceleration. Using a randomised counterbalanced approach, 37 female team handball players (age 17.8 ± 1.6 years, body mass 69.6 ± 9.1 kg, height 1.74 ± 0.06 m) performed resisted, assisted and unloaded 20-m sprints within a single session. 20-m sprint times and step velocity, as well as step length, step frequency, contact and flight times of each step were evaluated for each condition with a laser gun and an infrared mat. Almost all measured parameters were altered for each step under the resisted and assisted sprint conditions (η² ≥ 0.28). The exception was step frequency, which did not differ between assisted and normal sprints. Contact time, flight time and step frequency at almost each step were different between ‘fast’ vs. ‘slow’ sub-groups (η² ≥ 0.22). Nevertheless overall both groups responded similarly to the respective sprint conditions. No significant differences in step length were observed between groups for the respective condition. It is possible that continued exposure to assisted sprinting might allow the female team-sports players studied to adapt their coordination to the ‘over-speed’ condition and increase step frequency. It is notable that step-by-step kinematics in these sprints were easy to obtain using relatively inexpensive equipment with possibilities of direct feedback.