Gender,culture, and geography: A comparison of seating arrangements in the United States and Taiwan

The present study describes and compares seating preferences among Taiwanese and American respondents. Using a questionnaire method, seating preferences were obtained for 75 male and 100 female college students from the United Slates, and for 29 male and 54 female teachers of English in Taiwan. Responses were obtained for all possible combinations of sex of interaction partner, location (task or social), and six interpersonal activities. Results were summarized in the form of proportions of respondents choosing each of four possible angles of interaction: corner, opposite, diagonal, and side seating. Comparisons were made using Chisquare tests for independence.In general, results showed that Taiwanese respondents, when compared to Americans, are more likely to prefer side seating and less likely to prefer corner seating. Culture, sex of respondents, and sex of interaction partner interact in influencing preferences. In the United States, seating preferences function to unite males with females and to separate same-sex partners, while the opposite is true in Taiwan. Results are interpreted in terms of implications for intercultural communication.     

对我国部分优秀男子田径运动员某些心理特征的研究

通过对包括国家队在内的近80名优秀男子田径运动员的测试。结果表明，优秀男子田径运动员与一般男子田径运动员在心理特征上存在很大差异；不同项目优秀田径运动员与一般运动员也存在显著不同。其结果为男子田径运动员今后的心理选材和心理训练提供了一些依据。     

质量职能展开

质量职能展开(Quality Function Deployment—QFD)是目前最先进的全面质量管理体系,它正受到日、美、英等国企业界的日益重视。本文介绍了QFD历史发展,基本概念、基本文件、基本方法和应用现状,并阐述了建立QFD体系的一些原则。     

论体育运动的特征

体育运动是通过人自身的体姿变换和体位变动(即身体活动)实施或实现对人自身自然改造的人的活动;体育运动是活动主体与活动客体同一的自我改造,身体活动是其基本的活动方式,身体力行是其内在的基本要求。     

从2001年国际女子体操评分规则的变化特点看世界女子体操技术发展趋势

新规则的最大突破是增设了超E组难度动作，许多动作难度降组；降低了基础分，提高了加分因素分值；特殊连接加分条件的要求提高；进一步强调了编排的多样化要求并完善了技术评分；加大了艺术表现力的评判力度。发展难度和难度问的连接成为21世纪女子体操追求创新的重要方面。     

试论我国唐代女子体育活动的特点及其原因

中国的唐代是我国封建社会的兴盛时期，也是中国古代体育最辉煌的时期。文章通过对唐代女子体育活动的特点及其原因作一探究，希望对发展我国现代女子体育运动有所借鉴意义。     

论民国时期(1927-1949年)我国体育课程的演变过程、特点及其历史价值

民国时期(1927-1949年)是我国资产阶级教育发展的成熟时期,也是我国近代体育课程的稳步发展、趋于定型的时期.这一时期政府先后进行了5次课程标准的修订,本文以新修订并实施的课程标准为阶段分期,从课程设置与学科比重、体育课程目标、体育教材、体育课程演变特点等4个角度,分析论述了这一时期体育课程的演变过程与特点,并对其历史价值进行了评述.     

Phenomenology and hermeneutics: Evolving approaches to the study of intercultural and international communication

The thought models and theories of many individuals and disciplines have contributed to the study of human communication. In recent years scholars have become increasingly aware of the fact that methodologies superimposed upon the actual event of human communication have significantly shaped our perceptions of these events. Going beyond methodological approaches or quarrels, a phenomenological basis requires direct encounter with the event and an attempt to let methodology evolve out of that direct encounter, rather than attempting a so-called objective approach. Self, experience, values, and human relationships are of primary concern to the phenomenologist who sees meaning and interpretation as a unitary concept. Phenomenology thus concerns itself with understanding, and the bases for such understanding, rather than with the mere application of methodology. At the same time, phenomenology by its very approach, concerns itself not merely with the discovery of some abstract truth, but must be deeply concerned also with the improvement of the human condition founded in conscious experience. Behavior and meaning thus become conjoined. The ultimate aim of phenomenological studies becomes a concern with the ontological as well as the epistemological bases of human understanding.     

The cross-cultural transfer of educational technology: A myth

This paper argues that technologies can never be transferred from one culture to another. The implementation by Costa Rica of the Open University system of technologies developed in England is used as a case in point. The paper focuses on the non-applicability of using the term “transfer” with its attendant connotations, to signify the implementation of similar technologies in different cultures; differentiates between system specific and culture specific problems in the process of this implementation: and discusses the interaction of three cultures in the process of “transferring” a system of technologies from one of these cultures to another. The Open University system of technologies is described as it exists in England and the system specific problems of these technologies are delimited. The system of technologies is then “transferred” to Costa Rica and the culture specific problems discussed as seen by two evaluators from yet a third culture (the United States). The expectations of individuals from all three cultures (English, Costa Rican and U.S.) are raised in tight of these culture specific problems.