Counterpublic but obedient: a case of Taiwan’s BL fandom

BL (Boys’ Love) fandom has been regarded as a counterpublic by some academics since 2005. In this article, I investigate the dispute over “real-person” texts (texts based not on fictional characters but on real people, both public and non-public figures) on the BL board of PTT BBS in Taiwan as a case-study. The dispute is significant in the sense that, ostensibly, there were a few young female BL fans who actively defined what the BL scene consists of, as only these young women were involved in the dispute. Nevertheless, a closer look at the dispute reveals that the mainstream values actually played a significant role in framing the fandom in question. I then argue that the objection to the real-person texts should be regarded as a refusal by the BL fandom to be part of a counterpublic. The dispute started with a clarification of the genre, equating real-person with real gay people, BL with fantasy, and gay with reality. It is on this basis that real-person texts were not regarded as part of BL practices. Moral issues, such as respect and politeness, were also raised to question real-person texts. The conflict intensified, leading finally to the total exclusion of real-person texts from the BL board. To sum up, the dispute over real-person texts demonstrates how BL fans actively (re)formed the shape of the BL board; at the same time, it represents a refusal and exclusions, which place this counterpublic into question.     

对医学教育证据的需要:作为熟悉、指导和支撑医学教育研究机会的最佳证据医学教育的发展

本文介绍了最佳证据医学教育（BEME）的起源,对日益增加的责任的需求和测量的需要,当前的进展,BEME和证据在医学教育研究界的作用,未来需要以及怎样将它们同BEME整合起来.     

科研数据开放的国际实践及对我国的启示

科研数据的开放共享被认为是下一个十年科研活动最显著的特征。在既有的生态观测和依托大型科研仪器设备所产生的"大科学"数据开放共享的基础之上,欧盟、美国等也在积极布局推进个体科研人员在科研过程中产生的"小科学"数据开放共享。小科学数据的开放共享有望将割裂的科研个体联接为科研创新网络,从而引发科研组织模式、创新范式的新变革。文章从资助机构推动、数据期刊建设、科研数据开放平台实践3个方面梳理了欧美国家在小科学数据开放共享中的实践,并提出对我国科研数据开放共享的启示。     

在高职数学教学中渗透职业素养的教育

为提升高职生的职业素养,从职业素养的基本内涵与特征出发,在高职数学教学过程中可以从五个方面采用职业素养渗透的策略。上好第一课,促进学生树立起自我培养职业素养的意识;利用数学家的故事培养学生吃苦耐劳的意志品质;重视高数作业,培养学生独立处理问题的能力;养成预习和复习习惯,培养学生的责任心;建立合理的考核评价制度．修炼敬业精神。     

Historicising teachers’ learning: a case study of productive professional practice

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.     

论最后用力在掷标枪技术中的重要作用

标枪投掷中,最后用力的好坏直接影响到运动成绩,在分析了各环节的基础上提出了最后用力在标枪投掷中的重要作用。而在最后用力技术环节中,左侧支撑技术的好坏,直接影响力的传递和用力的效果,进而影响投掷成绩。     

Philosophy: A Special Place in the Liberal Arts

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.     

Wittgenstein's ‘Relativity’: Training in language‐games and agreement in Forms of Life

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices.     

Making sense of the development of inclusive practices

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.     

优秀十项全能运动员动态协调模型的对比分析

十项全能被誉为“田径之王”,技术复杂,难度大。虽然我国的十项全能水平不断提高,但与世界水平相差很远。本文运用十项全能训练的动态协调模型,对中国及世界优秀群体运动员１９８６—１９９６年的平均成绩进行了对比分析。从系统论的角度得出了几点结论,为十项全能运动的发展提供参考依据,为实现最佳化控制训练提供理论依据和参考数据。