The Cybathlon experience: beyond transhumanism to capability hybridization

The Cybathlon is a new kind of competition that embraces disabled people who use advanced assistive technologies. The purpose of this essay is to interpret the Cybathlon not as a ‘transhuman’ sport for enhanced athletes but as a place for experimenting with ‘capability hybridatization’ of the self. We wish to show that the figure of the transhuman cyborg that dominates the media coverage of disabled athletes is an attempt to approximate the able-bodied standard. This figure is problematic because it excludes athletes who cannot meet it. We defend the idea that capability hybridization, on the other hand, does not seek to approach a standard, but aims to promote and legitimize variedly able bodies. This article will be organized in three stages. First, we will highlight the production of the transhuman cyborg at work in contemporary disability sport. Then, we will show that this transhuman cyborg is based on ableist and heteronormative conceptions of the body that are opposed to a postmodern definition of the cyborg. Finally, we will argue that the Cybathlon, as it currently exists, is not a showcase of this transhuman cyborg but, above all, a place to experiment with a form of capability hybridization.     

教练员在培养优秀运运员过程中的作用

在过去的20年里,体育科研工作者努力探讨运动员如何才能成为最优秀的选手.他们认为,教练员在运动员发展过程中的作用不可忽视.     

STUDENTS’ SOURCES OF MOTIVATION FOR PARTICIPATING IN SCIENCE FAIRS: AN EXPLORATORY STUDY WITHIN THE CANADA-WIDE SCIENCE FAIR 2008

Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students?? perceived motives for participating in local or national science fairs and about the way in which their involvement mediates their interest in science learning and scientific careers. The present study investigates the motivational factors associated with the high school students?? decision to participate in the 2008 Canada-Wide Science Fair, a thoroughly selected and highly motivated group. Our study examines 5 sources of motivation: (1) interest in science content, (2) sense of self-efficacy, (3) assurance of achievement through rewards or gratifications, (4) the social aspect of participating and (5) working strategies to gain scientific knowledge and methods. The understanding of the anticipated benefits participants seek through their involvement in science fairs may have the potential to help science teachers adapt instruction to appeal to a broader range of students in schools, thus nourishing the emergence of more interest in science.     

Using emoticons to encourage students to recycle

Uncovering inexpensive, simple techniques to encourage students to act in a pro-environmental manner is of critical importance. Through a four-week field study at a large, environmentally focused elementary school, it was found that placing negatively valenced emoticons (i.e., red frowny faces) on trash cans increased the proportion of recycled material from 22% to 44%. Subsequently, through a controlled laboratory study at a recognized “green” university, it was found that the negatively valenced emoticon increased the percentage of students who recycled their provided paper from 46% to 62%. Therefore, using emoticons as a complement to existing environmental education may be an easily implementable technique to positively change the recycling behavior of both older and younger students.     

Wildlife Enforcement Monitoring System (WEMS): A solution to support compliance of Multilateral Environmental Agreements

Given the rising number of international environmental agreements, it is increasingly difficult for many developing countries to meet the basic commitments of compliance to Multilateral Environmental Agreements (MEAs). One major reason for non-compliance is an unforced restriction on enforcement information flow to the national environmental governance repository either due to policy regulations or, technological hindrance. The purpose of this paper is to highlight the importance of a global information technology framework for MEAs that will help in enhancing the flow of information from a grassroot level to a national repository and then serving to various international agencies involved in monitoring of enforcement and compliance to MEAs. The paper defines the current challenges in global and national-level environmental information gathering and analysis and then, explains the technological and policy framework model adopted in the Wildlife Enforcement Monitoring System (WEMS). The paper then argues that the WEMS model will be able to overcome the existing challenges hindering the information flow in a government framework.     

教练员在运动队中的角色

有专家认为,教练员的指导不应被简单地定义为一些教学方法或他们所传授某种专门体育知识,而应被看作一种更为复杂的活动。“它本质上是一种社会实践活动,是教练员、运动员及俱乐部环境之间的互动产生的活动”,因此,教练员的指导是一种“复杂的社会关系”,是发生在“教学背景”下的一种关系。所谓的教学背景就是一个整体,即这个背景中的所有参与者及个人行为都是一个整体过程。正是每一部分之间的互相依赖才使“教学背景”成为一个单独的实体。     

1970-2001年间发表的训练科学英文文献的分析

尽管关于运动训练方面的科技文献越来越多,但是很少有人对这方面的文献进行总结,即使有也只是在有限的时间范围内或主要针对运动训练行为方面的.由于该方面的资料缺乏系统性和连贯性,所以,笔者在进行此项研究的过程中也受到诸多限制.     

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.     

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.