竞赛中运动员的心理障碍与心理训练

心理因素是现代竞技体育比赛中十分重要的一个训练环节,它是取得胜利的主要手段。从理论分析出发,运用体育运动心理学的有关知识,简要分析了在体育运动竞赛中产生心理障碍的原因,提出了克服心理障碍的心理训练方法和手段,对提高竞赛水平具有一定的指导用。     

中国竞技体育制度变迁的障碍性因素分析

本文着重从经济学角度对我国竞技体育制度变迁进行了深入地分析和探讨，找出了影响和制约我国竞技体育制度变迁的主要障碍性因素，为我国竞技体育的进一步发展提出合理而又切合实际的意见和建议。     

高等代数学习中思维障碍的研究

本文分析了学生在学习高等代数过程中存在的主要思维障碍。并针对这些问题提出了解决思维障碍的对策。     

RFID技术在图书馆的应用实例及障碍分析——以武汉图书馆为例

主要介绍了RFID技术在图书馆中的应用情况,并对操作过程中出现的种种问题进行分析。     

大学图书馆员专业发展的内涵、障碍与策略

从大学图书馆员专业发展的内涵入手,分析大学图书馆员专业发展进程中的障碍,探讨大学图书馆员专业发展的基本策略.     

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How U.S. and Chinese journalists think about plagiarism

A comparison of 1,096 professional journalists in China and the United States on attitudes toward attribution and plagiarism reveals Chinese journalists were more likely to see attribution as a practice to be embraced regardless of career longevity and culture, suggesting journalistic norms are more important than a collectivist orientation. Attribution was more likely to be embraced by those who see principles as more important than expediency, affirming research that plagiarism is hardly a monolithic concept. Overall, journalists in the two nations did not vary significantly in their attitudes toward plagiarism, despite vast differences in culture and politics as well as evidence that in some other fields China is more accepting of reusing material without attribution. The data show that among journalists, attitudes toward plagiarism are shared across national boundaries, reinforcing related research showing that a journalism culture exists and is shared at least in part across national boundaries.     

On Affective Communication-From Perspective of Cultural Context

Nowadays, cross-cultural study is turning to pragmatic fields concerning communication, such as business negotiation, overseas life and language teaching, etc. This paper reviews previous studies of cu...     

英语学习趣味性初探

英语教学无论是“教”的难度还是“学”的困惑,都是毋庸置疑的。通过让学生了解所学语言的历史、语文化和其他与语言相关的诸多知识,提高语言学习的兴趣,从而实现学生快乐学习英语。     

浅析英语教学中的文化渗透

语言是文化的一部分,不能独立于文化而存在。由于不同的民族有着不同的社会文化背景,因此,学习一种语言必须了解这种语言所承载的文化。英语教学中必须注重对学生进行文化渗透,首先,应充分利用现有教材,立足课堂,进行文化渗透,其次,要不断开拓第2课堂,加强文化渗透。