The Pursuit of Regional Geopolitical Aspirations: China's Bids for the Asian Games and the Asian Winter Games since the 1980s     

Marcus P. Chu 《国际体育史杂志》2013,30(10):1048-1058

Any international bid involves a zero-sum competition among two or more national candidates vying for the right to host a particular international event. Chinese cities in total have participated in the Asian Games and Asian Winter Games bids four times since 1980. Beijing's bid for the 1990 Asian Games; Harbin's bid for the 1996 Asian Winter Games; Changchun's bid for the 2007 Asian Winter Games and Guangzhou's bid for the 2010 Asian Games: not one encountered failure. The argument here is that all the bids were used to build up China's hegemonic status in the Asian sports community with wider resonances for the geopolitical hegemonic influence of China. Evidence is drawn from contemporary literature and media reports.  相似文献   

Strict Compliance!: Chinese Careful Conformity and the Guangzhou Bid for the Asian Games     

Marcus P. Chu 《国际体育史杂志》2013,30(10):1059-1070

This article aimed to examine whether the division of labour between the Chinese central and local officials, who came from the China General Sports Administration; the Chinese National Olympic Committee; and the Guangdong and Guangzhou governments, strictly complied with the stipulations of the Olympic Council of Asia in completing Guangzhou's bid for the 2010 Asian Games. The findings confirm Guangzhou as a rule-abiding bidder, and imply China's eagerness to be accepted by the international community and to project itself as a superpower in accordance with its wider political, economic and cultural ambition.  相似文献   

Assistive Technologies in the Library by Barbara T. Mates     

Sara Rofofsky Marcus 《Public Services Quarterly》2013,9(3):246-247

  相似文献   

The Library in the 21st Century,Peter Brophy, 2nd revised ed,Facet Publishing,London (2007), 224 p. $99.95, ISBN: 978-1856046060     

Marcus A. Banks 《The Journal of Academic Librarianship》2008,34(3):274-275

  相似文献   

Combating gender violence in and around schools,by Fiona Leach and Claudia Mitchell     

Marcus Samuelsson 《Gender and education》2008,20(6):662-663

  相似文献   

Phonological Working Memory of Children in Two German Special Schools     

Marcus Hasselhorn  Claudia Mähler 《International Journal of Disability, Development & Education》2007,54(2):225-244

In two studies, 10‐year‐olds from 2 German special schools as well as typically developing children of the same chronological age (CA controls) or the same mental age (MA controls) were compared on several aspects of working memory functions (i.e., size and input quality of the phonological store, speed and automatic activation of the subvocal rehearsal process). Results reveal that the children from the special schools reached the MA control but not the CA control children's level of non‐word repetition and also showed a statistically significant phonological similarity effect on memory span. These results were interpreted as evidence for a developmental lag in the functioning of the phonological store in these children. With regard to the subvocal rehearsal process, the results were mixed. While the children in the special schools outperformed the MA controls in speech rate, it was found that, in contrast to both control groups, they did not show any word‐length effect on memory span. This finding might be interpreted as evidence for a structural deficit impeding the automatic activation of the subvocal rehearsal process.  相似文献   

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations     

Tamara van Gog  Fred Paas  Nadine Marcus  Paul Ayres  John Sweller 《Educational Psychology Review》2009,21(1):21-30

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.

Tamara van GogEmail:

  相似文献   

Forms of mathematical interaction in different social settings: examples from students’, teachers’ and teacher–students’ communication about mathematics     

Marcus Nührenbörger  Heinz Steinbring 《Journal of Mathematics Teacher Education》2009,12(2):111-132

The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’ joint professional discourse is about a combined learning and talking between two students before an intervention by their teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting 2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher and by the expectations of the students.

Heinz SteinbringEmail:

  相似文献   

Perspektivenübernahme als Kompetenz für den Geschichtsunterricht     

Dr. Ulrike Hartmann  Prof. Dr. Michael Sauer  Prof. Dr. Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2009,12(2):321-342

This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking.  相似文献   

Cornucopia of health--widening the contribution of museums, libraries and archives     

Weisen M 《Health information and libraries journal》2005,22(4):239-242

  相似文献