从加速跑的角度分析我国男子百米运动员后程减速的原因     

张玉华 《商丘师范学院学报》2007,23(6):107-109

为了迅速提高我国男子100 m跑成绩,通过中外优秀男子100 m短跑选手分段成绩的对比,从加速跑的角度入手,从运动技术、运动生化、运动生理3个方面深入阐述中国短跑选手后程减速的原因,并提出建设性的意见,供教练员和运动员参考.  相似文献   

试论马克思主义民族观的与时俱进     

李瑞君 《安阳师范学院学报》2008,(6):4-7

阶级分析理论是认识阶级社会历史的重要分析工具。马克思主义的阶级分析理论不同于前人之处,在于把阶级和阶级斗争观点建立在唯物史观的基础上,用生产的发展来解释阶级起源和阶级关系的变化。认为民族问题产生的根源是阶级问题,民族斗争的实质是阶级斗争,消灭阶级对立是解决民族问题的前提,建立无产阶级专政的国家是解决民族问题的保证。必须摆脱传统的阶级斗争和“左”倾意识形态的话语．与时俱进,对马克思主义民族观做出新的发展。  相似文献   

临界竞争的消除方法     

郭茂政  杨昌权 《黄冈师范学院学报》2001,21(5):36-37

给出了电平异步时序逻辑电路临界竞争的第四种消除方法。  相似文献   

‘Language must be raked’: Experience,race, and the pressure of air     

Paul Standish 《Educational Philosophy and Theory》2018,50(4):428-440

This article begins by clarifying the notion of what Stanley Cavell has called ‘Emersonian moral perfectionism.’ It goes on to explore this through close analysis of aspects of Emerson’s essay ‘Experience,’ in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. ‘Where do we find ourselves?’ Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility and responsibility into our relation to our words. But the language we speak and the lives that go with it are at the same time burdened with a past, and in the case of English, and in the American context especially, it is marked with a kind of repression relating to questions of slavery and race. These matters are implicated in questions of constitution, in both general and specifically political senses. Hence, inheritance and appropriation become causes of critical sensitivity, as do the forms of praise and acknowledgment that should meet them. The article explores ways of thinking through Emerson’s relation to these aspects of experience and seeks to find responses pertinent to today.  相似文献   

Understanding Integration and Policy Challenges Facing Multicultural Schools in South Africa     

Pertunia R. Machaisa  Lindiwe Mulaudzi 《Africa Education Review》2019,16(6):66-81

Abstract

This article reports on research that investigated integration challenges in multicultural schools. The inquiry followed a qualitative approach, using interviews, focus groups and open-ended questionnaires. The understanding of the integration of multicultural challenges in schools was done through the lens of critical race theory (CRT). Individual interviews were conducted with eight principals, followed by focus groups with 34 teachers, together with open-ended questionnaires which were administered to 82 participants. The findings revealed that policies on school integration present opportunities for integration but do not address the challenges of diversity in schools. The research highlighted the problem that integration is not recognised in schools although it is mandated by government policy. The research conducted highlighted the fact that it is not easy to implement a policy on integration because some schools do not see so-called “colour” in the learners. Schools alone cannot deal with and remedy the inequalities and segregation in multicultural schools, and communities should help at all levels to achieve positive transformation in schools.  相似文献   

文化边缘人的抗争与迷失——《潜水鸟》语篇分析     

于爱莲 《咸阳师范学院学报》2006,21(6):93-95

针对玛格丽特.劳伦斯的著名短篇小说《潜水鸟》中主人公皮格特.坦纳瑞在寻求加拿大主流文化认可中的悲惨命运,从背景知识、文化边缘人的文化抗争与迷失、文中不同的象征意义三方面分析不同种族与文化在发生冲突与融合时文化边缘人的悲剧生活。  相似文献   

War and education in the United States: racial ideology and inequality in three historical episodes     

John L. Rury  Derrick Darby 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):8-24

Abstract

This paper examines the impact of war on African-American education. This question is considered in three different periods: the eras of the American Revolution, the Civil War and the Second World War. Large-scale conflict, such as these instances of total war, can afford historical moments when oppressed groups are able take steps to improve their social status, challenging the forms of domination that have subjugated them in the past and demanding rights and liberties long denied them. This is an especially noteworthy case because of the highly developed system of racial oppression that African Americans became subjected to historically. In each of these cases, disruptions of existing patterns of social and political inequity provided openings for African Americans to realise new opportunities for education and social advancement. Implications of these historical patterns are discussed in the conclusion.  相似文献   

浅析短跑中的速度障碍   总被引：1，自引：0，他引：1  

蔡菊香 《鄂州大学学报》2006,13(3):74-77

该文采用文献资料法，结合多年来的实践体会，分析短跑训练中产生速度障碍的原因，探讨克服速度障碍的方法，旨在提高短跑运动水平，供同仁们参考。  相似文献   

Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools     

Jamie Lew 《The Urban Review》2006,38(5):335-352

Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students’ academic aspirations and achievement. In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white” plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse, this research examines how Asian American students in two different social and economic contexts, negotiate their race and ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation. By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as a case study, this research complicates and challenges our understanding of the role of culture in school achievement and illustrates how culture intersects with class, race, and schools. Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark, NY, 07102-1814, USA  相似文献   

修辞与意识形态     

郑国庆 《福建师范大学学报(哲学社会科学版)》2004,(5):20-22

本篇论文试图从话语功能的角度阐述修辞与意识形态的关系 ,包括种族、性别、阶级历史语境等施加在修辞上的影响以及反过来修辞所发挥的意识形态功能。  相似文献