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Feichi Chiang 《Inter-Asia Cultural Studies》2016,17(2):223-238
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. 相似文献
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This study compared the whole-body movement coordination of pitching among 72 baseball players of various ages and velocity levels. Participants were classified as senior, junior, and little according to their age, with each group comprising 24 players. The velocity levels of the high-velocity (the top eight) and low-velocity (the lowest eight) groups were classified according to their pitching velocity. During pitching, the coordinates of 15 markers attached to the major joints of the whole-body movement system were collected for analysis. Sixteen kinematic parameters were calculated to compare the groups and velocity levels. Principal component analysis (PCA) was conducted to quantify the coordination pattern of pitching movement. The results were as follows: (1) five position and two velocity parameters significantly differed among the age groups, and two position and one velocity parameters significantly differed between the high- and low-velocity groups. (2) The coordination patterns of pitching movement could be described using three components, of which the eigenvalues and contents varied according to age and velocity level. In conclusion, the senior and junior players showed greater elbow angular velocity, whereas the little players exhibited a wider shoulder angle only at the beginning of pitching. The players with high velocity exhibited higher trunk and shoulder rotation velocity. The variations among groups found using PCA and kinematics parameter analyses were consistent. 相似文献
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KATSAGGELOS Aggelos K. 《浙江大学学报(A卷英文版)》2006,7(5):801-810
INTRODUCTION Video streaming is becoming one of the major driving forces of next generation wireless networks. For the currently deployed cellular networks, the practical data rates are not enough to support full rate, high quality video applications. As a result, many research efforts have been devoted to adapting video content to reconcile the conflict between the high demand of video quality and the limited wireless communication resources among users. A large body of literature utiliz… 相似文献
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This study investigated the relationships of teacher efficacy, perceived organizational control, and the teacher-student age gap with teachers’ retirement attitudes. Stratified random sampling was adopted to collect survey responses. A total of 498 valid surveys from 33 elementary schools were collected. Correlational analyses revealed significant positive correlations of efficacy for classroom management (teacher efficacy subdomain), efficacy for student engagement (teacher efficacy subdomain), efficacy for instructional strategies (teacher efficacy subdomain), and the teacher-student age gap with three subdomains of teacher retirement attitude. In addition, there were significant positive correlations of efficacy for instructional strategies and perceived organizational control with the cognitive and behavior subdomains of retirement attitude. Hierarchical regression analysis revealed that efficacy for classroom management can positively predict the affective and cognitive subdomains of retirement attitude. Perceived organizational control can positively predict retirement attitude and its cognitive and behavior subdomains. Finally, the teacher-student age gap can predict retirement attitude and all its subdomains. Discussion of the results and recommendations for future research are provided. 相似文献
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Su Cai Feng-Kuang Chiang Yuchen Sun Chenglong Lin Joey J. Lee 《Interactive Learning Environments》2017,25(6):778-791
Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education. 相似文献
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Kuang-Hsu Chiang 《European Journal of Education》2011,46(2):257-270
This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies. 相似文献
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Chao-Ying Joanne Peng Li-Ting Chen Hsu-Min Chiang Yi-Chen Chiang 《Educational Psychology Review》2013,25(2):157-209
Given the long history of effect size (ES) indices (Olejnik and Algina Contemporary Educational Psychology, 25, 241–286 2000) and various attempts by APA and AERA to encourage the reporting and interpretation of ES to supplement findings from inferential statistical analyses, it is essential to document the impact of APA and AERA standards on ES reporting practices. In this paper, we investigated the impact by examining findings from 31 published reviews and our own review of 451 articles published in 2009 and 2010. The 32 reviews were divided into two periods: before and after 1999. A total of 116 journals were reviewed. Findings from these 32 reviews revealed that since 1999, the ES reporting has improved in terms of its rate, variety, interpretation, confidence intervals, and fullness. Yet several inadequate practices still persisted: (1) the dominance of Cohen’s d, and the unadjusted R 2/η2, (2) the mere labeling of ES, (3) the under-reporting of confidence intervals, and (4) a lack of integration between ES and statistical tests. The paper concludes with resources on Internet and recommendations for improving ES reporting practices. 相似文献
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姜添辉 《清华大学教育研究》2010,(6)
台湾从20世纪90年代起执行了一系列教育改革方案,其中课程是重点之一,其目的在于结合其他教改方案,改善学习成效以及教育结果的不均等。尽管如此,社会大众却强烈质疑教改成效。本文将不评论这些质疑的合理性,而是试图说明教改结果的高度动态性,以及此种特性与社会阶级的关联性。尽管教育政策足以产生结构性规范,但＂施为＂的主动作为足以使家长脱离结构的束缚,因为他们能积极介入教育政策的制定,影响教育政策的实施过程,至少能调整自身以契合政策的特性与要求,因而使子女处于有利的学习位置。但受阶级文化差异的影响,中产阶级家长往往展现高度＂施为＂,劳工阶级家长则偏向接受结构的规范,此种差异使教育结果难以脱离社会阶级的影响。Abstract： Taiwanese central government has initiated a series of educational reforms since 1990s targeting at improving leaning efficiency and educational inequality.Nevertheless,such educational reforms do not significantly meet the needs of parents but bring education into a controversial arena.This article will not evaluate such criticism but attempt to profile the social class factors whose influence is adequate to regulate educational results.Although educational policies may produce a structural form to constrain parents＇ educational behaviors,agency,a counter element,may bestow a great amount of latitude upon parents allowing them to conduct constructive actions and,then,to free themselves from such structural constraints.Nevertheless,different social class parents may employ different types of educational actions towards educational reforms.Generally speaking,middle class parents may generally be characterized as a proactive creature.In contrast,working class parents tend to be subject to the structural constraints.Such a differentiation with a powerful influence tends to make educational inequality remain firmly. 相似文献
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Evelyn S. Chiang David J. Therriault Bridget A. Franks 《Metacognition and Learning》2010,5(2):121-135
In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers’ ability to distinguish
between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so,
a number of studies have identified specific tasks to supplement a single reading of text that have resulted in greater metacomprehension
accuracy. One assumption underlying these studies is that, in the absence of such tasks, metacomprehension accuracy is uniformly
poor, and given their implementation, readers uniformly improve. Here we describe the individual variation that occurs both
in the absence (e.g., within a single text reading manipulation) and presence (e.g., within a rereading or selective rereading task manipulation) of these supplementary tasks (N = 214), in order to make a case for greater attention to individual differences in metacomprehension accuracy. We also introduce
a new manipulation in metacomprehension research, selective rereading, and argue that certain types of tasks may be more likely
to reveal individual differences in metacomprehension accuracy due to the nature of the task being more or less demanding
on working memory capacity. 相似文献