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Posts Tagged ‘education’

标题:残障人士可以是专业的战士

In Uncategorized on May 19, 2014 at 10:57 am

指导教师 戴国斌
博士生姓名 安东尼(Antonio Graceffo)
学号_1310104008___
联系Antonio_graceffo@hotmail.com

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号称“铁锤”的Matt Hamill是最为著名的残疾格斗士,他既是一名听障摔跤手,又是一名MMA的格斗士。Matt受其在残障社区的明星地位的激励,因此他想证明一个身患听力障碍的残疾人同样能够在职业体育圈里成为最为优秀的运动员。Matt Hamill说,我要证明给所有的人看我可以做到。(Mowl)
“全球100百万患有听力障碍的残疾人,在UFC中而我是唯一一个身患听力障碍的残疾人格斗士,每次在我打比赛的时候,那些身患听力障碍的同胞都会发邮件给我,我每天都会受到3000份的邮件”Matt Hamil. Matt1976年出生,他生下来就是聋子,他的父母是个朴实的农民,他们对待Matt像对待正常孩子一样,他们跟Matt说话,还让他在农场上工作。(BRAKOB)
“Matt的父母锻炼他像个正常孩子一样生活在那些正常孩子的周围”
因为他的父母,Matt Hamill学会了读唇语,而且讲的也很好。农场上的工作让他变得很强壮,之后他的祖父帮助他加入了摔跤队。起初,教练不想培养Matt,因为听力障碍交流很困难。(The Hammer). Hamill的教练不得不在小黑板上写技战术告诉Matt应该怎么做,很多时候会闹出笑话,Matt因为听不到训练结束的口令,他会继续很努力的训练,因此他的对手总是被挨打。并不知道这种做法已经结束,他会攻击他的队友。但教练后面意识到Matt可能会是一个冠军,他变的很高兴去训练Matt。
因为他从小在农场工作,他和他的朋友经常练习把农场上的牛按倒在地上。(TUF)

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因为他是一个摔跤冠军,他拿到了摔跤奖学金去美国普渡大学读书。但是因为听力上的障碍他上课无法理解老师的授课内容,学业变的很糟糕。他的父母为了让matt能够正常的接受教育,他们得知罗彻斯特理工学院有听力障碍教育课程,因此他们抵押自己的房子来支付matt的学费。在RIT他第一次接触到美国手语. 在RIT,Matt主修工程学,并且参加了摔跤队,他在学校的摔跤成绩是213胜,3负。(ZVRS)并且顺利毕业拿到了电子工程学的学位。Matt Hamill三次夺得NCAA第三级联赛摔跤的全国冠军,在2011年的听障奥林匹克运动会,他还获得了古典摔跤的银牌和自由摔跤的金牌。
Matt是在一家酒吧的保镖。有一次两个美式足球运动员打起架,Matt轻易的把他们扯开。那些酒吧现场的人看到那一幕建议他应该参加终极格斗锦标赛(UFC),它是全球最大的自由搏击组织。(ZVRS)在UFC,Matt Hamill有一个非常成功的MMA格斗生涯。迄今为止,号称“铁锤”的MattHamill是唯一一个站在UFC八角形擂台上的患有听障的格斗士(BRAKOB ) 当Matt在格斗的时候,他听不到教练给他的指导,在我上拳击台只前,我只专注我比赛的战术,我所有的注意力都集中在对手身上,然后把我的战术落实到对手身上,但是这是一个无奈之举。”(Whittaker)
他的教练说:“对我来说,因为他的听力障碍要尝试跟他交流感觉这是最为无助的感觉之一。但是在比赛过程中,节奏是很快的根本就来不及交流,所以都是他自己站在擂台上完全依靠自己来比赛的,那种感觉就像你眼睁睁的看一个人溺水身亡”。 (Deafreview)
“UFC 终极格斗士号称“铁锤”的MattHamill尽管出生就是个聋子但是他没有让他的残疾阻碍他的梦想。”(Whittaker) Matt Hamill的教练Duff Holmes说在MMA那些有毒瘾人群中部分人获得成功是受到的听障人群的激励。Matt他是听障人群里的英雄,他很看重听障人群对他的支持。

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Sunny是一名听障泰拳格斗士。他是来自马来西亚的一个小岛的少数民族。Sunny的教练Alvin Lim他是我的好朋友,他让队中的所有的泰拳格斗士都学习手语。Alvin为了让其他泰拳格斗士能够和sunny正常的交流他把手语课程内容写在武术馆的一块白板上让其他队员学习。Sunny在一个晚上拿到了他的第一个MMA的冠军,马来西亚的听障协会也到现场观看了他的比赛,每个人都为他感到骄傲。有一个过来观看比赛的听障人士他讲到,我们来到这里就是为了证明听障人群同样能够像正常的马来西亚人一样参与到各种生活事务中去” 他说,“我想向世界证明了聋人可以做任何事情。”
我在柬埔寨的拳击教练Paddy Carson,他已经教导我十年了。他教授我职业拳击和MMA格斗技术。60岁高龄的Paddy他仍然上拳击台每天教我训练,但是之后因为他身患癌症,他的腿被截肢了换上假肢。他康复了以后,Paddy继续做我的教练,他每天站在拳击台上教我训练。当他生气时,他仍然会用他的假肢踢我的屁股。在Paddy的腿还没有截肢之前,他说,年轻人总是软弱和懒惰。现在,只有一只腿的他仍然比其他的年轻人要强壮的多,这一点我为我的教练感到自豪。

老师问我们,为什么是残疾人体育教育是重要的?
1. 为了让残障人士知道,他们也可以实现自己的梦想
“我是个聋子但是我并不会为此伤心。我知道除了听力障碍我一定有别的天赋,虽然我不知道但是我对现在的我很满意”( Deaf Review)

2. 第二个原因,为什么残疾人运动比赛是重要的,因为比赛可以他们感受到自豪感

一个叫EricWeihenmayer的盲人成功征服珠穆朗玛峰
号称“铁锤”的MattHamill获得了摔跤冠军和UFC格斗士
来自马来西亚的Sunny是一名少数民族的聋子,但是他却成为了一名职业格斗士。
只有一条腿已经60岁高龄的Paddy Carson,他仍然战斗在一线的职业拳击教练席上。

有“铁锤”之称的终极格斗士Matt Hamill天生就是聋子但是他却没有让残疾阻碍他的梦想(惠特克)
3. 第三个原因是残疾人体育比赛的重要性在于这些人可以激励我们

参考书目
BRAKOB , A Matt Hamill fighting in silence, athleatslivehere.com, Mar , 2013
Deafreview staff, Hammer 2.0: Matt Hamill Coming Out of Retirement at UFC 152,deafreview, Sept, 2012
The Hammer, Film Harvest, Fifth Year Productions, TapouT Films, October, 2011
Mindenhall, C “Hamill an inspiration for deaf community”, ESPN Mixed Martial Arts, May, 2011
Mowl, A Inside the Cage With Matt Hamill, deafnation, 2011
TUF, The Ultimate Fighter, Season 3
Whittaker, G The Franchise Exclusive Interview: Matt Hamill, MMA HANGOVER, Feb, 2009
ZVRS: Exclusive Interview With Matt Hamill, Deaf YouVideo

The Scars of Driver’s Ed

In Uncategorized on April 5, 2014 at 2:48 am

By Antonio Graceffo

Now that I am getting my PhD in education, I am reliving my own school days, thinking just how absurd damaging they were.
I remember we took driver’s-ed in eighth grade, in the days before technology. We actually had a driving simulator room in our school. It consisted of rows of numbered student desks with dashboards and steering wheels on them. The teacher sat in the back, at a control panel, next to a movie projector. The projector showed a first person driving film on a screen at the front of the room. A voice on the film would say things like, “At the corner, turn left.” At which point, you were supposed to signal, slow down, and turn the wheel. Occasionally, random things would happen, like a ball would roll out in the street in front of us, and we would be expected to slam on the brakes to keep from hitting the child who came out to retrieve it. Allegedly, the teacher could look at the control panel and know who used their signal or their break, and would give us a score. Of course, this was all in the days before computers. I mean, computers existed, but they couldn’t actually do anything. So, this machine never worked right.
At the time, I believed that it was my school that had the problem. I thought maybe our school’s machine was broken and in need of repair. Looking back, I imagine it was more a case of The Emperor’s New Clothes. I don’t think this machine worked ANYWHERE, but schools paid a lot of money for it, so they couldn’t admit that they had been ripped off. Most of us ignored the movie and just spun the steering wheel in a 360 and made car noises, “brrrroom.” In spite of this thing being useless, my teacher would still bring us there, every week. And he would still give us a score, although he couldn’t see what we were doing. Occasionally, he would call out, “Number thirty-seven, slow it down. Number eighteen you forgot to signal.”
Because the visual was an old fashioned movie projector, the lights had to be off. So the teacher couldn’t see that number thirty-seven was unoccupied, or that number eighteen was making out with number four. Failing that class scarred me so deeply, that to this day, I don’t enjoy driving in dark classrooms.
Brooklyn Monk, Antonio Graceffo is a PhD candidate at Shanghai University of sport, writing his dissertation on comparative forms of Chinese wrestling. He is martial arts and adventure author living in Asia, the author of the books, “Warrior Odyssey’ and “The Monk from Brooklyn.” He is also the host of the web TV show, “Martial Arts Odyssey,” which traces his ongoing journey through Asia, learning martial arts in various countries.
Warrior Odyssey, the book chronicling Antonio Graceffo’s first six years in Asia is available at amazon.com. The book contains stories about the war in Burma and the Shan State Army. The book is available at http://www.blackbeltmag.com/warrior_odyssey
See Antonio’s Destinations video series and find out about his column on http://www.blackbeltmag.com
Twitter
http://twitter.com/Brooklynmonk
facebook
Brooklyn Monk fan page
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http://www.youtube.com/user/brooklynmonk1
Brooklyn Monk in Asia Podcast (anti-travel humor)
http://brooklynmonk.podomatic.com

Foreign Education in China

In Uncategorized on February 28, 2014 at 2:01 pm

By Antonio Graceffo

Nearly one million Chinese students registered for classes at American universities during the 2012-2013 academic year, says an article in US News and World Report. But with tuition fees for foreign students of $38,000 or more per year, education in the US is way out of reach for the average Chinese family. The solution that China has found is to move the foreign education to China. Foreign universities have opened campuses and joint venture programs across the country, using the English language to teach degree subjects. The schools are still considerably more expensive than a domestic university, but much cheaper than going abroad. A bachelor’s degree at University of Nottingham, Ningbo Campus costs $14,000 USD, for example, whereas a BA at Shanghai University would cost only about $3,200 USD.
Some of the foreign universities who currently have programs in China include: New York University, Shanghai Campus, Duke-Kunshan University-Wuhan University, John Hopkins School of Advanced International Studies, Nanjing Campus, University of Birmingham Guangzhou Centre, and Xi’an Jiaotong-Liverpool University, Suzhou to name a few.
A deep respect for education has always been a major feature of Chinese culture. In the past, however the educational options open to many families were limited by the family’s income. Over the last 10 years, however, Chinese families have been earning more and more. According to a report by Accenture the average hourly wage in China has increased from less than one dollar per hour in 2005, to approximately $2.25 an hour in 2011, with the average annual income in 2012 rising to about $2,100. Much of that money is being pumped into education. Some of these families save for years and years to send their children to a foreign university program in China. But the foreign programs are especially popular with China’s wealthy class. According to the Hurun Wealth Report of 2012, “One out of every 1300 people in China has a million yuan or more”. Leaving them with savings large enough to fund a foreign education inside or outside of China.
Since 1978, China has had a one child policy. With life expectancy steadily increasing in the new, affluent China, this often leaves four living grandparents and two parents with only one child to support. This means the life savings of six adults could be pooled to pay for the education of one child. The increased income, combined with a one child policy has left a tremendous number of families in a position to pay for a foreign university program.
University of Technology Sydney, in cooperation with Sydney Institute of Language and Commerce operates a program at Shanghai University. This is one of many foreign programs which doesn’t actually offer a foreign degree in China. Students who complete the program in China get a certificate. But students who complete a two-plus-two program, two years in China followed by two in Australia, receive a university degree from UTS. Another option is that the students can complete their BA from Shanghai university concurrently with two years at SILC, then go to Australia and complete a second BA. These types of programs have made a foreign education even more affordable, since the first two years are done in China. This leaves parents to pay for only two years of study abroad.
Karen, a second-year student in the UTS, SILC program explained why the program appeals to Chinese students, “First of all I can get two degrees, one from China, and one from the foreign university which benefits me interviewing for a job.”
In an informal survey, the two most common reasons students gave for studying in the hybrid program were to improve their English and to prepare to study abroad.
“My friend and my parents both think it is a good way to improve English. But my parents may worry if the courses we studied whether can be adapted to the situation in china.” Said one student. “Because I want to improve my English and I can be better adapted to the foreign study style if I go abroad for further study.” Said another.
“First because of study abroad, my parents want me study in SILC. Also this program is cheaper than going abroad for studies. More cross nation companies setup in China currently. They need more employee with a broad and good command of English to deal with foreign business. So study in SILC will help me to get a god job after graduation.”
Whether students do the full four years abroad or do half in China and half in a foreign country, they still need to adjust to the dramatic differences between western and Chinese education.
Another SILC student commented on the differences between Western and Chinese teaching styles. “There’s not so many instructions given by western teachers. We have to study individually and initiatively, which is quite different from Chinese pattern. Also studying speed is very fast, since we have three semesters per year.”
During a series of student interviews, responses like this were very common. “I think the most difficult thing is the deference between Chinese and foreign teacher patterns are hard to adapt to. Sometimes the customs of how to teach in class, what kind of homework to do differ. Class is quite different from I used to do as a Chinese student.”
The foreign teachers also found that teaching Chinese students was different than teaching in the West. One teacher, Rada, said “Chinese kids are more respectful. Teachers are important here. But it is more challenging to get them to speak and participate.” She went on to say, “It’s like pulling teeth.”
An American teacher, Niko had this to say, “The biggest challenge is that they are taught never to question anything. But in western education you have to question, analyze, and debate.”
Rada, “Parents put pressure on the kids. They are motivated not only to make money, but also to make their parents proud. Avoiding shame seems to be a huge part of the culture.”

In the English language programs teachers often complain that they have to demand less of the Chinese students. “The expectations are much lower here than they would be in an English speaking country. We have to go slower and dumb down the course, if you will.”
In addition to the English language programs, which seem to be the largest and most well established, there are a smattering of programs sponsored by Germany, France or other countries, using other languages as the medium of instruction. One student in an English program explained, “The other foreign programs in our school UTSEUS (a program offered through a French university) it’s often a little tired since they have to learn French, which they never studied before.” Many of the English medium programs require that students pass the IELTS exam either before or during the course. But the European programs couldn’t make such demands because there are so few Chinese students who have had the opportunity to study German or French till fluency.
As a result, a French engineering teacher complained, in very broken English, “The students understand nothing about I say. So, I am have to speak English for teach my class.”
Apart from the language issues, foreign and Chinese universities are very different. Chinese education is largely focused on rote memorization. The best students are those who can most dutifully and correctly repeat what they have heard from the teachers. Students also work in study groups, sharing notes and assignments. This is in sharp contrast to Western education which values critical thinking, individuality, and original thought. One student had this to say, “The requirement in a foreign program is too different form the study style in my previous study. Such as presentation and discussion these things are not common in high school.”
Many of the students complain about the difficulty of dealing with both the language and the unfamiliar classes. “We must learn many major courses. And academic English in such a short time. It is also a challenge to pass. And my friends in other programs do not have to pass IELTS.” Students in foreign programs often commiserated with friends who were studying in other foreign programs. “I have a friend studying Shanghai Jiao Tong University, majoring in Michigan program. They had to pass the TOEFL so that they could go to Michigan to finish their bachelor’s degree. And their courses are hard.” Another girl said, “I have friends in western Liverpool University, China. They say that Liverpool is expensive. European schools have too many activities and lessons…too busy.”
As much as the students were aware of the benefits of the foreign program, many of them didn’t choose the program themselves.
Giles, a teacher at SILC explained how the students came into the program. “Parents simply tell them what to do and what to study. You don’t know how many kids have told me ‘I would prefer to study nuclear physics or anything but completely unrelated to business.’ But parents made them study business because this is where they believe the kids can make money.”
Niko said, “There is a belief in the society that parents know best. And you always do what parents tell you. Even their peers would tell them to listen to their parents, which is very different from the west.” Niko went on to say, “They are taught by parents that education is important, and part of Chinese culture. And this is true, regardless of class. In other countries it may be class. But here, it is everyone.”
Most of the foreign programs are business related. Business and technology seem to be the two choices that Chinese parents agree on.
Niko said, “The Chinese are focused on education as a tool for social mobility. They mostly study business or engineering. You don’t get a lot of Chinese kids studying philosophy or liberal arts. If they are studying something else, it is most likely because they didn’t have the scores to get into business and engineering.”
Parents in the new China are willing to spend a fortune on their children’s education because they see it as an investment. They hope that investing in a business or technology degree will return real dividends. Unfortunately, however, data shows that Chinese university graduates have increased six fold in recent years. New grads are facing a tighter job market and low wages. A graduate from a $140,000 USD education in the US will be returning to a China where the average income is just over $2,000 a year. And yet, each year, the number of students opting to go abroad for studies or to study in the local, international university programs increases dramatically.

Antonio Graceffo is the author of the Monk from Brooklyn, Warrior Odyssey, and several other books about Asia. He lives in China, where he is a PhD candidate at Shanghai University of Sport.
Brooklyn Monk, Antonio Graceffo is a PhD candidate at Shanghai University of sport, writing his dissertation on comparative forms of Chinese wrestling. He is martial arts and adventure author living in Asia, the author of the books, “Warrior Odyssey’ and “The Monk from Brooklyn.” He is also the host of the web TV show, “Martial Arts Odyssey,” which traces his ongoing journey through Asia, learning martial arts in various countries.
Warrior Odyssey, the book chronicling Antonio Graceffo’s first six years in Asia is available at amazon.com. The book contains stories about the war in Burma and the Shan State Army. The book is available at http://www.blackbeltmag.com/warrior_odyssey
See Antonio’s Destinations video series and find out about his column on http://www.blackbeltmag.com
Twitter
http://twitter.com/Brooklynmonk
facebook
Brooklyn Monk fan page
Brooklyn Monk on YOUTUBE
http://www.youtube.com/user/brooklynmonk1
Brooklyn Monk in Asia Podcast (anti-travel humor)
http://brooklynmonk.podomatic.com