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Mr. B: George Balanchine’’s 20th Century

為了解決舞蹈的問題，作者Homans, Jennifer 這樣論述：

＂A fascinating read about a true genius and his unrelenting thirst for beauty in art and in life.＂--MIKHAIL BARYSHNIKOV Based on a decade of unprecedented research, the first major biography of George Balanchine, a broad-canvas portrait set against the backdrop of the tumultuous century that shap

ed the man The New York Times called ＂the Shakespeare of dancing＂--from the bestselling author of Apollo’s AngelsArguably the greatest choreographer who ever lived, George Balanchine was one of the cultural titans of the twentieth century--The New York Times called him ＂the Shakespeare of dancing.＂

His radical approach to choreography--and life--reinvented the art of ballet and made him a legend. Written with enormous style and artistry, and based on more than one hundred interviews and research in archives across Russia, Europe, and the Americas, Mr. B carries us through Balanchine’s tumultuo

us and high-pitched life story and into the making of his extraordinary dances. Balanchine’s life intersected with some of the biggest historical events of his century. Born in Russia under the last czar, Balanchine experienced the upheavals of World War I, the Russian Revolution, exile, World War I

I, and the Cold War. A co-founder of the New York City Ballet, he pressed ballet in America to the forefront of modernism and made it a popular art. None of this was easy, and we see his loneliness and failures, his five marriages--all to dancers--and many loves. We follow his bouts of ill health an

d spiritual crises, and learn of his profound musical skills and sensibility and his immense determination to make some of the most glorious, strange, and beautiful dances ever to grace the modern stage. With full access to Balanchine’s papers and many of his dancers, Jennifer Homans, the dance crit

ic for The New Yorker and a former dancer herself, has spent more than a decade researching Balanchine’s life and times to write a vast history of the twentieth century through the lens of one of its greatest artists: the definitive biography of the man his dancers called Mr. B.

舞蹈進入發燒排行的影片

國中田徑代表隊與一般生心率變異度之比較

為了解決舞蹈的問題，作者蔡碧玲 這樣論述：

　　目的：本研究在探討田徑運動訓練對國中階段學生心率變異度（heart rate variability, HRV）的影響，以屏東縣立長治國民中學田徑代表隊選手16名（年齡：13.19±0.66歲，身高：161.63±8.02公分，體重：54.06±10.66公斤，受訓年資：2.88±1.5年）及一般學生16名（年齡：12.94±0.25歲，身高：161±6.63公分，體重：57.81±15.57公斤）為研究對象，合計32名。　　方法：實驗時，實驗參與者安靜平躺五分鐘，再進行十分鐘心率的測量。以SCOSCHE心率錶帶配合WIMU Pro Elite Tracking System進行資料擷取

，並透過wifi蒐集即時數據，再轉換成Excel進行數值分析，統計方法採獨立樣本t檢定，顯著水準訂為α＝.05。　　結果：國中田徑代表隊學生與一般生在心跳間隔的平均值（Mean RR）、正常心跳間期的標準偏差（SDNN）、平均每分鐘心跳數（Mean HR）、相鄰正常心跳間期差值平方和的均方根（RMSSD）、低頻功率（LF）及低頻/高頻功率比（LF/HF）達顯著差異（p＜.05），其他HRV數值則無顯著差異。　　結論：顯示長期規律的田徑運動訓練可以顯著增加國中生的心率變異度，降低心跳率，同時改善交感神經及副交感神經的活性，提升自律神經的功能。

Dynamic Alignment Through Imagery

為了解決舞蹈的問題，作者 這樣論述：

Eric Franklin’s classic reference is back in a new full-color edition, complete with new material and exercises for instructors to use with their dancers, other performing artists, athletes, and classes. In Dynamic Alignment Through Imagery, Third Edition, Franklin--an internationally renowned t

eacher, dancer, and choreographer who has been sharing his imagery techniques for more than 35 years--teaches the use of imagery to increase self-awareness, improve body image, and apply anatomical and biomechanical principles for more efficient movement. This expanded new edition includesmore than

600 anatomical imagery exercises to improve posture and body alignment, release excess tension, and prevent injuries;over 500 full-color illustrations to help readers visualize the exercises and use them in various contexts;four audio files containing guided imagery exercises led by Franklin and set

to music; andupdated chapters throughout the book, including new material and exercises to address fasciae and connective tissue.＂The pictures and the words in your mind influence the feelings in your body, which in turn feed your thoughts and mental pictures,＂ Franklin says. ＂To create powerful an

d dynamic alignment, you need to fertilize your mind and body with constructive information and weed out destructive thoughts.＂ This book will help readers do just that as they discover their natural flexibility and increase their power to move. Franklin expertly guides readers through foundational

concepts of posture, dynamic alignment, and imagery; explores different types of imagery and guidelines for using them; and delves into biomechanical and anatomical principles, including the body’s center and gravity, the laws of motion and force systems, and joint and muscle function. He then provi

des exercises for anatomical imagery, covering every area of the body from head to toe. The book closes with two critical chapters on defining dynamic alignment and on integrating dynamic alignment exercises into workouts and programs. Dynamic Alignment Through Imagery, Third Edition, will help rea

ders experience the biomechanical and anatomical principles that are crucial to athletes, dancers, other performing artists, and yoga and Pilates practitioners. The techniques and exercises presented in the book will guide readers in improving their posture--and will positively affect their thoughts

and attitudes about themselves and others and help them feel better, both mentally and physically. CE exam available! For certified professionals, a companion continuing education exam can be completed after reading this book. Dynamic Alignment Through Imagery Online CE Exam may be purchased separa

tely or as part of the Dynamic Alignment Through Imagery With CE Exam package that includes both the book and the exam.

國小特教教師適應體育專業能力與教學成效之研究

為了解決舞蹈的問題，作者蔡妮珊 這樣論述：

　　本研究目的在瞭解國小特教教師適應體育專業能力與教學成效之現況，透過質性研究方法，以半結構訪談六位國小特教教師，訪談後將訪談資料謄寫成逐字稿，加以整理、分析、比較參考文獻，歸納出研究結果，藉此探討國小特教教師具備的適應體育專業能力、實施適應體育教學現況與教學成效。本研究結論如下：　　一、特教教師實施適應體育課程時，具備適應體育知能、適應體育課程設計、適應體育課程教學，以及適應體育課程評量的專業能力，這些適應體育專業能力皆有助於提升教學成效。　　二、國小特教教師實施適應體育課程時，能符合特殊需求學生的能力，給予適合的適應體育教學策略與調整，進行有效的適應體育課程、評量與行政支持。　　三、國小

特教教師能依據新課綱的學習表現進行評量，評量後分析影響教學成效的因素，自我省思修正適應體育課程後，亦能持續精進自身適應體育專業能力，提升適應體育教學成效。　　期望本研究能提供國小特特教師實施適應體育課程時能有一些想法參考，以及能知覺自身適應體育專業能力與教學成效，做適宜的教學調整與增能，讓特殊需求學生能獲得適合的適應體育課程。