Multiculturalisme, identités et citoyenneté au Canada

Linda Cardinal(Linda Cardinal ) 한국캐나다학회 2001 Asia-Pacific Journal of Canadian Studies (APJCS) Vol.7 No.-

Dance Wellness Curricular Model for Higher Education Dance

Cardinal, Marita, K. 韓國舞踊敎育學會 1996 韓國舞踊敎育學會誌 Vol.6 No.-

무용 웰니스는 무용의 한 영역으로서 여러 학자들이 설명한 바, 무용가의 건강과 복지(well-being) 전반에 걸친 일반적 목적으로서 폭넓은 요소들을 포함하고 있다. 즉, 이목적은 질적이고 양적인 수행가능성의 향상율과 관련되어 있다. 고등 무용교육 프로그램에서, 무용 웰니스는 3가지 기본적 기능을 지니고 있다. 즉, 1) 무용을 전공하는 학생과 무용 전문가에 대한 교육 2) 무용가들의 건강관리과 의료서비스 그리고 3) 무용 웰니스에 대한 학문적 연구이다. 무용 웰니스는 일정한 한계가 없지만 대체로 무용의학, 무용과학, 인체학, 그리고 웰니스 분야로 이루어 진다. 즉 건강과 복지를 위하여 균형되고, 통합된 학제(學際)적 접근을 시도한다. 그것은 개인적 참여자 각자의 요구에 부응하는 무용의 영역중 독특한 분야이다. 무용 웰니스 모형의 합리적 기반은 무용의학, 무용의학, 그리고 인체학에서 현대의 전문적 학문에 기초되어져 있다. 박사학위 논문의 일부로서 관련된 분야에서 10명의 숙련자와 88명의 무용 프로그램 행정가들로부터 피드백을 받았다. 무용 웰니스 교육 프로그램의 두가지 주요 차원은 교육과정 요소와 수행 전략들이다. 10대 교육과정 요소는 1) 해부학, 2) 생리학, 3) 운동학, 4) 생체역학, 5) 신체요법, 6) 무용상해, 7) 영양학, 8) 개인건강, 9) 심리학, 기리고 10) 운동학습, 운동발달, 운동제어이다. 각 요소들은 전문 무용교사, 무용수, 그리고 안무가들을 위하여 각각의 영역에 대한 지식의 중요성에 관하여 설명되고 기술되어 졌다. 무용분야/프로그램들 속에서 웰니스 프로그램의 다양성 뿐만 아니라 10대 요소를 충족시키기 위한 방법들을 기술하게 될 것이다. 고등무용교육에서 무용 웰니스 프로그램을 위한 최소한의 지침들을 무용 웰니스 교육과정 모형에 근거하여 소개하였다. 무용분야/프로그램들은 무용가들의 건강과 복지에 기여할 것이고 무용가들의 수행 잠재력을 향상시킬 것이다. Dance wellness is described by the researcher as an area of dance which is comprised of a wide array of components which share as a common goal the overall health and well-being of the dancer, as related to increased qualitative and qualitative performance potential. In higher education dance programs, dance wellness has three primary functions: (a) ,the education of dance students and dance professionals. (b) the service and care of dancers' health needs, and (c) research in areas related to dance wellness. Dance wellness draws form, but is not limited to, the disciplines of dance medicine, dance science, somatics, and wellness; seeks a balanced, integrative, and interdisciplinary approach to health and well-being; is specific to the individual participant; and is unique to the field of dance. The rationale supporting the dance wellness model is based on contemporary professional literature in dance medicine, science, and somatics; a review by a panel of 10 experts in related fields; and feedback received from 88 dance program administrators as part of a doctoral dissertation. The two major dimensions of dance wellness education programs are curricular components and implementation strategies. The mten curricular components are: (a) anatomy; (b) physiology; (c) kinesiology; (d) biomechanics; (e) body therapies; (f) dance injuries; (g) nutrition; (h) personal health; (i) psychology; and (j) motor learning, motor development, and motor control. The components will be defined and described with respect to the importance of knowledge in each area for the professional dance teacher, dancer, and choreographer. Methods for implementing the 10 components as well as a variety of supplementary wellness programs (e.g., health screenings/assessments), into dance departments/programs will also be described. Based on the dance wellness curricular model presented, specific, minimum guidelines for dance wellness programs in higher education dance departments/programs will be advanced in an effort to optimize dancers' health and well-being and enhance dancers' performance potential.

Dance in Higher Education for the 21st Century

Cardinal, Marita K. 韓國舞踊敎育學會 1996 韓國舞踊敎育學會誌 Vol.6 No.-

Dance professionals in American higher education today are faced with critical decisions, the outcomes of which will influence the direction dance will take as we move into the 21st century. A rapidly changing society is setting a new context within which old questions are revisited and new directions must reside. The two most prominent issues that will greatly affect the status of dance and art in the United States are (a) accelerating advances in technology and science and (b) an expanding intercultural, diverse society.

Multiculturalisme, identite´s et citoyennete´ au Canada

Cardinal, Linda 한국캐나다학회 2001 캐나다논총 Vol.7 No.-

A Pregroup Analysis of Japanese Causatives

( Kumi Cardinal ) 한국언어정보학회 2007 학술대회 논문집 Vol.2007 No.-

We explore a computational algebraic approach to grammar via pregroups. We examine how the structures of Japanese causatives can be treated in the framework of a pregroup grammar. In our grammar, the dictionary assigns one or more syntactic types to each word and the grammar rules are used to infer types to strings of words. We developed a practical parser representing our pregroup grammar, which validates our analysis.

심포지움 속기록 (速記錄) : 기념사 (記念辭)

김수환 (Stephen Cardinal Kim) 한국가톨릭사회과학연구회 1984 가톨릭社會科學硏究 Vol.3 No.1

A Movement Möbius: Intersecting Dance and Exercise Science

Bradley J. Cardinal,Marita K. Cardinal 대한무용학회 2014 대한무용학회논문집 Vol.72 No.6

Martha Grahm reputedly said, “a dancer is an ‘athlete of God’” (Theys, 2010). Yet danceand exercise and sport science (herein referred to as exercise science) are often viewed asunique entities, sometimes dividedly so. Our contention is that dance and exercise sciencemutually benefit when the two disciplines are interconnected. In this paper we advance ourposition, providing theoretical, historical, and contemporary practical examples of how eachcan benefit by recognizing their similarities versus focusing on their differences. An analogybased on the mathematically derived Möbius strip is used to illustrate the value of ourapproach.

Predictors of Transitional Shifts in College Students` Physical Activity Behavior

( Bradley J. Cardinal ),( Jong Young Lee ),( Young Ho Kim ) 체육과학연구원 2010 International Journal of Applied Sports Sciences Vol.22 No.1

Within the physical activity domain the majority of transtheoretical model research has employed a cross-sectional research design. While useful for characterizing participants within the various stages of change, it fails to capture the dynamic nature of change. This study`s purpose was to identify predictors of naturally occurring transitional shift patterns in physical activity behavior observed over 6 months among 98 college students. The full set of variables from the transtheoretical model as well as exercise METS were examined. Using multinomial logistic regression analysis, stable active participants reported more exercise METs at baseline than both activity adopters and perpetual preparers (p<.01). Stable active participants were also significantly different in their cognitive process of change scores compared to activity adopters (p<.05). Activity adopters differed from stable active participants in their initial decisional balance scores (p<.05). These findings should help inform theory development and physical activity interventions and programs.

How Can Dance Science Inform the Art of Dance? Listening to the Wellness-Related Concerns of Dance Students

( Marita K. Cardinal ) 대한무용학회 2015 대한무용학회논문집 Vol.73 No.4

Wellness is essential to dancers’ optimal performance and lifetime health. However, dance environments are not always conducive to healthy behaviors. Research in dance medicine and science over the past several decades exposes health-related issues of dancers such as disordered eating, performance anxiety, and a myriad of musculoskeletal injuries. Previous studies have examined wellness-related concerns of dancers in higher education dance programs in the United States. Although not yet optimal, there has been an increase in the acceptance of “dancer wellness” as a necessary component of dancers’ education in the United States. However, little is known about how dancer wellness is perceived by higher education dance students outside the United States, particularly in non-Eurocentric countries. Therefore, the purpose of this study was to compare dance students’ perceptions of seven wellness dimensions, including social, physical, intellectual, career, emotional, environmental, and spiritual. Participants included students from academic institutions in the United States and Hong Kong. As part of intact classes or workshops, students examined these seven wellness dimensions and discussed their thoughts and concerns specific to dance and their experiences in dance contexts. Both similarities and differences of the students’ perspectives on these seven wellness dimensions are shared. By listening to students and identifying their unique wellness needs, academic programs can make changes in educational curricula to more effectively foster improved health and well-being of dancers. A sample dancer wellness program that has been incorporated into a dance education program in the United States is described.

Social Institutions in Support of Physical Activity and Health: Moving Beyond School-Based Programs

Bradley J. Cardinal 한국체육학회 2010 International journal of human movement science Vol.4 No.1

Physical inactivity and sedentary living habits are prevalent behaviors in industrialized nations. To alter this situation a stronger emphasis on physical activity and health promotion across the lifespan is necessary (Li, Cardinal, & Settersten, 2009). While the focus of this paper is primarily on the situation in the United States, it is believed that the situation being described may be affecting (or ultimately will be affecting) other countries that are trying to emulate the lifestyle of those living in the United States. In terms of healthy living, the American lifestyle might best be characterized as excessive. Excessive generally means, "beyond what is considered acceptable, proper, usual, or necessary." In this case the term excessive is being used to describe a condition in which many Americans –. not all to be sure –.have cultivated a lifestyle situation that has resulted in excessive consumption of high calorie foods and excessive reliance on laborsaving devices and sedentary forms of leisure and work. The end result has been a caloric imbalance unlike any previously seen in world history and this imbalance is resulting in increased risk of premature morbidity and mortality. After describing and documenting the physical inactivity epidemic in the United States, the remainder of this paper will focus on the need for expanding professional partnerships and social institutions committed to the promotion of lifetime physical activity behavior. Historically, in the United States, the social institution primarily responsible for promoting lifetime physical activity behavior has been school-based physical education. While fully supportive of and devoted to the promise of exemplary physical education programs, there is no way that physical education programs alone –. no matter how well constructed and executed –. are enough to alter the current societal trajectories. That is because people are being enticed into increasingly inactive and sedentary lifestyles by a variety of technologies and laborsaving devices. Therefore, at least three additional social institutions must become involved in the battle against physical inactivity including worksite settings, health care settings, and community settings. This is consistent with the 2009 conference theme of the Korean Alliance for Health, Physical Education, Recreation, and Dance (KAHPERD; i.e., "Exploring the role of physical activity for healthy community"), as well as recommendations generated during a scientific roundtable of the American College of Sports Medicine (2006). Ultimately I’'ll present McLeroy, Bibeau, Steckler, and Glanz’'s (1988) five-level social ecological model as a general organizing framework for solving the inactivity epidemic facing American society.