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51.
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Eva Bendix Petersen 《教育政策杂志》2013,28(4):409-422
We are now at a point in higher education policy studies where we know that neoliberal discursive rationalities and practices are prevalent in the contemporary enterprise university, and we are beginning to get a sense of their impact on academic work and subjectivities. The article asserts that a more pressing question is how to powerfully and effectively resist neoliberalisation. The article investigates the conditions of possibility for resistance by exploring how resistance is struggled over in everyday academic work practices. The article presents an ethno‐drama, based on materials collected through participant observation in several Australian universities, and offers a reading of the drama which focuses on what in Actor–Network Theory is called ‘enrolment’. It is argued that a better understanding of how academics, collectively and as individuals, are vulnerable to the enrolment practices in the enterprise university is necessary for the enactment of effective resistance. 相似文献
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This article describes a way for the effects of portrait photosin the mass media to be investigated by combining split ballotexperiments and media content analysis. In a first step, visualsignals with distinct effects on perception are identified onthe basis of theory and of empirical findings from the fieldsof psychology and behavior research. These signals must be gesturesand facial expressions that can easily be made the object ofexperimental variation and allow for easy coding in contentanalyses. Accumulating a great number of such individual experimentswould provide a ‘map’ of the effects of visual signalsand their relative strengths. Incorporating these signals, ina second step, into the codebooks used for media content analysiswould enable a more accurate appraisal than previously possibleof the influence of optical commentary in mass media reporting.The results of the first step of such an endeavor are presented:a split ballot experiment conducted by the Institute fürDemoskopie Allensbach into the effects of the angle at whichone holds one’s head and the gesture whereby one’shand covers the lower half of one’s face. The angle ofthe depicted person’s head has a stronger influence onrespondents than the gesture does. 相似文献
54.
The effect of velocity-specific strength training on peak torque and anaerobic rowing power 总被引：1，自引：0，他引：1
This study investigated the effect of low- and high-velocity resistance training on isokinetic peak torque and anaerobic power output. Eighteen male varsity oarsmen were blocked on peak knee extension torque at 3.14 rad s-1 and assigned to a high-velocity resistance training group (HVR), a low-velocity resistance training group (LVR) or a control group. Subjects trained four times a week for 5 weeks. Each training session included three circuits of 12 stations using variable-resistance hydraulic equipment. The HVR training significantly improved peak torque (P less than 0.05) in knee extension and flexion at 2.61, 3.14, 3.66 and 4.19 rad s-1. The LVR training produced significant improvements (P less than 0.05) in peak torque for knee extension and flexion at 0.52, 1.05, 1.57 and 2.61 rad s-1. High positive correlations were found between peak torque and anaerobic power outputs for all groups. However, no significant changes occurred in 15 s power output, average 90 s power output or peak blood lactate in either training group. These results indicate that velocity-specific strength training does not necessarily improve anaerobic power output in a different exercise mode despite the high positive correlation between isokinetic strength and anaerobic power output. 相似文献
55.
Shawna Petersen‐Brown Ashlee R. Lundberg Jannine E. Ray Iwalani N. Dela Paz Carrington L. Riss Carlos J. Panahon 《Psychology in the schools》2019,56(6):977-991
Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhapsl as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐ and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools. 相似文献
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This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N = 113), educationally disadvantaged.(ED) (N = 189), and learning disabled (LD) (N = 150). NH group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions. 相似文献
58.
Lin Huey-Ya Davidman Patricia Petersen George Thomas R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):65-85
In a questionnaire survey, 94 teachers in Taiwan and 140 in the United States judged which topics among 20 moral issues would be appropriate subjects of study in grade six of the primary school and in the first year of the university. The issues related to religion, ethnicity, gender, health care, crime, alcohol, tobacco, gambling, guns, government corruption, birth control, caring for the elderly, and television programming. The results revealed great diversity of opinion within each group of respondents. No single topic was approved by all teachers in either group, nor was any topic rejected by all. Among the 234 teachers, no two offered precisely the same configuration of answers over the 20 topics. Nevertheless, some group trends could be identified for individual topics. For example, in both countries the great majority of respondents would teach about industrial pollution, whereas very few would approve of trying to identify the best religion. In the rationales teachers offered in support of their choices, the four reasons that figured most prominently in both countries were that a topic would contribute to the nation's welfare, would help students to make wise decisions, would be interesting for students, and would represent a peaceful way to face social problems. 相似文献
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