Editorial     

Lynn Davies  Clive Harber  Michele Schweisfurth 《比较教育学》2002,38(3)

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Education,Democracy and Poverty Reduction in Africa   总被引：1，自引：0，他引：1  

Clive Harber 《比较教育学》2002,38(3):267-276

This article explores the political relationship between education and poverty reduction. It argues that authoritarian rule in Africa has exacerbated levels of poverty and sets out six ways in which this has happened. However, the achievement of greater levels of democracy will not be possible unless political culture and civil society in Africa become more democratic but this will depend on the spread of more democratic values and behaviours. As democratic values and behaviours are socially learned and are not genetic, education must play a part in fostering greater democracy. The article then discusses three examples from Africa where education has not played a significant role in furthering democracy and provides some further examples of African countries where serious attempts are being made to try to change education systems in a more democratic direction.  相似文献   

A View of War and Soldiering in the Carey Novels of Ronald Welch     

Clive?BarnesEmail author 《Children‘s Literature in Education》2016,47(4):300-324

Ronald Welch’s novels featuring the military adventures of the young men of the Carey family were first published between 1954 and 1976 and have recently been reissued. They were uniquely representative of historical military adventure for children in the Britain of this period; and were the last example of a vigorous century-old genre in respectable children’s publishing, particularly intended for boy readers, which honoured warrior virtues and regarded war as a crucible of male character. Children’s fiction since then has generally shied away from depicting soldiering. Where it has done it has focused mainly on the First World War and shown soldiers largely as victims. Welch’s work melds a model of heroic military adventure, inherited from the previous century, with a perception of the horrors of twentieth-century war derived from two world wars and his own experience of professional soldiering. While significantly amending the notion of war and soldiering as a heroic adventure, which he inherited from his predecessors, his work nevertheless retains the idea of combat as a character-forming male experience and implicitly offers military virtues as a model of manhood. While the attitudes expressed in his work were rejected by his publishers towards the end of his career, his views were perhaps an expression of more widely held beliefs at the time. And, for some of his original readers, the republication of his books is seen as a welcome re-affirmation of old values.  相似文献   

The Axiomatic Trap: Stultifying Myths in Distance Education     

Richard J. Powell  Clive Keen 《Higher Education》2006,52(2):283-301

Although university-level distance education often sets itself up in contradistinction to conventional educational provision, the thinking most distance educators is framed by a set of un-stated axioms that derive from the conventional system. This axiomatically framed approach to university education at a distance may well blunt the potential for distance education to achieve its true potential. This paper describes the axioms and attempts to explain their continuing power to constrain education thinking in the light abundant evidence that such thinking flies in the face of the facts. It uses Athabasca University, a free-standing distance education university located in Alberta Canada, as a case in point.  相似文献   

The influence of breed and environmental factors on social and solitary play in dogs (<Emphasis Type="Italic">Canis lupus familiaris</Emphasis>)     

Lindsay R. Mehrkam  Nathaniel J. Hall  Chelsea Haitz  Clive D. L. Wynne 《Learning & behavior》2017,45(4):367-377

The domestic dog is an ideal model species in which to study the genetic and environmental factors that influence play behavior. Dogs exist in a wide variety of breeds and frequently engage in multiple forms of play. In the present study, we investigated whether the levels of solitary and social play differed between dogs of three breed types with distinct predatory motor pattern sequences (herding dogs, retrievers, and livestock guarding dogs [LGDs]). Furthermore, we investigated how environmental factors (social and nonsocial contexts) influenced play in dogs of these breed types. Groups of breed-matched dyads with working experience and of equivalent age, sex, and neuter status ratios were exposed to four experimental test conditions and two control conditions in randomized orders. With respect to solitary play, environmental context did have a significant effect, with toys reliably producing the highest levels of solitary play across all breed types. Retrievers engaged in significantly higher levels of solitary play overall than LGDs, and there was a trend in comparison to herding dogs. In contrast, neither environmental context nor breed had a significant effect on social play levels; however, neuter status of the dyads did have a significant effect on social play, with mixed-status dyads engaging in significantly higher levels of social play than same-status dyads. Our findings provide experimental evidence for identifying proximate, environmental stimuli that reliably facilitate social and solitary play and discuss possible genetic (i.e., breed type) and lifetime influences on the form of play in domestic dogs.  相似文献   

Perpetrating disaffection: schooling as an international problem     

Clive Harber 《Educational studies》2008,34(5):457-467

This paper argues that, despite evidence of widespread disaffection, school is often regarded as the default position for educational provision, a given good. If there is disaffection with, and resistance to, schooling, then it is pupils and parents that are the problem, not school itself. Yet there is considerable evidence that schooling does not necessarily or automatically benefit either society as a whole or the individuals who attend and that, as a result, it creates disaffection with itself. Rejection of schooling is therefore very far from being an irrational or ill‐considered act. The paper reviews evidence supporting this argument including both the failure of schools to protect young people from danger and violence and also their direct role in actively perpetrating violence and threatening the safety of those they are there to protect. The paper ends by arguing that disaffection with schooling stems from its fundamental nature and purposes which have been shaped by its historical origins. While schooling remains as it is, disaffection and resistance will continue to be an inbuilt and often logical response.  相似文献   

The public returns to public educational investments in African-American males     

Henry M. Levin  Clive Belfield  Peter Muennig  Cecilia Rouse 《Economics of Education Review》2007,26(6):699

This paper calculates the public savings (financial benefits) from greater public investments in the education of African-American males. Over one-fifth of each age cohort of black males in US is not a high school graduate. We identify five interventions that would—based on credible research—increase the graduation rate; we also report the public cost of each intervention. We then calculate the lifetime public benefits in terms of increased tax revenues and lower spending on health and crime. In present values, for a black male aged 20, these public benefits amount to $256,700 per new graduate and the median intervention would cost only $90,700. The benefit/cost ratio is 2.83. Simply equating the high school graduation rate of black males with that of white males would yield public savings of $3.98 billion for each age cohort. These results suggest that increased investments in education for black males at risk of dropping out of high school should be an economic priority.  相似文献   

Understanding policy success: rethinking public policy     

Clive Gray 《Cultural Trends》2011,20(2):223-224

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Time to embrace the complexity when analysing GPS data? A systematic review of contextual factors on match running in rugby league     

Nicholas Dalton-Barron  Sarah Whitehead  Gregory Roe  Cloe Cummins  Clive Beggs  Ben Jones 《Journal of sports sciences》2020,38(10):1161-1180

ABSTRACT

This systematic review aimed to identify and summarise associations between currently identified contextual factors and match running in senior male professional rugby league. Eligible articles included at least one contextual factor and used GPS to measure at least one displacement variable within competitive senior, male, professional rugby league matches. Of the 15 included studies, the identified contextual factors were grouped into factors related to individual characteristics (n = 3), match result (n = 4), team strength (n = 2), opposition strength (n = 3), match conditions (n = 6), technical and tactical demands (n = 6), spatial and temporal characteristics (n = 7), and nutrition (n = 1). Speed was the most commonly reported measure of match running (100%), followed by distance (47%), and acceleration (20%). Inconsistencies were found between studies for most contextual factors on match running. Higher speeds were generally associated with higher fitness, encountered earlier in the match and whilst defending. All 15 studies utilised a univariate approach to quantify associations of a contextual factor. The inconsistencies found in the associations of given contextual factors highlight the complex and multi-faceted nature of match running. Therefore, practitioners should consider contextual factors when analysing and interpreting GPS data.  相似文献   

Achieving a desired training intensity through the prescription of external training load variables in youth sport: More pieces to the puzzle required     

Sean Scantlebury  Kevin Till  Clive Beggs  Nicholas Dalton-Barron  Dan Weaving  Tom Sawczuk 《Journal of sports sciences》2020,38(10):1124-1131

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