‘A shock of electricity just sort of goes through my body’: physical activity and embodied reflexive practices in young female ballet dancers     

Ian Wellard  Angela Pickard  Richard Bailey 《Gender and education》2007,19(1):79-91

Participation in physical activities, in and out of school, remains heavily influenced by social constructions of gendered behaviour. In addition, the body plays a significant part in the presentation of legitimate performances of physical practice and the construction of a physical ‘identity’. The consequence is that in formalized activities many girls (and boys) are provided little chance to experience the pleasurable aspects of physical activity, as well as the added benefits of bodily confidence and knowledge. We suggest that the association of dance with other artistic forms of expression provides an opportunity to contest taken for granted assumptions about sport and physical education. The material for this paper was drawn from observations and interviews conducted with young, female dancers, aged between 9‐ and 11‐years‐old, at an internationally renowned ballet school in London.  相似文献   

The Twin Cities biomedical consortium.     

A S Bailey 《Bulletin of the Medical Library Association》1975,63(3):252-258

Twenty-eight health science libraries in the St. Paul-Minneapolis area formed the Twin Cities Biomedical Consortium with the intention of developing a strong network of biomedical libraries in the Twin Cities area. Toward this end, programs were designed to strengthen lines of communication and increase cooperation among local health science libraries; improve access to biomedical information at the local level; and enable the Consortium, as a group, to meet an increasing proportion of its members' needs for biomedical information. Presently, the TCBC comprises libraries in twenty-two hospitals, two county medical societies, one school of nursing, one junior college, and two private corporations.  相似文献   

BUILDING A LEARNING EXPERIENCE: THE IMPLEMENTATION OF A CLERKSHIP IN GERIATRIC MEDICINE     

Gustavo Duque  Michael Bonnycastle  Najmi Nazerali  Robert Bailey  Catherine Ferrier  Paul Heilpern 《Educational gerontology》2013,39(8):671-683

Recent curriculum changes at McGill University include a mandatory 4-week clerkship for third-year medical students. The basis of this clerkship is the assessment and management of frail elderly who have a combination of complex acute and chronic medical problems and functional disabilities. It includes the understanding of the need for continuity of care across settings and the transition from hospital to the community. Our main purpose is to offer students a learning experience based upon self-reflection, access to technology, interactive learning and permanent feedback. To accomplish the technological goals, didactic sessions were mostly electronic-based with two main components: web-based interactive modules that include the contents in seven web-based interactive lectures complemented with pre- and post-tests, and an electronic portfolio to assess students' acquisition of skills and attitudes. We expect that implementation of this model of clinical clerkship will prepare future physicians, not only for the practice of geriatric medicine, but also for different medical and surgical specialties, and will enhance the attitudes, knowledge, and skills practitioners need to care for older people.  相似文献   

Victory Through Harmony: The BBC and Popular Music in World War II     

Jenna Bailey 《Media History》2013,19(2):227-229

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The schools and Christian democracy     

Cyril Bailey C.B.E. F.B.A. D.Litt. 《British Journal of Religious Education》1940,7(2):80-83

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A Very Personal Journey During which I Discovered What I Have Come to Believe is the Meaning and Application of Pastoral Care     

Gordon Bailey 《Pastoral Care in Education》2007,25(2):65-68

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Power dynamics in teaching and learning practices: an examination of two adult education classrooms     

Juanita Johnson‐Bailey  Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(6):389-399

The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues.  相似文献   

Digital Flashcard Tools     

Tim Green  Baynard Bailey 《TechTrends》2010,54(4):16-18

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Fatal child maltreatment in England, 2005-2009     

Sidebotham P  Bailey S  Belderson P  Brandon M 《Child abuse & neglect》2011,35(4):299-306

Objective

This paper presents comprehensive and up-to-date data covering 4 years of Serious Case Reviews into fatal child maltreatment in England.

Methods

Information on all notified cases of fatal maltreatment between April 2005 and March 2009 was examined to obtain case characteristics related to a systemic classification of 5 broad groups of maltreatment deaths (severe physical assaults; covert homicide/infanticide; overt homicide; extreme neglect/deprivational abuse; deaths related to but not directly caused by maltreatment).

Results

A total of 276 cases were recorded giving an incidence of 0.63 cases per 100,000 children (0-17) per year. 246 cases could be classified based on the data available. Of these the commonest specific group was those children who died as a result of severe physical assaults. Apparently deliberate overt and covert homicide was less common, while deaths as a direct consequence of neglect were rare. In contrast, some evidence of neglect was found in at least 40% of all cases, though not the direct cause of death.

Conclusions

Class characteristics differ between the different categories of death and may suggest the need for different strategies for prevention.  相似文献   

The Outstanding Developmental Software and Web Sites for 2001     

Susan W. Haugland  Mark D. Bailey  Elma A. Ruiz 《Early Childhood Education Journal》2002,29(3):191-200

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