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41.
AbstractThe corporate control of energy production and the reach of fossil capital into civil and political society can be understood as a regime of obstruction that is preventing necessary action on climate change and blocking a just energy transition. In addition to overt forms of economic power and influence, hegemonic power is central to the fossil fuel industry’s regime of obstruction. Based on 29 interviews and an analysis of third-party teaching resources, this article shows how teaching practices and resources work to centre, legitimize, and entrench a set of beliefs relating to climate change, energy, and environmentalism that align with the interests of fossil fuel industry actors in Saskatchewan, Canada. We argue that these pedagogical practices promote student subjectivities consistent with neoliberal environmentalism centred on individual actions designed to insulate fossil fuel industries from criticism and dissuade young people from questioning or understanding the role of corporate power in the climate crisis. Furthermore, this petro-pedagogy intends to restrict the imagination of possible climate solutions to individual acts of conservation that fail to challenge the structural growth of fossil fuel consumption. This paper advances these teaching practices and resources as a ‘pedagogical arm’ of the regime of obstruction. 相似文献
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Gordon Hendricks Eaton S. Lothrop Jr. John Stewart Kenneth W. Leish Donald F. Glut Richard Schickel 《Communication Booknotes Quarterly》2013,44(11):128-129
Gordon Hendricks' Eadweard Muybridge: The Father of the Motion Picture (New York: Grossman Publishers/Viking Press, 1975—$25.00) Eaton S. Lothrop Jr.'s A Century of Cameras from the Collection of the International Museum of Photography at George Eastman House (Dobbs Ferry, N.Y.: Morgan and Morgan, 1973—$12.00) John Stewart's Filmarama Volume I: The Formidable Years 1893-1919 (Metuchen, N.J.: Scarecrow Press, 1975— $15.00) Kenneth W. Leish's Cinema (New York: Newsweek Books ”World of Culture“ series, 1974— cost not known, but available in regular and deluxe editions) Donald F. Glut's The Dracula Book (Metuchen, N.J.: Scarecrow Press, 1975—$12.50) Richard Schickel's The Men Who Made The Movies (New York: Atheneum, 1975—$12.95) 相似文献
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We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be better consumers of social science research. In this article, we describe the key learning objectives of this course, the basic content areas, and some of the innovative teaching and learning strategies used in the course. We also provide empirical evidence of the effectiveness of the course in meeting its learning objectives and of student responses to the course. Finally, we discuss some of the challenges in developing interdisciplinary core courses and offer suggestions for best practices for teaching social science literacy as part of the core curriculum. 相似文献
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Andrew D. Eaton Francisco Ibáñez-Carrasco Shelley L. Craig Soo Chan Carusone Michael Montess Gordon A. Wells 《Action Learning: Research and Practice》2018,15(2):139-150
Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n?=?7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations. 相似文献
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Edward J. Eaton 《科学教学研究杂志》1966,4(1):28-36
In the design of curriculum materials, we should strive for a systematic method in which certain critical factors related to student achievement can be consciously incorporated, according to the author. The teacher might then assume the role of diagnostician. 相似文献
47.
We used approach/avoidance theory to develop a conceptual model of student attrition that we estimated using 262 first- and second-year students at a major midwestern research university. We found that we could use psychological theories to enhance our understanding of the retention process; that psychological and sociological factors accounted for 37 percent of the variance in student attrition; and that institutions can enhance retention by developing programs that increase appropriate academic and social approach behaviors and reduce avoidant behaviors.An earlier version of this paper was presented at the Annual Meeting of the Association for the Study of Higher Education, Pittsburgh, PA, November, 1994. 相似文献
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49.
Are sex differences in child motor activity level a function of sex differences in maturational status? 总被引：2，自引：0，他引：2
By virtue of being farther along a developmental path for motor activity level, girls may appear to be the less active sex when compared to less physically mature but same-aged boys. If so, observed sex differences in activity level may be an epiphenomenon of sex differences in maturity related declines in AL. To test this hypothesis and the associated premise that females would be more mature and less active than males, the customary activity levels and relative physical maturities of 83 5-8-year-olds were assessed. Relative maturity (percentage of estimated adult height attained) was negatively related to activity level, and girls were both less motorically active and more mature than boys. Though reduced in magnitude, the sex effect remained significant after maturity was added as a predictor of AL. Thus, sex differences are not due only to maturity differences but may be partially mediated by them. 相似文献