Software Takes Command,by Lev Manovich     

Brock Craft 《Popular Communication》2014,12(3):194-197

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Iron status in Winter Olympic sports   总被引：1，自引：0，他引：1  

D B Clement  D R Lloyd-Smith  J G Macintyre  G O Matheson  R Brock  M Dupont 《Journal of sports sciences》1987,5(3):261-271

Iron status was surveyed amongst 92 Winter Olympic sport athletes from Nordic and Alpine skiing, figure and speed skating and ice hockey. Haemoglobin and serum ferritin values were obtained by physicians as part of a monitoring programme, since iron deficiency would have an adverse effect on maximal performance. Four (7%) of 56 men were anaemic (Hb less than 14.0 g dl-1) and three (8%) of 36 women had haemoglobin values less than 12.0 g dl-1. Nine men (16%) and 14 women (39%) had prelatent iron deficiency (serum ferritin less than 30 ng ml-1). Ice hockey had the lowest while Nordic skiing had the highest incidence of sub-optimal iron status. A total of 50% of Nordic women skiers had prelatent iron deficiency and 7% were anaemic. An equal percentage of women speed skaters were low in serum ferritin as well. Only one of 20 male ice hockey players was low in serum ferritin. These results suggest there would be value in instituting screening procedures for iron status in Winter Olympic Sports.  相似文献   

Constructing critical autoethnographic self-studies with white educators     

Julie L. Pennington  Cynthia H. Brock 《International journal of qualitative studies in education》2013,26(3):225-250

Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction.  相似文献   

Museums Connect Grants and Contact Zones     

Julia Brock 《Curator: The Museum Journal》2015,58(2):133-135

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Raymond Ryba: A tribute     

Colin Brock 《Compare》2001,31(1):7-9

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Beyond the Fringe? Small States and the Provision of Education     

Colin Brock 《比较教育学》1988,24(2):167-179

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Editorial     

Colin Brock  Ruth Aedo‐Richmond 《Compare》1997,27(2)

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Emotional Support Consistency and Teacher–Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten     

Laura L. Brock  Timothy W. Curby 《Early education and development》2014,25(5):661-680

Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher–child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in the teacher–child relationship in prekindergarten and kindergarten. The indirect effect on prekindergarten problem behaviors through conflict was stronger for boys. For closeness, all outcomes were significant with the exception of the indirect effect on problem behaviors in the kindergarten year. Practice or Policy: Consistency in prekindergarten teachers' emotional support has an indirect effect on children's behavior in prekindergarten and the following year in kindergarten through teacher–child relationships. Improving teachers' emotional support consistency may be 1 avenue for strengthening teacher–child relationships.  相似文献   

Neutralizing Protest: The Construction of War,Chaos, and National Identity through US Television News on Abortion-Related Protest, 1991     

Ginna Husting 《传播与批判/文化研究》2013,10(2):162-180

This paper examines how US TV news on abortion-related protest forecloses possibilities for democracy and political action. Representing abortion-related activism as a battle, news segments portray activists, correspondents, and viewers as villains, witnesses, and victims in a tale of a nation decimated by civil war. While activists describe their work militaristically, the news's war is not the war that activists describe. News discourse represents activists as threatening the American family/community/nation. Applying Hannah Arendt's and Mary Douglas's work shows how the news eclipses public spheres by mapping a pollution narrative onto those who threaten myths of national homogeneity and proper citizenship.  相似文献   

Learning to conduct teacher research: exploring the development of mediated understandings     

Cynthia H. Brock  Lori Helman  Chitlada B. Patchen 《Teachers and Teaching》2013,19(1):73-94

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