National identity,social legacy and Qatar 2022: the cultural ramifications of FIFA’s first Arab World Cup     

Thomas Ross Griffin 《Soccer & Society》2019,20(7-8):1000-1013

ABSTRACT

This article argues that the decision to award Qatar the World Cup in 2022 will have a lasting impact on the Gulf state. I suggest that hosting the 2022 World Cup is a central part of Qatar’s strategy to announce itself as a legitimate actor on the world stage, one unique amongst other Muslim and Arab nations. I contend that the World Cup is a vital part of this process because it allows Qatar a space that permits the emirate to address specific issues within its society in a manner which coexists with, rather than surrendering to, external values and norms. The article concludes by arguing that if Qatar 2022 is to justify FIFA’s decision to cross one of the last civilizational bridges left in global sport, it will have to demonstrate that the image and reform it presents to the rest of the world are genuine and lasting.  相似文献   

Grading leniency, grade discrepancy, and student ratings of instruction     

Bryan W. Griffin   《Contemporary educational psychology》2004,29(4):410-425

The purpose of this study was to examine how grading leniency and grade discrepancy (the difference between expected grades and deserved grades) were associated with various dimensions of student ratings of instruction. A sample of 754 undergraduate college students completed a student ratings of instruction instrument and provided responses to a number of other questions on topics such as course difficulty and workload. A series of multilevel regression analyses were conducted and results showed that an instructor's grading leniency, as perceived by students, was positively associated with student ratings on 11 of 12 dimensions of instruction examined. This finding suggests that more lenient instructors tend to receive higher student ratings. The second finding shows that grade discrepancy was negatively associated with most dimensions of instruction. This supports the self-serving bias hypothesis under attribution theory (Gigliotti & Buchtel, 1990) in that students tended to punish instructors with lower ratings when expected grades were lower than students believed they deserved, yet little evidence of a pattern of rewards existed in student ratings when students expected grades higher than they deserved.  相似文献   

Student Success in Developmental Mathematics Courses     

Linda Reichwein Zientek  Z. Ebrar Yetkiner Ozel  Carlton J. Fong  Mel Griffin 《Community College Journal of Research & Practice》2013,37(12):990-1010

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.  相似文献   

Ebony in the Ivory Tower: Examining Trends in the Socioeconomic Status,Achievement, and Self-Concept of Black,Male Freshmen     

Kimberly A. Griffin  Uma M. Jayakumar  Malana M. Jones  Walter R. Allen 《Equity & Excellence in Education》2013,46(2):232-248

Despite the educational challenges African American males face, there is a sizeable population successfully finishing high school and entering college. This study provides an overview of how a national sample of black male freshmen embodied the cognitive, social, and institutional factors related to college access between 1971 and 2004. Data reveal that black, male freshmen today have more affluent family backgrounds, better academic records, and greater confidence in their skills and abilities than their peers who entered college in earlier decades. Trends indicate that men with lower incomes, less confidence, and less ideal academic records are increasingly unlikely to be present on college campuses.  相似文献   

The handbook of leadership and professional learning communities     

Darlene Ciuffetelli Parker  Tiffany L. Gallagher  Shelley M. Griffin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):503-522

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Primary School Headship: A Response     

Peter Griffin 《School Leadership & Management》2013,33(1):81-82

While recognising the limitations of published government ‘league tables’ as an appropriate method of comparing the relative effectiveness of schools, an analysis of the data they provided on the 1992 examination results notes the apparent success of Catholic schools. A summary of some of the limited available research evidence on Catholic school effectiveness is given and the suggestion made that a rigorous study of their organisation and ethos could provide knowledge of value for improving the effectiveness of all schools.  相似文献   

WORKING OUT     

Patricia S. Griffin 《Quest (Human Kinetics)》2013,65(1)

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Still flies in buttermilk: black male faculty,critical race theory,and composite counterstorytelling     

Rachel Alicia Griffin  LaCharles Ward  Amanda R. Phillips 《International journal of qualitative studies in education》2013,26(10):1354-1375

Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.  相似文献   

Influence of cold-water immersion on indices of muscle damage following prolonged intermittent shuttle running     

D. M. Bailey  S. J. Erith  P. J. Griffin  A. Dowson  D. S. Brewer  N. Gant 《Journal of sports sciences》2013,31(11):1163-1170

Abstract

The aim of this study was to assess the effects of cold-water immersion (cryotherapy) on indices of muscle damage following a bout of prolonged intermittent exercise. Twenty males (mean age 22.3 years, s = 3.3; height 1.80 m, s = 0.05; body mass 83.7 kg, s = 11.9) completed a 90-min intermittent shuttle run previously shown to result in marked muscle damage and soreness. After exercise, participants were randomly assigned to either 10 min cold-water immersion (mean 10°C, s = 0.5) or a non-immersion control group. Ratings of perceived soreness, changes in muscular function and efflux of intracellular proteins were monitored before exercise, during treatment, and at regular intervals up to 7 days post-exercise. Exercise resulted in severe muscle soreness, temporary muscular dysfunction, and elevated serum markers of muscle damage, all peaking within 48 h after exercise. Cryotherapy administered immediately after exercise reduced muscle soreness at 1, 24, and 48 h (P < 0.05). Decrements in isometric maximal voluntary contraction of the knee flexors were reduced after cryotherapy treatment at 24 (mean 12%, s _x  = 4) and 48 h (mean 3%, s _x  = 3) compared with the control group (mean 21%, s _x  = 5 and mean 14%, s _x  = 5 respectively; P < 0.05). Exercise-induced increases in serum myoglobin concentration and creatine kinase activity peaked at 1 and 24 h, respectively (P < 0.05). Cryotherapy had no effect on the creatine kinase response, but reduced myoglobin 1 h after exercise (P < 0.05). The results suggest that cold-water immersion immediately after prolonged intermittent shuttle running reduces some indices of exercise-induced muscle damage.  相似文献   

A multicultural,gender, and sexually diverse affirming school-based consultation framework     

Jeffrey M. Brown  Shereen C. Naser  Charity Brown Griffin  Sally L. Grapin  Sherrie L. Proctor 《Psychology in the schools》2022,59(1):14-33

Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.  相似文献