Hiltrud Westram: Internet in der Schule. Ein Medium für alle!     

Pietraß  Manuela 《Zeitschrift für Erziehungswissenschaft》2004,7(1):151-153

Ohne Zusammenfassung  相似文献   

The captive word: A note on Arabic manuscripts in Spain     

Manuela Marín 《Al-Masaq: Islam & the Medieval Mediterranean》1995,8(1):155-169

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Bodies,identities and performances: reconfiguring the language of gender and schooling     

Carrie Paechter 《Gender and education》2012,24(2):229-241

In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their behaviour. I shall examine some of the concepts we use for describing gender relations among children and consider the extent to which they are still useful. My main focus is on hegemonic masculinity; the female as Other; and ‘doing’ boy or girl, masculinity or femininity. I conclude that we need to take the language we use extremely seriously, and that in our work we need to primarily be focused on ensuring that all children are able to have ‘livable lives’ in school and elsewhere.  相似文献   

Tomboys and girly-girls: embodied femininities in primary schools     

Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):221-235

This paper is about how 9–11-year-old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of ‘doing man/woman’ or ‘doing boy/girl’ that are constructed within local communities of masculinity and femininity practice. Empirical data come from a one-year study of tomboy identities within two London primary schools. The paper explores the contrasting identities of tomboy and girly-girl, how they are constructed by the children, and how this changes as they approach puberty. The findings suggest that the oppositional construction of these identities makes it harder for girls to take up more flexible femininities, though it is possible to switch between tomboy and girly-girl identities at different times and places.  相似文献   

Factors influencing the intention to revisit a cultural attraction: The case study of the Museum of Modern and Contemporary Art in Rovereto   总被引：1，自引：0，他引：1  

Juan G. Brida  Marta Meleddu  Manuela Pulina 《Journal of Cultural Heritage》2012,13(2):167-174

This paper analyses the different factors influencing the intention to revisit a cultural attraction with an application to the Museum for Modern and Contemporary Art (MART) in Rovereto, Italy. The empirical data were obtained from a survey undertaken in 2009 and a zero-truncated count data model is estimated. The findings reveal that sociodemographic characteristics positively influence the probability to return to the museum. Also, as reported in other studies, the temporary exhibitions offered by the museum have a significant impact with an incidence rate ratio almost twice as high. No matter how much visitors spend on accommodation, they are less likely to revisit if they travel in groups, by train or on foot, are far from their town of origin and have spent a long time visiting the museum.  相似文献   

Education,disordered eating and obesity discourse: fat fabrications,by John Evans,Emma Rich,Brian Davies and Rachel Allwood     

Carrie Paechter 《Gender and education》2009,21(6):784-786

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The use of the ICF-CY for describing dynamic functioning profiles: outcomes of a teacher training programme applied in Portugal     

Manuela Sanches-Ferreira  Pedro Lopes-dos-Santos  Sílvia Alves  Mónica Silveira-Maia 《International Journal of Inclusive Education》2018,22(7):734-750

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Biotechnology for Preventive Conservation: Development of Bionanomaterials for Antimicrobial Coating of Outdoor Sculptures     

Nádia Silva  Rob C. Pullar  Manuela E. Pintado  Eduarda Vieira 《文物保护研究》2018,63(5):230-233

ABSTRACT

Outdoor sculptures are part of the sociocultural identity of cities, but are extremely vulnerable to deterioration due to exposure to harsh environmental conditions and climate change. Furthermore, deterioration by micro-organisms renders urgent the need to design protective coatings. This research proposes an integrated methodology for the development of innovative and sustainable nanofilms for applications in the area of art conservation, very specifically in the preventive conservation of outdoor sculptures. Gathering objective data for the characterization of the surface microbiota is important in order to design strategies that make use of bio or nanotechnology innovative coatings. Methodologies for the characterization of the microbiota present in a granite outdoor sculpture, followed by preliminary results on the application of protective antimicrobial coatings for surfaces of cultural objects are described.  相似文献   

Power/knowledge, gender and curriculum change     

Carrie Paechter 《Journal of Educational Change》2003,4(2):129-148

This paper considers the relationship betweenpower, gender and curriculum change. Writingfrom a Foucaultian standpoint, the authorconsiders how teachers react to and resist bothimposed and voluntary educationalinnovations. She looks at how subject status,personal identity and career history affect howa teacher is likely to react to a particularproposed change, and how this is affected bygendered power/knowledge relations withinschools. The author concludes that genderedpower/knowledge relations are central to theintroduction and implementation of change, andthat those proposing educational innovationsneed to have a greater understanding of thosewho will be subject to them. This is animportant area in which basic educationalresearch can be of practical utility.  相似文献   

Factors Influencing Postsecondary STEM Students’ Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities     

Grant E. Gardner  M. Gail Jones  Virginie Albe  Ron Blonder  Antti Laherto  Daniel Macher  Manuela Paechter 《Research in Science Education》2017,47(5):1011-1029

Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel but serve an important need to better understand the impacts that the advent of rapidly emerging technologies will have on a new generation of scientists and engineers including their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students’ (n?=?254 from five countries: Austria, Finland, France, Israel, and USA) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants’ understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants’ hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives that are, however, often anchored in very different levels of beginning concern. Results are discussed in the context of considerations for science communication training within formal science education curricula globally.  相似文献