Agencing femininity: digital Mrs. Consumer in intra-action     

Magdalena Petersson McIntyre 《Journal of Cultural Economy》2020,13(1):54-72

ABSTRACT

Social media is abound with women writing about consumption goods and practices associated with femininity and heterosexual nuclear family life, such as being married, dressing, cooking and home decoration. This article examines how the housewife ideal can be an attractive identity in the 2010s and, drawing on the post-humanist performativity by Karen Barad (2007), it maps the material-discursive agencies that enable the re-emergence of this figure. Building on in-depth interviews with women who refer to themselves as influencers and bloggers, and visual and textual analyses of their Instagram-accounts, including links to sponsors and comments from followers, the article analyzes how the tensions between these women's real lives and their cyber lives, become meaningful in this technological culture. The breaking of boundaries between human and non-human resulting from digital technology has re-configured the housewife role by transforming boundaries between intimate and commercial practices. By focusing on the three areas: Transforming the feminine body, Transforming Intimacy, and Entrepreneurial femininity the article shows how agency emerges from within transforming practices of body, intimacy and entrepreneurship, intra-acting within this new housewife phenomenon. In doing so it discusses the negotiations and space for agency these women thought that digital technologies provided for them.  相似文献   

The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward   总被引：1，自引：0，他引：1  

Donald McIntyre 《Teaching and Teacher Education》2009

In most western countries, the problems of effective university-controlled and largely university-based initial teacher education (ITE) have been apparent for many decades: whatever is achieved in the university, the teaching practices and attitudes that student–teachers usually learn to adopt are those currently dominant in the schools. So it is difficult to introduce innovations such as inclusive pedagogy through conventional ITE programmes. The solution to this problem is widely recognised to be the much stronger involvement of schools in ITE partnerships (e.g. the Holmes Group's Professional Development Schools in the USA, the Oxford internship scheme in England, the long-forgotten Learning to Teach (1978) Sneddon Report in Scotland); but research and experience have suggested that real barriers stand in the way of the kind of partnership that is needed. Nonetheless, given the opportunity, the resources and most of all the necessary respect, the teaching profession has much more to offer than twentieth century teacher educators were generally willing to accept; and if an open and exploratory approach is adopted, there is every reason for optimism.  相似文献   

Actual competence,rather than perceived competence,is a better predictor of physical activity in children aged 6-9 years     

Fleur McIntyre  Helen Parker  Paola Chivers  Beth Hands 《Journal of sports sciences》2018,36(13):1433-1440

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Special Education Exchange (SEE)--a solution to a problem     

C A Watts  C C Nelson  B McIntyre 《Exceptional children》1968,34(10):753-754

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Book reviews     

Charles J. McIntyre  Paul V. Robinson  John P. Vergis  John B. Gilpin  Louis V. Xhignesse 《Educational technology research and development : ETR & D》1962,10(4):266-272

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Concurrent shear stress and chemical stimulation of mechano-sensitive cells by discontinuous dielectrophoresis     

Rebecca Soffe  Sara Baratchi  Shi-Yang Tang  Arnan Mitchell  Peter McIntyre  Khashayar Khoshmanesh 《Biomicrofluidics》2016,10(2)

Microfluidic platforms enable a variety of physical or chemical stimulation of single or multiple cells to be examined and monitored in real-time. To date, intracellular calcium signalling research is, however, predominantly focused on observing the response of cells to a single mode of stimulation; consequently, the sensitising/desensitising of cell responses under concurrent stimuli is not well studied. In this paper, we provide an extended Discontinuous Dielectrophoresis procedure to investigate the sensitising of chemical stimulation, over an extensive range of shear stress, up to 63 dyn/cm², which encompasses shear stresses experienced in the arterial and venus systems (10 to 60 dyn/cm²). Furthermore, the TRPV4-selective agonist GSK1016790A, a form of chemical stimulation, did not influence the ability of the cells'' to remain immobilised under high levels of shear stress; thus, enabling us to investigate shear stress stimulation on agonism. Our experiments revealed that shear stress sensitises GSK1016790A-evoked intracellular calcium signalling of cells in a shear-stimulus dependent manner, as observed through a reduction in the cellular response time and an increase in the pharmacological efficacy. Consequently, suggesting that the role of TRPV4 may be underestimated in endothelial cells—which experience high levels of shear stress. This study highlights the importance of conducting studies at high levels of shear stress. Additionally, our approach will be valuable for examining the effect of high levels of shear on different cell types under different conditions, as presented here for agonist activation.  相似文献   

Children’s Daily Routines During Kindergarten Transition     

Leah K. Wildenger  Laura Lee McIntyre  Barbara H. Fiese  Tanya L. Eckert 《Early Childhood Education Journal》2008,36(1):69-74

Routines are an important feature of family life and functioning in families with young children. Common daily routines such as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations. Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote seamless kindergarten transitions for all children.  相似文献   

Patterns of interaction between teachers' and students' classroom thinking, and their implications for the provision of learning opportunities     

Paul Cooper  Donald McIntyre 《Teaching and Teacher Education》1994,10(6)

This paper reports on a study of teachers' and pupils' perceptions of effective teaching and learning. A total of 13 teachers and 325 pupils (aged between 11 and 12) were observed and interviewed. The central focus of the paper is the interaction that was detected between teachers' and pupils' ways of thinking. A grounded analysis of the interactional data yields support for a transactional theory of learning (the works of Bruner and Haste and Vygotsky are cited in particular). The paper also introduces the idea of a continuum of teaching strategies, and shows how percieved teacher effectiveness can be associated with the teacher's ability and willingness to move freely between different points of the continuum, thereby implicitly rejecting crude dichotomies between teacher-centred and pupil-centred learning. It is shown that pupils claim to benefit from both teacher-centred and pupil-centred strategies when the strategies are selected in order to cater for pupils' specific learning requirements. The greatest coherence in teacher pupil accounts of effective teaching and learning, however, seems to focus on the mid-point of the continuum, described here in terms of “interactive” and “reactive” strategies.  相似文献   

Charting new territory: assessing the online frontier of student ratings of instruction     

Steven Venette  Kristen McIntyre 《Assessment & Evaluation in Higher Education》2010,35(1):97-111

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Cyberbullying victimisation and mental distress: testing the moderating role of attachment security,social support,and coping styles     

Joanne D. Worsley  Jason C. McIntyre  Rhiannon Corcoran 《Emotional and Behavioural Difficulties》2019,24(1):20-35

Although it has been well established that cyberbullying leads to mental health problems, less is known about the factors that confer resilience to the adverse effects of cyberbullying among young people. To address this gap, adolescents aged 13–19 years (n = 476) completed a survey measuring cyberbullying victimisation, attachment styles, perceived social support, coping styles, and mental distress. Compared to non-victims, victims of cyberbullying experienced higher levels of depression and anxiety and endorsed more self-statements indicative of attachment anxiety. Peer support, security in attachment relationships, and the endorsement of positive coping strategies attenuated the positive relationship between cyberbullying victimisation and mental health difficulties. Family support did not appear to buffer adolescents from mental distress in this context. However, family support was the strongest bivariate predictor of reduced mental distress. Although peer relations should be the target of intervention programmes within school settings, the findings highlight the importance of including families in cyberbullying prevention programmes.  相似文献