Daniel Webster and the Cult of the Constitution     

Brooks D. Simpson 《Journal of American culture (Malden, Mass. : 2003)》1992,15(1):15-23

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Teaching TEI to undergraduates: A case study in a digital humanities curriculum     

Mackenzie Brooks 《College & Undergraduate Libraries》2017,24(2-4):467-481

ABSTRACT

This case study describes two iterations of a Digital Humanities (DH) “Studio” course on scholarly text encoding as a model for a DH curriculum at a small liberal arts college. Designed to accompany a three-credit humanities course, the one-credit DH Studios are taught by library faculty. The paired courses share a final project—a digital edition of a short work of literature encoded in the Text Encoding Initiative. The DH Studio creates a methodology-focused environment for students to practice information and digital literacies.  相似文献   

The president's science advisers     

Harvey Brooks 《Minerva》1965,3(3):392-398

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The lower body muscle activation of intermediate to experienced kayakers when navigating white water     

Misha Murtagh  Darrell Brooks  Jonathan Sinclair 《European Journal of Sport Science》2016,16(8):1130-1136

In white-water kayaking, the legs play a vital part in turning, stabilising and bracing actions. To date, there has been no reported information on neuromuscular activation of the legs in an authentic white-water environment. The aim of the current study was to identify lower body muscle activation, using ‘in-boat’ electromyography (EMG), whilst navigating a white-water run. Ten experienced male kayakers (age 31.5?±?12.5 yr, intermediate to advanced experience) completed three successful runs of an international standard white-water course (grade 3 rapids), targeting right and left sides of the course, in a zigzag formation. Surface EMG (sEMG) outputs were generated, bilaterally, for the rectus femoris (RF), vastus lateralis, biceps femoris and gastrocnemius, expressed as a percentage of a dynamic maximal voluntary contraction (dMVC). Only RF showed significantly higher activation than any muscle on the left side of the body, and only on the left side of the course (P?=?.004; ETA²?=?0.56). Other results showed no significant difference between muscle activation in the right and left legs during each run, nor when assessed at either the right or left side of the course (P?>?.05). These findings indicate that contralateral symmetry in lower limb muscle activation is evident during white-water kayaking. This symmetry may provide a stable base to allow more asymmetrical upper body and trunk movements to be fully optimised. Lower body symmetry development should be considered useful in targeted training programmes for white-water kayakers.  相似文献   

Those good Gertrudes: a social history of women teachers in America     

Spirit Brooks 《Gender and education》2016,28(1):169-172

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INCLUSIVE LANGUAGE: THEOLOGICAL AND PHILOSOPHICAL FRAGMENTS     

Susan Brooks Thistlethwaite 《Religious education (Chicago, Ill.)》2013,108(4):551-570

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To A Physiology Professor     

Betty Willis Brooks 《Quest (Human Kinetics)》2013,65(1)

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Reflection     

Betty Willis Brooks 《Quest (Human Kinetics)》2013,65(1)

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What Lies Beneath Seemingly Positive Campus Climate Results: Institutional Sexism,Racism, and Male Hostility Toward Equity Initiatives and Liberal Bias     

Deirdre M. Kelly  Mary Brooks 《Equity & Excellence in Education》2013,46(2):202-216

This study investigates what preservice elementary school teachers assume about children's capacities to learn about equity issues and how teachers might translate teaching for social justice into actual classroom practices. Participants said they did not see the age of their students as a barrier to teaching for social justice, although their ways of conceptualizing this varied considerably, and those teaching grade 4–6 students were generally more risk-taking in the curricular and pedagogical choices they made. We found that the concepts of childhood innocence and developmental appropriateness mediated the topics and approach to topics that beginning teachers considered. Roughly half the participants believed that younger children are relatively uninterested in the events of the day, are incapable of forming nuanced opinions, and are unable to analyze political issues; while the other half disagreed. Participants concerned about engendering negative emotional responses from elementary students made more limited and generic responses to name-calling or teasing rather than naming specific forms of oppression or prompting students to reflect critically on hurtful language and behavior.  相似文献   

“Governing by templates” through new modes of school inspection in Norway     

Jeffrey Brooks Hall 《Journal of Educational Change》2017,18(2):161-182

To date, few observational studies have addressed Scandinavian school inspectors in the field, specifically how inspectors use templates to monitor the formative assessment routines of schools and local school authorities. This paper investigates how the current inspection handbook is being adopted and enacted on the municipal level and the school level in Norwegian compulsory schools. Specifically, this study illuminates through observation two empirical examples of how one of the 17 County Governors’ Offices, as part of a larger study, conducted regular, state school inspection. Conceptually, the paper focuses on how inspection guides and steers though use of fixed templates. Analysis shows that inspectors and schools under scrutiny are struggling in combining the traditional focus on legal compliance with a more performative emphasis on formative assessment of students. In addition, the examples given highlight how combining field observation and the concept of “governing by templates” contributes to school inspection studies, in a dynamic policy context undergoing substantial change.  相似文献