Happiness matters: towards a pedagogy of happiness and well-being     

Stephen Scoffham  Jonathan Barnes 《Curriculum Journal》2013,24(4):535-548

The role of the emotions in learning has long been acknowledged but is often overlooked. This article considers the impact one particular emotion, happiness, has on learning and the school curriculum. Recent reports have drawn attention to the importance of happiness (or the lack of it) by highlighting concerns about childhood well-being. At the same time, there is increasing evidence from psychology and neuroscience to suggest that periods of happiness are linked to personal growth, health and development. When we are happy it seems we are more likely to be receptive to outside stimuli than when we are sad or distressed. Happiness also makes us more disposed to engage in creative endeavour, which is itself another source of fulfilment. Positive psychologists argue that rather than being fixed, happiness, optimism and other positive traits can be learnt. We offer evidence from our own professional experience in teaching to corroborate these claims and to extend the debate about the relevance of affective neuroscience to education. In conclusion, we consider how a focus on happiness might underpin a positive approach to curriculum reform.  相似文献   

Vital capacity and ability in oral reading     

John Barnes 《Quarterly Journal of Speech》2013,99(3):176-182

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Acknowledgements     

Mary Barnes  David Clarke  Max Stephens 《课程研究杂志》2013,45(5):623-650

We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values.  相似文献   

GERONTOLOGY AND EDUCATION: A CASE FOR COLLABORATION     

Carol Barnes  Marilyn McCall Wiles 《Educational gerontology》2013,39(1):91-96

Too little consideration has been given to the potential dangers underlying program development for older adults. These dangers are exemplified by the inability of program designers to share their expertise. A close examination of current educational efforts serving the older adult reveals that past inadequacies and present growth trends demand more realistic approaches. More people are going to reach the age of 65; shifts in population demand shifts in priorities.

This paper attempts to focus on emerging problems associated with program development. Territoriality becomes a central issue in determining who should develop and implement programs for and about older people. The audiences to which this paper is addressed are educators and gerontologists. The prime question raised is: “Can collaborative efforts between gerontologists and educators improve current program quality?"  相似文献   

Cancer coverage: the public face of childhood leukaemia in 1960s Britain     

Barnes E 《Endeavour》2008,32(1):10-15

In the 1960s, stories of children fighting cancer, previously absent from the British news, started to feature ever more prominently in the national press. Conventional treatments could not keep children alive for many months, so the promise of a cure through the use of an alternative anti-cancer 'serum' was not easily dismissed as quackery. The Ministry of Health and cancer research organisations struggled to find a fair and honest way to inform the public and affected families about childhood leukaemia without raising or crushing hope.  相似文献   

Effects of different warm-up modalities on power output during the high pull     

Matthew John Barnes  Ashley Petterson  Darryl J. Cochrane 《Journal of sports sciences》2017,35(10):976-981

This study compared the effects of six warm-up modalities on peak power output (PPO) during the high-pull exercise. Nine resistance-trained males completed six trials using different warm-ups: high-pull specific (HPS), cycle, whole body vibration (WBV), cycle+HPS, WBV+HPS and a control. Intramuscular temperature (T_m) was increased by 2°C using WBV or cycling. PPO, T_m and electromyography (EMG) were recorded during each trial. Two high-pulls were performed prior to and 3 min after participants completed the warm-up. The greatest increase in PPO occurred with HPS (232.8 ± 89.7 W, P < 0.001); however, this was not different to combined warm-ups (cycle+HPS 158.6 ± 121.1 W; WBV+HPS 177.3 ± 93.3 W, P = 1.00). These modalities increased PPO to a greater extent than those that did not involve HPS (all P < 0.05). HPS took the shortest time to complete, compared to the other conditions (P < 0.05). EMG did not differ from pre to post warm-up or between modalities in any of the muscles investigated. No change in T_m occurred in warm-ups that did not include cycling or WBV. These results suggest that a movement-specific warm-up improves performance more than temperature-related warm-ups. Therefore, mechanisms other than increased muscle temperature and activation may be important for improving short-term PPO.  相似文献   

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball     

Till Koopmann  Yvonne Steggemann-Weinrich  Jochen Baumeister 《Research quarterly for exercise and sport》2017,88(3):365-370

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical displays on observation time and execution performance. High affordances in visual-spatial transformation (e.g., mental rotation processes) might impede information processing and might decrease execution performance with regard to the instructed playing patterns. Method: In a within-subjects design with 1 factor, 10 novice students were instructed with visual tactical instructions of basketball playing patterns with different orientations either showing the playing pattern with low spatial disparity to the players’ on-court perspective (basket on top) or upside down (basket on bottom). Results: The self-chosen time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher when the instructional perspective and the real perspective on the basketball court had a congruent orientation. Conclusion: The effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players’ actual perspective while standing on the court or imagining themselves standing on the court. According to these results, coaches should align their tactic boards to their players’ on-court viewing perspective.  相似文献   

Einstein's theory of relativity: By Max Born,Professor of Theoretical Physics in the University of Göttingen. Translated by Henry L. Brose,M.A. 293 pages,illustrations, 8vo. New York,E. P. Dutton and Company,no date. Price, $5     

James Barnes 《Journal of The Franklin Institute》1925,199(5):712

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A Level after Tomlinson     

Anne Barnes 《Changing English: An International Journal of English Teaching》2006,13(3):339-346

This article looks at the way the recommendations of the Tomlinson Report have been largely set aside but may still influence attempts to provide a more balanced assessment system in the future. This leads to a consideration of ways in which English examinations (particularly those post‐16) might be made more relevant to the reading and language study which interest students in the twenty‐first century.  相似文献   

The study of information: Interdisciplinary messages: F. Machlup and U. Mansfield (Eds). John Wiley & Sons,New York (1983), xxii + 743 pp. $39.95. ISBN 0-471-88717-X     

Robert F. Barnes 《Information processing & management》1985,21(5):467-468

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