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A central tenet of contemporary education policy relates to the desire to extend higher education (HE) provision to less advantaged groups (‘widening participation’). Our paper contends that a key behavioural obstacle to widening participation lies in the erroneous belief that persists among potential entrants from disadvantaged backgrounds as to their capabilities of succeeding within the HE environment – a perception that serves to deflate application/recruitment rates from such groupings. We test this ‘false uniqueness’ thesis using a sample of 127 new UK undergraduates, finding that students drawn from lower social class backgrounds consistently underestimated their abilities vis‐à‐vis the overall cohort. 相似文献
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Lewis A. Gough Sanjoy K. Deb Danny Brown S. Andy Sparks Lars R. McNaughton 《Journal of sports sciences》2019,37(13):1464-1471
This study investigated the effects of two separate doses of sodium bicarbonate (NaHCO3) on 4 km time trial (TT) cycling performance and post-exercise acid base balance recovery in hypoxia. Fourteen club-level cyclists completed four cycling TT’s, followed by a 40 min passive recovery in normobaric hypoxic conditions (FiO2 = 14.5%) following one of either: two doses of NaHCO3 (0.2 g.kg?1 BM; SBC2, or 0.3 g.kg?1 BM; SBC3), a taste-matched placebo (0.07 g.kg?1 BM sodium chloride; PLA), or a control trial in a double-blind, randomized, repeated-measures and crossover design study. Compared to PLA, TT performance was improved following SBC2 (p = 0.04, g = 0.16, very likely beneficial), but was improved to a greater extent following SBC3 (p = 0.01, g = 0.24, very likely beneficial). Furthermore, a likely benefit of ingesting SBC3 over SBC2 was observed (p = 0.13, g = 0.10), although there was a large inter-individual variation. Both SBC treatments achieved full recovery within 40 min, which was not observed in either PLA or CON following the TT. In conclusion, NaHCO3 improves 4 km TT performance and acid base balance recovery in acute moderate hypoxic conditions, however the optimal dose warrants an individual approach. 相似文献
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Many efforts to implement and improve school inspections have been modelled on examples from high-income countries, and many studies on the effectiveness of such systems have also only been carried out in these countries. However, local contexts in low- and middle-income countries are very different from those in developed countries, and findings about the effectiveness of school inspections from Western studies are therefore not easily transferable to low- and middle-income countries. Existing literature portrays complex and varied links amongst governance context, policy, design of accountability systems, mechanisms of impact and school outcomes that make translation of conditions across studies challenging. This paper presents the results of a systematic review about the conditions under which school inspections lead to improvement in schools and to positive learning outcomes for schoolchildren in low- and middle-income countries, especially the poorest and most marginalised. 相似文献
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