A HIGHLY IMPORTANT BOOK     

Harold Baron 《Equity & Excellence in Education》2013,46(2):18-21

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From American city to Japanese village: a cross-cultural investigation of implicit race attitudes     

Dunham Y  Baron AS  Banaji MR 《Child development》2006,77(5):1268-1281

This study examined the development of implicit race attitudes in American and Japanese children and adults. Implicit ingroup bias was present early in both populations, and remained stable at each age tested (age 6, 10, and adult). Similarity in magnitude and developmental course across these 2 populations suggests that implicit intergroup bias is an early-emerging and fundamental aspect of human social cognition. However, implicit race attitudes toward favored outgroups are more positive in older than in younger participants, indicating that "cultural prestige" enjoyed by a group moderates implicit bias as greater knowledge of group status is acquired. These results demonstrate (a) the ready presence, (b) early cultural invariance, and (c) subsequent cultural moderation of implicit attitudes toward own and other groups.  相似文献   

Malaria and the Decline of Ancient Greece: Revisiting the Jones Hypothesis in an Era of Interdisciplinarity     

Christopher Baron  Christopher Hamlin 《Minerva》2015,53(4):327-358

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Teaching poor readers to cope with maladaptive cognitive styles: a training program     

I W Gaskins  J Baron 《Journal of learning disabilities》1985,18(7):390-394

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The Ethics of Duty/Ethics of Virtue Debate and Its Relevance to Educational Theory     

Marcia Baron 《Educational theory》1985,35(2):135-149

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The Significance of the Learning Society for Women and Men with Learning Difficulties     

Sheila Riddell  Stephen Baron  Alastair Wilson 《Gender and education》2001,13(1):57-73

This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties.  相似文献   

New data on women managers     

Baron AS 《Training and development journal》1978,32(11):12-13

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Approaching Camphill: from the Boundary   总被引：1，自引：0，他引：1  

Stephen Baron  Dougls Haldane 《British Journal of Special Education》1991,18(2):75-78

The Camphil communities for children and adults in need of special care are widely known of, but little known about; often lauded, sometimes condemned but rarely understood. Stephen Baron, lecturer in sociolgy and social policy, Stirling University, and Dr Douglas Haldane, psychotherapist and consultant in St Andrews, seek to remedy this in a modest way by giving an evaluative, but non-statistical, account of the work of the communities over the past 50 years. They also consider Camphill's future role in community care and also in special educational provision, in the context of the 1988 Education Reform Act.  相似文献   

Some theories of college instruction     

Jonathan Baron 《Higher Education》1975,4(2):149-172

On the assumption that colleges need a theory which specifies what they should be trying to do and how they should do it, two popular theories of this sort are described. Bundle of knowledge theory rests on the idea that education should impart pieces of knowledge which can be assessed by behavioral criteria with methods based on established principles of learning. Developmental stage theory holds that education should help students move through a sequence of general stages towards maturity. A third theory called component theory, is then sketched, in which the idea of general stages is disputed and the idea of component abilities of intellectual processes substituted. This theory has implications which are similar to those of stage theory if it is combined with certain moral assumptions about the goals of college education, namely that its purpose is to help students form and pursue life plans which are both rational and just.  相似文献   

Sprinting analysis of elite soccer players during European Champions League and UEFA Cup matches   总被引：1，自引：1，他引：0  

Di Salvo V  Baron R  González-Haro C  Gormasz C  Pigozzi F  Bachl N 《Journal of sports sciences》2010,28(14):1489-1494

It has been suggested that assessment of high-intensity activities during a match is a valid measure of physical performance in elite soccer. Recently, sprinting activities have been analysed in more depth. The aim of this study was to develop a detailed analysis of the sprinting activities of different playing positions during European Champions League and UEFA Cup competitions. Altogether, 717 elite outfield soccer players were evaluated throughout 2002-2006 using ProZone? (Leeds, UK). Sprinting (explosive and leading) was analysed for each playing position. To compare positional differences, a Kruskal-Wallis analysis was performed. Differences were found among positions for total number of sprints and total sprint distance covered: wide midfielders > (attackers = wide defenders) > central midfielders > central defenders (P < 0.001), as well as for explosive sprints: (wide midfielders = attackers = wide defenders) > central defenders, wide midfielders > central midfielders > central defenders and attackers = wide defenders = central midfielders (P < 0.001), and leading sprints: wide midfielders > (attackers = wide defenders) > central midfielders > central defenders (P < 0.001). For each group, there were no differences in ratio of explosive to leading sprints. Wide midfielders performed a higher number of sprints in all five distance categories than all other positions. This study showed that sprinting characteristics are influenced by position. Wide midfielders have to complete additional high-intensity activities during training sessions compared with the other positions to achieve the performance level required during the match.  相似文献