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Margaret Carlisle Duncan Barry Brummett 《Research quarterly for exercise and sport》2013,84(2):168-177
Abstract This study employs the theory of “media logic” and the method of hermeneutical criticism to demonstrate some effects of a major social institution, television, on the “text” of experiencing spectator sports. The study finds that the medium of television makes spectator sports into an experience which incorporates narrative, intimacy, commodification, and rigid time segmentation. The conventions imposed by television on spectator sports are presented here as powerfully affecting the meanings which televised sports have for their audiences. 相似文献
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This paper compares provision for and the practice of craft education in England and Wales and Japan. Particular attention is given to craft within the National Curriculum subject of art in England and Wales and Japan at lower secondary level and to current perceptions of its educational value. Some of the key dilemmas faced by both English/Welsh and Japanese policymakers and practitioners are identified, together with cultural factors impacting on the status of craft and its successful implementation. We conclude by reflecting on the value of comparative studies of education to the research teams concerned. 相似文献
125.
ABSTRACTLearning and teaching leadership by Associate Deans has struggled for effective acceptance in universities for decades. Various Government reviews, policy changes, and reward and recognition systems have been implemented to encourage universities to focus on learning and teaching leadership, and to assure quality outcomes in a changing global landscape. The role of the Associate Dean was created to lead learning and teaching strategically in local university contexts. Despite many recommendations to support the role, it has been reported for almost three decades that Associate Deans struggle to bring about change in the enhancement of learning and teaching. So, have things changed for the Associate Deans, are they more equipped to lead learning and teaching in university contexts now? In this article, through interviews with 25 Associate Deans, and through a Bourdieusian lens, we explore the Capital they possess in their leadership roles. Such Capital is considered against 35 Hallmarks identified in the literature as key to fully equipping Associate Deans as learning and teaching leaders. Both individual Capital and Capital deriving from how the Field is enabling or inhibiting Associate Deans are explored. It is revealed that many Associate Deans may not have the Capital necessary to fully equip them for their leadership of learning and teaching role, and that the traditional university culture, or Field in which they operate, either purposefully or unconsciously may be contributing to inhibiting their leadership. This article provides a timely opportunity to pause and contemplate the Capital that is required for Associate Deans in their role. It highlights for university administrators and leaders what is required for Associate Deans to be fully equipped to fulfil the role and to lead the learning and teaching change that is necessary for universities to thrive. 相似文献
126.
Barry S. Mason Rienk M.A. van der Slikke Michael J. Hutchinson Vicky L. Goosey-Tolfrey 《Journal of sports sciences》2020,38(8):937-944
ABSTRACTThis study determined the physical and technical demands of elite wheelchair tennis (WT) match-play, how the demands differed between divisions (Men, Women, Quad) and the effect that set result and score margin had on these demands. Seventeen WT players were monitored during a singles competition. Physical measures of performance were analysed using an indoor tracking system and inertial measurement units. Technical measures of performance were examined using video analysis. Physical measures of performance differed by division (Men > Women > Quad) for most parameters. Rallies were longer during Men’s (P = 0.027) and Women’s (P = 0.004) matches compared to Quad’s and fewer shots were hit off 2 bounces in Men’s matches compared to Women’s and Quad’s (P ≤ 0.026). High-speed activity (HSA) increased during losing sets (P = 0.043). Most physical measures of performance increased by moderate to large effects during sets with a small score margin (≤3 games differential). Mean speed and HSA were similar during losing sets, regardless of margin, but decreased (large effects) when winning by a large margin. This study demonstrated the physical and technical demands that elite WT players need to be prepared for and how situational factors can influence these demands. 相似文献
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John F. Pickering Duncan N. Matthews Caroline Wilson & John Kirkland 《Higher Education Quarterly》1999,53(1):6-28
This involves effective relations with the corporate sector, within an adaptive, evolving, bargaining framework. Based on an extensive interview programme, this paper explores the nature of that relationship in the context of the organisation and objectives of both partners and in the light of the developing competitive environment. It identifies the key elements on which bargaining tends to be focused and, in the light of organisational and market analysis which is ultimately developed into a bargaining model, offers predictions as to the likely outcomes of the bargaining. 相似文献
130.
Eleazar Vasquez III Angel Lopez Carrie Straub Selma Powell Tracy McKinney Zachary Walker Tiphanie Gonzalez Timothy A. Slocum Lee Mason Breda V. Okeeffe Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education. 相似文献