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31.
The doctorate in Fine Art has had a troubled history in the UK. Although there are growing numbers of doctorates being undertaken and over forty institutions which offer doctoral study, there is still little understanding of this research culture. There is a developing literature, but it remains curiously focused on research methods and protocols rather than on establishing the character of the culture through what is being produced by doctoral students. Macleod and Holdridge have produced an AHRB‐funded study of selected exemplars of doctoral submissions. The study seeks to make both a practical and strategic intervention in the ongoing ‘making/writing’, ‘theory/practice’ debate. It also seeks to clearly demonstrate how artist researchers have dealt with the academic requirements of the PhD and how the production of a substantial written text (generally 30,000 words plus) showing a keen knowledge and criticality of the subject field has been achieved. The exemplars demonstrate both the distinctive and the normative character of the PhD in Fine Art. However, the underpinning empirical research for the study (1996 —) has also demonstrated the critical independence of such exemplars within the broader field of academic research. Through a brief analysis of three doctoral submissions selected from the study, the paper seeks to draw out some of the more important findings and their implications for the developing research culture. 相似文献
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Gale Macleod 《Emotional and Behavioural Difficulties》2013,18(3):155-167
Young people in trouble can be seen as passive victims of circumstance who are in need of help; as individuals responsible for their own behaviour who need to be punished; or as sufferers from medical conditions who require treatment. This paper will examine the history of policy relating to pupils with social, emotional and behavioural difficulties in Scotland, noting the continued co‐existence of both punitive and welfare approaches. It is argued that the punitive approach, which construes pupils as deliberately causing trouble, is counter‐productive. Evidence from interviews with pupils will be presented to argue that the pupils internalise the reflected appraisals of the adults around them, with implications for their sense of self. This paper argues for a revitalisation of approaches to young people in trouble which are grounded in a more welfarist approach. The importance at the same time of retaining a sense of the pupils' individual agency is noted. Recent developments in restorative approaches are evaluated as a potential way forward in this respect. 相似文献
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Gale Macleod Neil Lent Xiaomeng Tian Yunying Liang Meredith Moore Shrawani Sen 《Assessment & Evaluation in Higher Education》2020,45(7):958-972
AbstractMaster’s students are expected to be self-regulating and independent learners. Dialogic feedback has been identified as one way of promoting such independence. There continues to be concern about the extent to which master’s students are achieving this level of functioning. This study aimed to identify feedback practices and contexts which facilitated student engagement and independence. Working with students as co-researchers, interviews were conducted with 27 master’s students from three programmes. Activity theory was used as an analytical tool to generate understanding of feedback in the social context of each programme. Findings indicate there can be tension between factors which promote dialogical feedback and those which promote independence, and that active dialogic feedback with staff may limit student engagement with peer feedback. 相似文献
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Roy Macleod 《Minerva》2008,46(1):53-76
In 1925, A.J. Balfour, first Earl Balfour and author of the famous ‘Balfour Declaration’, attended the inauguration of the
Hebrew University in Jerusalem. His education and experience of foreign policy equipped him to take a prominent role. However,
the conditions of strife-torn Palestine weighed heavily upon him, and raised wider interests of imperial concern. This essay
recounts the circumstances leading to his visit, and suggests that, whatever the region’s political destiny, Balfour’s vision
of science-based economic development would play an essential role in crafting its future.
相似文献
| Roy MacleodEmail: |
37.
Physiological determinants of climbing-specific finger endurance and sport rock climbing performance
D. Macleod D. L. Sutherland L. Buntin A. Whitaker T. Aitchison I. Watt 《Journal of sports sciences》2013,31(12):1433-1443
Abstract The aim of the study was to examine several physiological responses to a climbing-specific task to identify determinants of endurance in sport rock climbing. Finger strength and endurance of intermediate rock climbers (n = 11) and non-climbers (n = 9) were compared using climbing-specific apparatus. After maximum voluntary contraction (MVC) trials, two isometric endurance tests were performed at 40% (s = 2.5%) MVC until volitional exhaustion (continuous contractions and intermittent contractions of 10 s, with 3 s rest between contractions). Changes in muscle blood oxygenation and muscle blood volume were recorded in the flexor digitorum superficialis using near infra-red spectroscopy. Statistical significance was set at P < 0.05. Climbers had a higher mean MVC (climbers: 485 N, s = 65; non-climbers 375 N, s = 91) (P = 0.009). The group mean endurance test times were similar. The force – time integral, used as a measure of climbing-specific endurance, was greater for climbers in the intermittent test (climbers: 51,769 N · s, s = 12,229; non-climbers: 35,325 N · s, s = 9724) but not in the continuous test (climbers: 21,043 N · s, s = 4474; non-climbers: 15,816 N · s, s = 6263). Recovery of forearm oxygenation during rest phases (intermittent test) explained 41.1% of the variability in the force – time integral. Change in total haemoglobin was significantly greater in non-climbers (continuous test) than climbers (P = 0.023 – 40% test timepoint, P = 0.014 – 60% test timepoint). Pressor responses were similar between groups and not related to the force – time integral for either test. We conclude that muscle re-oxygenation during rest phases is a predictor of endurance performance. 相似文献
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Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429
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University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas. 相似文献