Seeing Silence: Filmic and Acoustic Convergences in the Work of Thierry Knauff and Francisco López     

Greg Hainge 《Culture, Theory & Critique》2013,54(2):155-170

Analysing the work of Spanish composer Francisco López and the Belgian film maker Thierry Knauff's 2000 production, Wild Blue: notes à quelques voix, this paper aims to go beyond the Deleuzean methodology that it employs. Deleuze argues, in Difference and Repetition, that artistic production deploys an active form of repetition that creates difference in itself and not a banal Platonic form of repetition based on an originary identity. Finding this process at work in the texts studied, we argue that of vital importance in these works and (although it is not explicitly stated) in Deleuze's own theory here is a reflection on the concept of texture. In deploying an artistic form of repetition that is infused with a deep sense of texture, both López and Knauff distance their works from the documentary realm in which they appear to be grounded. This, however, only increases their potential political efficacy which, rather than working according to extensive and limited, therefore, principles, is transmitted via an intensive mode.  相似文献   

Effects of time of day and distance upon accuracy and consistency of throwing darts     

Benjamin Edwards  Greg Atkinson  Thomas Reilly 《Journal of sports sciences》2013,31(13):1531-1538

Abstract

We examined variations in dart-throwing performance during the daytime in 12 participants. Two distances from the dartboard were investigated – the normal distance (short throws) and another 50% further away than this (long throws). Intra-aural temperature and subjective fatigue were measured, and errors in performance were assessed as the radial distances of throws from the bulls-eye and the standard deviation of these distances. Long-distance throws improved significantly throughout the daytime and correlated positively with intra-aural temperature (r = ?0.49, P = 0.002 and r = ?0.49, P = 0.002 for errors and standard deviation of errors, respectively), but not with subjective fatigue (r = ?0.10, P = 0.56 and r = ?0.05, P = 0.74 for errors and standard deviation of errors, respectively). Short-distance throws were associated less with intra-aural temperature (r = ?0.46, P = 0.005 and r = ?0.17, P = 0.31 for errors and standard deviation of errors, respectively), and worsened with fatigue (r = +0.34, P = 0.040 for errors). Compared with the short-distance throws, the long-distance throws were performed significantly less well than could be accounted for by the increased distance (mean errors were increased 1.67 – 2.78 times and standard deviation of errors of errors 1.58 – 3.68 times), supporting the concept of a trade-off between force of contraction and accuracy of performance. Throwing darts can be used as a model for investigating factors that influence motor performance, and our results indicate that the effects of time of day upon performance depend upon the relative importance of force and accuracy.  相似文献   

Attentional Load and the Reproduction of Physical Work     

Donald Siegel  James Johnson  Greg Kline 《Research quarterly for exercise and sport》2013,84(2):146-152

Abstract

The effect of attentional focus on the perception of physical work was examined by using a work reproduction design. Subjects performed a fixed interval of work at either 50 or 75% of their predicted VO₂ max, during which they were required either to solve a continuous flow of arithmetic problems or to perform in an unfilled control condition. On a subsequent trial, without a concomitant attention-demanding task, subjects were asked to reproduce the amount of work that they had previously performed. It was found that individuals in the control condition produced a significantly greater amount of work on the reproduction trial, while those in the attentional focus condition performed about the same amount as on the previous trial. No interaction was found between attentional focus and work load.  相似文献   

The dangers of reporting spurious regression to the mean     

Alan Nevill  Roger Holder  Greg Atkinson  John Copas 《Journal of sports sciences》2013,31(9):800-802

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Development and trialling of a graduated descriptors tool for Australian pharmacy students     

Ieva Stupans  Susanne Owen  Leigh McKauge  Lisa Pont  Greg Ryan  Jim Woulfe 《Assessment & Evaluation in Higher Education》2012,37(7):829-845

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Using baby books to change new mothers' attitudes about corporal punishment     

Reich SM  Penner EK  Duncan GJ  Auger A 《Child abuse & neglect》2012,36(2):108-117

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The (Non)Importance of a Programming Language in a Software Engineering Course     

Steven A. Demurjian  Thomas J. Peters  George McA. Beshers  Heidi J. C. Ellis  Greg Nichols 《Computer Science Education》2013,23(1):35-52

Our catchy title is intended to be controversial, provoking thought upon the impact (or lack of any) that a programming language has on the curriculum for a software engineering course. Our view on the subject is from both directions, as indicated by the title. As educators, we argue that the language issues are secondary to the fundamental concern of understanding software engineering concepts, specifically object‐oriented concepts. However, we appreciate that expertise in a widely accepted object‐oriented language may be essential towards the more practical aspect of building a critical mass of software engineers versed in object‐oriented techniques. This reflects upon the maturing nature of computer science and engineering as a science, which is evolving its fundamental principles, while at the same time recognizing its impact as an engineering discipline sensitive to practical applications. The evolution of our primary software engineering course, CS250 Introduction to Software Engineering, has been influenced by our own reflections on the state of software engineering in the 1990s, industrial requirements for expertise by our graduates, and the needs of accreditation. We present the internal and external factors that have guided our course design. This process reflects our own experiences in academia and industry. We present this process as a representative model of a sound approach, but make no claims that it is the optimal approach.  相似文献   

Beyond Commercialization: Science, Higher Education and the Culture of Neoliberalism     

Daniel Lee Kleinman  Noah Weeth Feinstein  Greg Downey 《Science & Education》2013,22(10):2385-2401

Since the 1980s, scholars and others have been engaged in a lively debate about the virtues and dangers of mingling commerce with university science. In this paper, we contend that the commercialization of academic science, and higher education more broadly, are best understood as pieces of a larger story. We use two cases of institutional change at the University of Wisconsin-Madison to shed light on the implications of neoliberalism for public research universities in the United States. We conclude that instead of neoliberalization being a timely strategy for the specific fiscal and other problems facing public universities today, it has become an omnibus solution available to be employed when any opportunity arises and, in fact, helps to define the “problems” of the university in the first place.  相似文献   

A Model of Factors Contributing to STEM Learning and Career Orientation     

Gwen Nugent  Bradley Barker  Greg Welch  Neal Grandgenett  ChaoRong Wu  Carl Nelson 《International Journal of Science Education》2013,35(7):1067-1088

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.  相似文献   

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes     

Audrey C. Rule  Greg P. Stefanich  Robert M. Boody  Belinda Peiffer 《International Journal of Science Education》2013,35(6):865-887

Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.  相似文献