“Forget birth pains,we haven't got past the conception stage yet”. A reply to Frank Coffield's ‘Britain's continuing failure to train: the birth pangs of a new policy’     

Caroline Lloyd  Jonathan Payne 《教育政策杂志》2013,28(5):563-568

This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve.  相似文献   

Chronic flexibility gains: effect of isometric contraction duration during proprioceptive neuromuscular facilitation stretching techniques     

Rowlands AV  Marginson VF  Lee J 《Research quarterly for exercise and sport》2003,74(1):47-51

The aim of this study was to assess the effect of to isometic contraction durations during propiceptive neuromuscular facilitation stretching on gains inflexion at the hip. Forty-three women (M age = 20.0 years, SD = 1.3) were assigned to one of three groups: 5-s isometric contraction (5-IC), 10-IC, and control. Flexibility was assessed at baseline and Weeks 3 and 6. Analysis of covariance, controlling for pretest differences, showed a significant interaction, F(2, 33) = 44.1, p < .001. Flexibility was significant lower in the control group relative to the 5-IC and 10-IC groups and in the 5-IC group relative to the 10-IC group at 3 and 6 weeks (3 weeks = 101.2 +/- 1.4 degrees, 114.3 +/- 1.5 degrees, 120.5 +/- 1.3 degrees; 6 weeks = 103.0 +/- 1.4 degrees, 126.1 +/- 1.6 degrees, 133.3 +/- 1.4 degrees for control, 5-IC and 10-IC groups, respectively). A longer contraction time led to greater increases in flexibility.  相似文献   

A material perspective on 18th-century chemistry     

Jonathan Simon 《Metascience》2010,19(1):71-73

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A cross-cultural investigation of teachers’ and reporting officers’ self-ratings on teaching and leadership skills across Singapore and Bahrain     

Wee Pin Goh Jonathan  Lee Ong Kim  Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273

Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information.  相似文献   

Lifelong Learning for Employment and Equity: the Role of Part‐time Degrees     

John Brennan  Jonathan Mills  Tarla Shah  Alan Woodley 《Higher Education Quarterly》2000,54(4):411-418

The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others.  相似文献   

Phones R Us     

Jonathan P. Allen 《The Information Society》2007,23(1):69-70

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Remapping Geography     

Jonathan M. Smith  Jim Norwine 《Academic Questions》2009,22(4):431-441

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Foreword     

Jonathan D. Fife 《ASHE Higher Education Report》1987,16(4):xv-xv

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A bibliometric analysis of privacy and ethics in IEEE Security and Privacy     

Jonathan Tse  Dawn E. Schrader  Dipayan Ghosh  Tony Liao  David Lundie 《Ethics and Information Technology》2015,17(2):153-163

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Fish-out-of-office: How managerialised university conditions make administrative knowledge inaccessible to academics     

Anita Louise Wheeldon  Stephen Jonathan Whitty  Bronte van der Hoorn 《Higher Education Quarterly》2023,77(2):342-355

Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping.  相似文献