The changing discourse on race in contemporary Cuba     

Nadine Fernandez 《International journal of qualitative studies in education》2013,26(2):117-132

During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research.  相似文献   

Globetrotting: African American Athletes and Cold War Politics     

Dexter Blackman 《国际体育史杂志》2013,30(17):2125-2127

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What I Learned in Danielsen Hall: Faculty‐in‐Residence Programs and the Power to Shape Students’ Lives          下载免费PDF全文

Nadine Dolby 《About Campus》2014,19(1):29-32

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Popularizing the ancestry of man: Robert Ardrey and the killer instinct     

Weidman N 《Isis; an international review devoted to the history of science and its cultural influences》2011,102(2):269-299

This essay examines Robert Ardrey (1908-1980)-American playwright, screenwriter, and prolific author-as a case study in the popularization of science. Bringing together evidence from both paleoanthropology and ethology, Ardrey became in the 1960s a vocal proponent of the theory that human beings are innately violent. The essay shows that Ardrey used his popular scientific books not only to consolidate a new science of human nature but also to question the popularizer's standard role, to reverse conventional hierarchies of scientific expertise, and to test the boundaries of professional scientific authority. Understanding how he did this can help us reassess the meanings and uses of popular science as critique in Cold War America. The essay also shows that E. O. Wilson's sociobiology was in part a reaction to the subversive political message of Ardrey's science.  相似文献   

Free software and the economics of information justice     

S. Chopra  S. Dexter 《Ethics and Information Technology》2011,13(3):173-184

Claims about the potential of free software to reform the production and distribution of software are routinely countered by skepticism that the free software community fails to engage the pragmatic and economic ‘realities’ of a software industry. We argue to the contrary that contemporary business and economic trends definitively demonstrate the financial viability of an economy based on free software. But the argument for free software derives its true normative weight from social justice considerations: the evaluation of the basis for a software economy should be guided by consideration of the social and cultural states which are the ultimate goals of any economic arrangement. That is, the software economy should be evaluated in light of its ability to provide justice. We conclude with a discussion of possible avenues for reform.  相似文献   

Girls in residential care: From child maltreatment to trauma-related symptoms in emerging adulthood     

Eveline van Vugt  Nadine Lanctôt  Geneviève Paquette  Delphine Collin-Vézina  Annie Lemieux 《Child abuse & neglect》2014

The current study examined the association between child maltreatment and trauma-related symptoms in emerging adulthood – over and above the incidence of such symptoms and conduct problems during adolescence – among a sample of female adolescents in residential care. This study used data from a longitudinal study. The sample was composed of 89 adolescent females who were first interviewed at time of admission in a residential center (M_age = 15.33 years, SD = 1.31) and later in young adulthood (M_age = 19.27, SD = 1.55). At time 1, trauma-related symptoms were assessed with the Trauma Symptom Checklist for Children and conduct problems with a composite measure. At time 2, child maltreatment was assessed retrospectively with the Childhood Trauma Questionnaire, and trauma-related symptoms were reassessed with the Trauma Symptom Inventory-2. Results indicated that child maltreatment, especially emotional abuse and neglect, was related to anxious arousal, depression, and anger in emerging adulthood. This study showed that females from our sample often reported different types of maltreatment during childhood and that these traumatic experiences were significantly associated with poor adult psychological functioning.  相似文献   

Hiding in plain sight: Paratextual utterances as tools for information-related research and practice     

Jen Pecoskie  Nadine Desrochers 《Library & information science research》2013

Through a qualitative content analysis of a purposive sample (the 2010 finalists of the Canadian Governor General's Literary Awards in both French and English), this study investigates what information can be gleaned from the book-as-object using peritext as a research tool. Using the theories of Gérard Genette, who defined the paratext, and Pierre Bourdieu, this research posits that paratextual utterances serve as an expression and tool of the cultural realm of publication and can be used for informational purposes in library and information science (LIS) research and practice. Findings indicate that the peritext is a rich source for gathering information about authorship and publishing as it reveals contextually relevant information, shares the author's informational tools, constructs the author, markets titles, and provides relevant information for specific age groups and genres. Discussion centers on the impact for libraries and the LIS community, with a focus on readers' advisory.  相似文献   

Raisonnements arithmétiques et algébriques dans un contexte de résolution de problèmes: difficultés rencontrées par les futurs enseignants     

Sylvine Schmidt  Nadine Bednarz 《Educational Studies in Mathematics》1997,32(2):127-155

Le problème de l'articulation entre les raisonnements arithmétiques et raisonnements algébriques nous renvoie entre autres au rapport que l'enseignant – ou le futur enseignant – entretient lui-même a priori avec ces modes de traitement, une telle relation ayant une incidence sur les choix didactiques qui seront éventuellement posés par cet intervenant en regard d'une introduction à l'algèbre dans un contexte de résolution de problèmes. Une expérimentation, visant à mettre en évidence si les futurs enseignants peuvent établir ou non une dialectique entre ces deux modes de raisonnements dans le contexte particulier de la résolution de problèmes, a été conduite auprès de trois groupes de futurs enseignants (164 sujets); des entrevues individuelles et dyadiques réalisées auprès de quelques sujets pointent leurs difficultés dans le passage d'un mode de traitement à l'autre. Dans le présent article, sont relatées les résistances rencontrées spécifiquement dans le passage à l'algèbre. ABSTRACT. The problem of articulation between arithmetic teaching and algebra teaching concerns among other things the relationship the teacher or pre-service teacher has with the knowledge to be taught (relation au savoir), which produces an impact on the choices that he makes concerning the approaches they are to favour in an introductory algebra context. Three groups of future teachers (164 students) were questioned with a view to analyzing to what extent these students were able to shift back and forth between these two methods within the particular context of problem solving. Interviews on either an individual basis or in a dyad format were conducted with a number of subjects, and have served to bring out their difficulties in articulation between these two fields. Only the difficulties observed in the transition from arithmetic to algebra are presented in this article.  相似文献   

A Content Analysis of Learning Disabilities Research & Practice: 1991–2007     

Brooks R. Vostal  Charles A. Hughes  Kathy L. Ruhl  Elizabeth Benedek‐Wood  Douglas D. Dexter 《Learning disabilities research & practice》2008,23(4):184-193

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Cognitive load theory,the transient information effect and e-learning     

Anna Wong  Wayne Leahy  Nadine Marcus  John Sweller 《Learning and Instruction》2012,22(6):449-457

When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the modality effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed.  相似文献