Towards sustainable well-being in SMEs through the web-based learning program of ergonomics     

Marja Randelin  Terhi Saaranen  Paula Naumanen  Veikko Louhevaara 《Education and Information Technologies》2013,18(1):95-111

Promoting well-being at work in the context of sustainable development is a complex and dynamic issue. To enhance sustainable well-being at work, organizational learning (OL) is one requirement. The purpose of this study was to identify and describe the characteristics of the learning program of the ergonomics ‘the Ergonetti’ that promote sustainable well-being at work implemented in the small- and medium-sized enterprises (SMEs). The data was gathered through individual thematic interviews of 14 students who participated in the study and carried out the learning tasks in 10 different SMEs. The data was analyzed using inductive content analysis in the frame of sustainable well-being at work and organizational learning. The characteristics of the learning program of ergonomics that promoted sustainable well-being at work related to the categories describing worker’s individual capabilities and competence, work organization and environment, and leadership. The results suggest that, in the light of promoting sustainable well-being at work the learning program of ergonomics may be considered an efficient and straightforward distance learning program accessible through the Internet. In addition, sustainable well-being at work through learning is rarely being in focus of occupational health research.  相似文献   

Pelé, racial discourse and the 1958 World Cup     

Ana Paula da Silva 《Soccer & Society》2014,15(1):36-47

The aim of this essay is to map out the racial discourses of the 1950s, particularly those pertinent to the 1958 Soccer World Cup, in order to better understand the main ideas about race, which were in vogue at the time when Edson Arantes do Nascimento (Pelé) became (inter)nationally famous as a great sports star. The essay argues that Pelé’s statements regarding race and race relations in Brazil were inherently based on the discourses prevalent among academics and Brazil’s black activists during the 1950s. Pelé’s professional asceticism and his belief in individualism, cultivated during his youth in the city of Bauru, were further reinforced by the racial discourses of the 1950s. These views led him to believe that any discrimination he might encounter due to his colour and class could be overcome with a disciplined and professional attitude. Today, this sort of ascetic view of the world has been accused by certain segments of Brazil’s black movements as being insufficient to overcome the supposedly irresolvable inequalities that exist between Brazil’s black and white populations. Pelé, however, has not changed his position regarding anti-black discrimination, choosing to continue to emphasize professionalism and discipline as the two most formidable tools in the fight against racial discrimination and inequality.  相似文献   

Organizational rhetoric in the prospectuses of elite private schools: unpacking strategies of persuasion   总被引：1，自引：0，他引：1  

Paula McDonald  Barbara Pini  Robyn Mayes 《British Journal of Sociology of Education》2012,33(1):1-20

The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 ‘elite’ school prospectuses in Australia, this paper contributes to understandings of the ways schools’ communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities.  相似文献   

“There Are No Housewives on Star Trek ”: A Reexamination of Exit Rights for the Children of Insular Fundamentalist Parents     

Paula McAvoy 《Educational theory》2012,62(5):535-552

In this essay, Paula McAvoy addresses the problem caused by the liberal state's necessary tolerance of insular fundamentalist groups and the concern that children raised in such groups do not have a fair opportunity to evaluate their inherited beliefs. This tension comes to the fore around disagreements over schooling and requests for religious accommodation. Often, these requests are treated as straightforward dilemmas — either the state accommodates the group at the expense of the child's future interest in autonomy, or the state must use its power to coerce the group into compliance. McAvoy argues for a principled middle ground between these two views. Using William Galston's conditions for securing the right to exit (set out in his 2002 book Liberal Pluralism) and evidence from Anabaptist apostates, McAvoy shows that insular groups cannot satisfy these conditions. Consequently, when accommodation is necessary, the state must mitigate the foreseeable costs to children by enacting policies that “facilitate entrance” for those who later choose to exit.  相似文献   

The impact of structured teaching methods on the quality of education in Brazil     

Maria Carolina Leme  Paula Louzano  Vladimir Ponczek  André Portela Souza 《Economics of Education Review》2012

This paper estimates the impact of the use of structured methods on the quality of education for students in primary public school in Brazil. Structured methods encompass a range of pedagogical and managerial instruments applied in the educational system. In recent years, several municipalities in the state of São Paulo have contracted out private educational providers to implement these structured methods in their schooling systems. Their pedagogical proposal involves structuring of curriculum content, development of teacher and student textbooks, and the training and supervision of teachers and instructors. Using a difference-in-differences estimation strategy, we find that the 4th- and 8th-grade students in the municipalities with structured methods performed better in Portuguese and mathematics than did students in municipalities not exposed to these methods. We find no differences in passing rates. A robustness test supports the assumption that there is no unobserved municipal characteristics associated with proficiency changes over time that may affect the results.  相似文献   

Contextual e-learning evaluation: A preliminary framework     

Christian Voigt  Paula Swatman 《Learning, Media and Technology》2004,29(3):175-187

The evaluation of solutions is a major unresolved issue for all those involved in e-learning. In this paper we illustrate the importance of context by means of a qualitative comparison of two e-learning prototype implementations--an action research case undertaken in conjunction with a major German insurance company; and a more experimental approach undertaken during an undergraduate university course, where a variety of learning strategies were tested. Despite the apparent difference of the two prototypes, we believe that evaluators from both sides can learn from one another's experiences--and that the differences lie in the ranking of the evaluation categories, rather than in their in/exclusion. We conclude that we can learn from other evaluation projects--not in terms of operational evaluation criteria, but in terms of understanding evaluation categories and their integrated nature within the e-learning organisation.  相似文献   

Kicking ASSessment: Using Information Fluency Assessment to Expand Librarian Roles,Engage in High-Impact Practices,and Create Sustained Contact with Online Learners     

Katherine Adams  Paula Wiley 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):226-236

ABSTRACT

Iowa Wesleyan University (IW) has historically struggled with both assessment and supporting online students. Newly-appointed librarians and an impending re-accreditation visit prompted an increase in involvement and presence with assessment. In an attempt to expand the library's influence on campus, librarians took on a nontraditional role in the institutional implementation of LiveText, an assessment software. Librarians at IW have played an active and integral role in not only the initial roll-out of this software, but also in training and continuing support for students and faculty. Because of its importance to institutional learning outcomes, information fluency (IF) is being recognized as a high-impact practice across disciplines, and based on the results of this case study, librarians will pursue the creation of a required online IF course for online learners.  相似文献   

GB1900: Engaging the Public in Very Large Scale Gazetteer Construction from the Ordnance Survey “County Series” 1:10,560 Mapping of Great Britain     

Humphrey Southall  Paula Aucott  Chris Fleet  Tom Pert  Michael Stoner 《Journal of Map & Geography Libraries》2017,13(1):7-28

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Engaging Education: Developing Emotional Literacy, Equity and Co-education By Brian Matthews     

Paula  Mountford 《British Journal of Educational Studies》2007,55(1):104-105

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The impact of feedback on school performance     

Paula Hammond  Tilaye Yeshanew 《Educational studies》2007,33(2):99-113

Over the past few years Research Data Services (RDS), part of the National Foundation for Educational Research (NFER), has led numerous large‐scale, longitudinal projects. Feedback to schools has been provided for all of these projects, and has been in the form of sets of tables and charts and electronic files illustrating pupil performance and progress in each school compared with national norms. This study sought to establish what differences the ongoing provision of feedback has made to the participating schools. The main thrust of the study was a statistical analysis of the most current National Pupil Dataset. Using this dataset, the overall impact on pupil performance in the participating schools of their participation in projects where feedback is used could be examined. In general, the findings presented in this paper suggest that school feedback does have an impact on key stage 2 performance.  相似文献