Cultures of running: characteristics and determinants     

Geoffrey Lassalle  Robin Recours  Jean Griffet 《Sport in Society》2019,22(3):342-360

Based on the studies of Mauss (1935 Mauss, M. 1935. “Les techniques du corps.” Journal de Psychologie 32: 271–293. [Google Scholar]) and Bourdieu (1980 Bourdieu, P. 1980. Le Sens pratique. Paris: Editions de Minuit. [Google Scholar]) on the determination of body techniques by culture and social background, this study seeks to describe the rules, dispositions and habits specific to different forms of athletic running. It is based on a sample of 732 athletes, all of them are the members of French athletics clubs, comprising 220 sprinters, 213 half-distance runners and 299 long-distance runners. Sports practices are different depending on sub-culture affiliation, sociological characteristics and forms of commitment. This being said, simple links between variables should not be transformed into causal connections. Before drawing such conclusions, it is important to identify the nature of the sport studied. This shows that middle-distance and long-distance enthusiasts, traditionally classified in the same family, have less, in common, than those practising sprint and middle distance. These results potentially question the methodological groups and sociological interpretations made by researchers and sports science.  相似文献   

Schooling Readers: Reading Common Schools in Nineteenth‐Century American Fiction Allison Speicher. University of Alabama Press, 2016.          下载免费PDF全文

Robin Gray Nicks 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):293-294

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Orbiting Ray Bradbury's Mars: Biographical,Anthropological, Literary,Scientific and Other Perspectives Gloria McMillan,Editor. Jefferson,NC: McFarland, 2013.          下载免费PDF全文

Robin Gray Nicks 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):304-305

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Reviews of Educational Films     

Robin Brenneman 《Multicultural Perspectives》2020,22(1):17-19

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Children's ideas about the reliability of experimental data     

Fred Lubben  Robin Millar 《International Journal of Science Education》2013,35(8):955-968

This paper reports some of the findings of the Procedural and Conceptual Knowledge in Science (PACKS) project. It documents children's ides about the reliability of experimental data, an important element of their understanding of science procedures. These ideas were elicited using a written survey instrument completed by over 1000 students aged 11, 14 and 16, chosen to be representative of the full ability range. The results show progression with age in understanding of empirical data. A range of ideas about the function of repeat measurements, how to handle repeat measurements and anomalous readings, and the significance of the spread of a set of repeated measurements emerge and are discussed.  相似文献   

The Artist Initiative at San Francisco Museum of Modern Art     

Robin Clark  Michelle Barger 《文物保护研究》2016,61(3):24-28

The Artist Initiative at the San Francisco Museum of Modern Art (SFMOMA) is piloting models for increased collaboration between conservators and curators through joint work with artists. We seek a more integrated, holistic approach to the care and research of our collection. The project, funded by the Andrew W. Mellon Foundation, comprises five robust research engagements that serve the curatorial collecting departments of the museum (Photography, Painting and Sculpture, Media Art, and Architecture and Design). Three of the projects are monographic studies, examining the work of Ellsworth Kelly, Vija Celmins, and Julia Scher in depth, while two more are thematic, exploring modes of displaying digitally-driven design objects, and developing strategies for addressing the problem of color shift common to photographic prints made with experimental materials during the 1970s and 1980s. The Artist Initiative is also charged with developing hybrid working spaces to advance collaborative approaches to collections research at the museum's new downtown campus and at SFMOMA's new Collections Center in South San Francisco. These spaces include the Collections Workroom, a 56?sq?m (600?sq?ft) space that functions as a studio for visiting artists, a conservation laboratory, an interview suite, and a classroom at SFMOMA's downtown campus. At the Collections Center, a 121?sq?m (1300?sq?ft) Mock-Up Gallery has been built as a working model of one of the museum's new galleries. A functional exhibition space, the Mock-Up Gallery is also a venue for interviewing artists, prototyping exhibition formats, and meeting with students, scholars, museum staff, and community members. With the goal of contributing to critical discourses in contemporary art history, art conservation, and public engagement, each of the Artist Initiative projects includes a colloquium that will bring experts from multiple fields together with the featured artists. Thereafter we aim to share our findings widely through public programs and a range of publications, both digitally and in print.  相似文献   

Learning,Media and Technology—40 years on     

Robin Moss 《Learning, Media and Technology》2006,31(1):67-80

This is a brief historical review of the key content and influence of the three predecessor publications to Learning, Media and Technology, the NECCTA Bulletin (1968–1975), the Journal of Educational Television (1975–1995), and the Journal of Educational Media (1996–2004). Study of these publications affords an overview of 40 years of using technology in the service of education.  相似文献   

Changing practices: influences on classroom assessment     

Robin D. Tierney 《Assessment in Education: Principles, Policy & Practice》2006,13(3):239-264

The pedagogical potential of classroom assessment to support student learning has increasingly been evidenced in research over the past decade. Constructive classroom assessment has been championed by assessment specialists, and endorsed by professional organizations. In practice, however, the process of changing classroom assessment from its traditionally summative orientation is not straightforward. This methodical review looks at how six sources, which are educational research, evaluative inquiry, large‐scale assessment, educational policy, professional development, and teachers’ beliefs, influence and mediate assessment practices. A group of purposively selected research articles are analysed as evidence of the dynamics in this complex process. Cross‐currents relating to research perspective, collaboration, and time are discussed. For the movement seen in this study to continue, the tension between teacher autonomy and school community, and the relationship between collective commitment and assessment literacy should be considered.  相似文献   

Developing a virtual engineering management community     

Bill Hewitt  Moray Kidd  Robin Smith 《European Journal of Engineering Education》2016,41(2):220-230

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.  相似文献   

Volume contents     

Wolff-Michael Roth  Kenneth Robin  Andrea Zimmermann 《Learning Environments Research》2002,5(3):353-354

Volume Contents

Volume contents  相似文献