The Right Stuff in the Right Place: The Institution of Contemporary Art     

Ian Wedde 《Curator: The Museum Journal》2007,50(1):167-179

Abstract A long walk in the “world” of contemporary art gives multiple views of interlocking ecologies that, in their particularities, contradict the stereotypes suggested by language, invert “north” and “south,” question what is “traditional” in artistic practices, reflect on the intermix of society and art, glimpse the colonial mind in postmodern dress, and illuminate a restless subculture of professional migrants. What does our ramble reveal about the institution of contemporary art? “Diversity” hardly seems an adequate word.  相似文献   

Contextual factors affecting the utility of surrogates within exploratory search     

Ian Ruthven  Mark BaillieLeif Azzopardi  Ralf BierigEmma Nicol  Simon SweeneyMurat Yaciki 《Information processing & management》2008

In this paper we investigate how information surrogates might be useful in exploratory search and what information it is useful for a surrogate to contain. By comparing assessments based on artificially created information surrogates, we investigate the effect of the source of information, the quality of an information source and the date of information upon the assessment process. We also investigate how varying levels of topical knowledge, assessor confidence and prior expectation affect the assessment of information surrogates. We show that both types of contextual information affect how the information surrogates are judged and what actions are performed as a result of the surrogates.  相似文献   

Exclusion from school in Scotland and across the UK: Contrasts and questions     

Gillean McCluskey  Ted Cole  Harry Daniels  Ian Thompson  Alice Tawell 《British Educational Research Journal》2019,45(6):1140-1159

This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all-time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK.  相似文献   

Children and the Great Hunger in Ireland     

Ian Miller 《Cultural and Social History》2019,16(5):672-673

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The impact of the SMART program on cognitive and academic skills: A systematic review and meta-analysis     

Richard J. May  Ian Tyndall  Aoife McTiernan  Gareth Roderique-Davies  Shane McLoughlin 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1244-1261

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Does authentic assessment assure academic integrity? Evidence from contract cheating data     

Cath Ellis  Karen van Haeringen  Rowena Harper  Tracey Bretag  Ian Zucker  Scott McBride 《高等教育研究与发展》2020,39(3):454-469

ABSTRACT

Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.  相似文献   

Ethics for managers: philosophical foundations and business realities     

Ian Lovegrove 《Action Learning: Research and Practice》2014,11(1):113-118

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Editorial     

Vivienne Baumfield  Ian Menter  Christine Skelton  Gary Thomas 《British Educational Research Journal》2010,36(1):1-2

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Lactate accumulation following isometric exercise training and its relationship with reduced resting blood pressure     

Devereux GR  Coleman D  Wiles JD  Swaine I 《Journal of sports sciences》2012,30(11):1141-1148

The purpose of this study was (a) to assess lactate accumulation during isometric exercise, and to quantify the shifts in accumulation following isometric training; and (b) to relate any training-induced changes in lactate accumulation to reductions in resting blood pressure. Eleven male participants undertook isometric training for a 4-week period using bilateral-leg exercise. Training caused reductions in systolic, diastolic, and mean arterial resting blood pressure (of -4.9 ± 6.3 mmHg, P = 0.01; -2.6 ± 3.0 mmHg, P = 0.01; and -2.6 ± 2.3 mmHg, P = 0.001 respectively; mean ± s). These were accompanied by changes in muscle activity, taken as electromyographic activity to reach a given lactate concentration (from 114 ± 22 to 131 ± 27 mV and from 136 ± 25 to 155 ± 34 mV for 3 and 4 mmol · L(-1) respectively. Training intensity expressed relative to peak lactate was correlated with reduced resting systolic and mean arterial blood pressure. Training caused significant shifts in lactate accumulation, and reductions in resting blood pressure are strongly related to training intensity, when expressed relative to pre-training peak lactate. This suggests that higher levels of local muscle anaerobiosis may promote the training-induced reductions in resting blood pressure.  相似文献   

Do students with well‐aligned perceptions of question difficulty perform better?     

Jennifer Lingard  Laura Minasian‐Batmanian  Gilbert Vella  Ian Cathers  Carlos Gonzalez 《Assessment & Evaluation in Higher Education》2009,34(6):603-619

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