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Jennifer Curtin 《国际体育史杂志》2015,32(18):2123-2134
ABSTRACTThe presence of women in and around rugby union in New Zealand remains on the margins of the histories of the game of rugby and the more social and cultural histories that explore rugby’s impact on the formation of a New Zealand national identity. Yet, as this article demonstrates, women have long since engaged with rugby union in ways that may well have assisted in its ascendancy and ultimate claiming of the title of New Zealand’s national game. Through readings of newspapers, magazines, and club histories covering the period from the 1870s through to the Great War a picture emerges: women from both the middle and lower classes of New Zealand society supported the game of rugby as spectators, supporters, and fans. They did so in a manner that was sometimes acceptable but at other times regarded as distinctly inappropriate. In addition, women’s involvement was informal and localized – most obvious at the community level – and it is this feature that helps to explain women’s virtual invisibility in the histories of rugby union in New Zealand. 相似文献
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The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae. 相似文献
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The present study examines the effects of early emotional experiences on children's regulation or strategic control of attention in the presence of interpersonal hostility. Abused children's reactions to the unfolding of a realistic interpersonal emotional situation were measured through multiple methods including autonomic nervous system changes and overt behavioral performance. Although physically abused and non-physically abused 4-year-old children did not differ in terms of their baseline levels of arousal, marked differences in physically abused children's regulatory responses to background anger emerged. These data suggest that the emergence of anger leads to increases in anticipatory monitoring of the environment among children with histories of abuse. Results are discussed in terms of risk factors in the development of psychopathology. 相似文献
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This paper explores connections and disconnects between identity and literacy for a group of adolescents in a second level classroom setting. We build on Mead and Vygotsky’s conceptualisations of identity formation as an intricate emergent happening constantly formed/reformed by people, in their interactions with others [Mead, G. H. 1999. Play, School, Society. Edited by M. J. Deegan. Oxford: Peter Lang; Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, UK: Harvard University Press]. This paper will set to explore the impact of this on adolescent literacy practice, student choice and agency [Lewis, C., P. Ensico, and E. M. Moje. 2007. “Reframing Sociocultural Research on Literacy: Identity, Agency, and Power.” The Electronic Journal of English as a Second Language 12 (3): 1–205]. The concept of figured worlds plays a fundamental role in our theorisation of adolescent literacy and identity. Literacy and identity remain interwoven in very complex ways for adolescents as they attempt to make sense and meaning from in and out of school experiences [Burnett, C., J. Davies, G. Merchant, and J. Rowsell. 2014. New Literacies Around the Globe: Policy and Pedagogy. New York, NY: Routledge; Davies, J. 2013. “(I’m)Material Girls Living in (in)Material Worlds: Identity Curation Through Time and Space.” Presentation at UKLA Conference, Liverpool]. A combination of quantitative and qualitative research was used in carrying out this exploration with a thematic approach to data analysis. The findings of the exploration identify that there is a disconnect between identity in and out of school. We then see the struggle students have in coming to terms with their various figured worlds, and varying identities in given scenarios. There is an emphasis on the dated nature of some prescribed texts for study on the English course and the need for a review of these to bridge the scholastic and social divide evident from the findings. This paper explores the literacy and identity experiences of one group of adolescents alongside their opinions about the English literacy curriculum. 相似文献
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L McNaughton R Curtin G Goodman D Perry B Turner C Showell 《Journal of sports sciences》1991,9(2):151-160
Eight trained male cyclists who competed regularly in track races, were studied under control, alkalotic (NaHCO3) and placebo (CaCO3) conditions in a laboratory setting to study the effect of orally induced metabolic alkalosis on 60 s anaerobic work and power output on a bicycle ergometer. Basal, pre- and post-exercise blood samples in the three conditions were analysed for pH, pCO2, pO2, bicarbonate, base excess and lactate. All blood gas measurements were within normal limits at basal levels. There were significant differences in the amount of work produced, and in the maximal power output produced by the cyclists in the experimental condition when compared to the control and placebo conditions (P less than 0.01). The post-exercise pH decreased in all three conditions (P less than 0.05) and post-exercise pCO2 increased significantly in the alkalosis trial (P less than 0.01). In the alkalotic condition, the pre-exercise base excess and HCO3- levels were both higher (P less than 0.05) than the basal levels, suggesting that the bicarbonate ingestion had a significant increase in the buffering ability of the blood. Post-exercise lactate levels were significantly higher (P less than 0.05) after the alkalotic trial when compared to the other two conditions, immediately post-exercise and for the next 3 min. Post-exercise lactate levels were higher than basal or pre-exercise levels (P less than 0.001). This was true immediately post-exercise and for the next 5 min. The results of this study suggest that NaHCO3 is an effective ergogenic aid when used for typically anaerobic exercise as used in this experiment. We feel that this ergogenic property is probably due to the accelerated efflux of H+ ions from the muscle tissue due to increased extracellular bicarbonate buffering. 相似文献
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Joseph Curtin 《Action Learning: Research and Practice》2016,13(2):151-159
This paper reports the historical foundation of Northeastern University’s course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively. 相似文献
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Thomas D. Cook Thomas R. Curtin 《Educational technology research and development : ETR & D》1985,33(2):91-112
This is the twelfth ERIC /ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared
pursuant to a contract with the National Institute of Education. U.S. Department of Education. Contractors undertaking such
projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters.
Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed. 相似文献