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Roozbeh Shirazi 《Diaspora, Indigenous, and Minority Education》2017,11(2):61-62
This issue of Diaspora, Indigenous, and Minority Education features two essays responding to Adeela Arshad-Ayaz and M. Ayaz Naseem'’s lead article for this series, “Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education.” Drawing upon metaphor and empirical research, these essays impart important theoretical tools for scholars who work on questions of migration, social justice, belonging, and security in education. 相似文献
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Roozbeh Shirazi 《Gender and education》2016,28(1):89-107
In Jordan, gender equality is often depicted as an important social concern in policy texts, national media, and reports by international development institutions. In these reports, ‘gender' is often synonymous with ‘women’, and efforts are directed to improving parity in social and economic outcomes. This article argues that males are often overlooked or invisible in such accounts, and are more readily visible as obstacles to gender equality or embodiments of masculine crisis. Drawing upon ethnographic work in two government high schools for boys, I analyse everyday practices and social experiences of male students and teachers in schools to argue that they constitute an overlooked site to analyse the construction of gendered subjectivities. Mainstream accounts fail to account for how schooling is constitutive of gender struggle for boys, and how this struggle is connected to the changing nature of social membership in Jordan spurred in part by social and economic pressures. 相似文献
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Roozbeh Shirazi 《Diaspora, Indigenous, and Minority Education》2014,8(2):108-124
This article highlights how a community-organized language school that teaches Persian serves as a site of diasporic cultural production. Specifically, I examine how the school serves as a site to teach the Persian language, delimit cultural meanings, and facilitate a sense of belonging and community membership among a diverse group of parents and children. This study also endeavors to situate the views of parents, teachers, and students in this exploratory case study within a larger history of diasporic Iranian experience in the United States. In doing so, the analysis shows that community education efforts remain vital to the understanding and exploration of notions of identity and culture that may be socially contested and produced within diasporic communities. 相似文献
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Mohammad Mahdavi Mazdeh Seyed-Mostafa Razavi Roozbeh Hesamamiri Mohammad-Reza Zahedi Behin Elahi 《Higher Education》2013,65(2):207-226
The purpose of this study is to propose a framework to evaluate the entrepreneurship intensity (EI) of Iranian state universities. In order to determine EI, a hybrid multi-method framework consisting of Delphi, Analytic Network Process (ANP), and VIKOR is proposed. The Delphi method is used to localize and reduce the number of criteria extracted from a deep literature review, according to the social and economic conditions of Iranian state universities by using an expert panel, including sixty-eight country-wide academicians and practitioners. After that, a group approach to ANP was utilized as an evaluation method to derive the weights of each criterion. Next, the evaluation data were gathered through a questionnaire, and, finally, the compromise ranking of universities was calculated using the VIKOR method. Moreover, this study applies weight-variance analysis (WVA) to suggest improvement actions. The paper proposes an evaluation framework for determining the performance of entrepreneurship development initiatives in universities. By using this framework, twenty-two Iranian state universities are evaluated in terms of their EI, and the results are discussed. 相似文献
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Comparison of modes of feedback on glide performance in swimming 总被引：1，自引：1，他引：0
The software product "GlideCoach" was recently developed to give quantitative and qualitative feedback on the glide performance of a swimmer (Naemi & Sanders, 2008 ). This study compared the effect of feedback on glide performance from GlideCoach with video and verbal feedback. Nineteen elite swimmers were randomly assigned to one of three groups: Group 1 and 2 included six swimmers and Group 3 included seven swimmers. All participants performed ten dives in each of five sessions. Each group received one of three forms of feedback (video, video and verbal, and GlideCoach and verbal) for four sessions. In the fifth, retest session, performed 4 weeks after the fourth session, all groups received GlideCoach and verbal feedback only. This enabled the analysis of GlideCoach and verbal feedback on performance of the groups that had not yet received this feedback and assessment of the retention ability for the group that had. Feedback resulted in all groups recording an improvement, as indicated by effect sizes, for average velocity, glide factor (related to resistive drag), and initial velocity (P < 0.05). The improvement following the GlideCoach and verbal feedback was greater than that of the two other feedback methods for all variables of interest (P < 0.05), with effect sizes ranging from 1.0 to 2.5, compared with values less than 0.6 for the other feedback methods. We conclude that GlideCoach feedback is effective in improving glide performance. 相似文献
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Chris Connaboy Roozbeh Naemi Susan Brown Stelios Psycharakis Carla McCabe Simon Coleman 《Journal of sports sciences》2016,34(11):1036-1043
The optimisation of undulatory underwater swimming is highly important in competitive swimming performance. Nineteen kinematic variables were identified from previous research undertaken to assess undulatory underwater swimming performance. The purpose of the present study was to determine which kinematic variables were key to the production of maximal undulatory underwater swimming velocity. Kinematic data at maximal undulatory underwater swimming velocity were collected from 17 skilled swimmers. A series of separate backward-elimination analysis of covariance models was produced with cycle frequency and cycle length as dependent variables (DVs) and participant as a fixed factor, as including cycle frequency and cycle length would explain 100% of the maximal swimming velocity variance. The covariates identified in the cycle-frequency and cycle-length models were used to form the saturated model for maximal swimming velocity. The final parsimonious model identified three covariates (maximal knee joint angular velocity, maximal ankle angular velocity and knee range of movement) as determinants of the variance in maximal swimming velocity (adjusted-r2 = 0.929). However, when participant was removed as a fixed factor there was a large reduction in explained variance (adjusted r2 = 0.397) and only maximal knee joint angular velocity continued to contribute significantly, highlighting its importance to the production of maximal swimming velocity. The reduction in explained variance suggests an emphasis on inter-individual differences in undulatory underwater swimming technique and/or anthropometry. Future research should examine the efficacy of other anthropometric, kinematic and coordination variables to better understand the production of maximal swimming velocity and consider the importance of individual undulatory underwater swimming techniques when interpreting the data. 相似文献
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