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Aidan Chambers 《Children‘s Literature in Education》1993,24(1):1-18
CLIE is pleased to print the 1992 Sidney Robbins Lecture, given at the Annual Conference of The International Association of School Libraries at The Queen's University, Belfast. Sidney Robbins founded this journal in 1970, arising from the series of Children's Literature Conferences which be had initiated at St. Luke's College, Exeter, where be worked. He died in 1971.Aidan Chambers began his career as a secondary school teacher of English and drama. For the last twenty-seven years he has been an author of fiction for young readers and a part-time tutor of pre-and inservice teachers. In 1969, with his wife Nancy, he founded Thimble Press, publisher of the magazineSignal and various guides to and monographs on children's books. He is a visiting lecturer in literature for children at Westminster College, Oxford. 相似文献
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Christina M. Sluka Kathleen Stanko Alexander Campbell Johanel Cáceres Danielle Panoz-Brown Aidan Wheeler Jordan Bradley Colin Allen 《Learning & behavior》2018,46(4):513-521
We built upon previous work by Fujita et al. (2012, Animal Cognition, 15(6), 1055–1063) to create an experiment that investigated the presence of incidental memory for the spatial location of uneaten food in the domestic dog. Here, we dissociated potentially incidental spatial memory from the incidental memory for the characteristics of objects, in this case, food bowls. Eighteen household domestic dogs of various breeds and age were presented with four bowls. Each bowl contained either a novel object, treats the dog could consume, treats it could not consume, or it was left empty. Following a delay, the dogs returned to the laboratory and were presented with empty bowls in the same spatial orientation as the initial exposure and could move freely between bowls. This experiment required no previous training outside of basic obedience and so avoids the possibility that performance on the test was a conditioned response. We hypothesized that domestic dogs would be able to remember the location of uneaten food when presented with an unexpected memory test. We found that dogs in this study showed no evidence that they encoded spatial location in the absence of other cues that could be used to distinguish food bowls at specific locations. This suggests that dogs in previous experiments were more dependent on incidentally encoding the “what” and “in what” of this task than the “where,” in the absence of features making each location distinct. 相似文献
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现代化全自动摄像系统计时与裁判工作方法的研究 总被引：5，自引：0，他引：5
王爱丹 《北京体育大学学报》1998,(2)
“全自动摄像系统计时器”是体育竞赛中的新一代全自动终点计时装置。它既给裁判员带来很多方便,节省资金,又能快速、准确、适时地裁决出运动员到达终点的名次、道次和成绩,保证了体育竞赛的公平与合理。 相似文献
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Joanne D. Worsley Jason C. McIntyre Rhiannon Corcoran 《Emotional and Behavioural Difficulties》2019,24(1):20-35
Although it has been well established that cyberbullying leads to mental health problems, less is known about the factors that confer resilience to the adverse effects of cyberbullying among young people. To address this gap, adolescents aged 13–19 years (n = 476) completed a survey measuring cyberbullying victimisation, attachment styles, perceived social support, coping styles, and mental distress. Compared to non-victims, victims of cyberbullying experienced higher levels of depression and anxiety and endorsed more self-statements indicative of attachment anxiety. Peer support, security in attachment relationships, and the endorsement of positive coping strategies attenuated the positive relationship between cyberbullying victimisation and mental health difficulties. Family support did not appear to buffer adolescents from mental distress in this context. However, family support was the strongest bivariate predictor of reduced mental distress. Although peer relations should be the target of intervention programmes within school settings, the findings highlight the importance of including families in cyberbullying prevention programmes. 相似文献
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There have been many studies into how acculturation progresses for migrants upon arrival in their destination. However, outside of studies of forced migration, few researchers have examined the pre-departure period as important for understanding the context of the migration experience. This study was designed to develop a model of the migration experience beginning before migrants leave their country of origin and continuing through the acculturation process. Migration can be viewed as a major change in behavior, particularly when migrants are self-selected. We therefore modified the Stages of Change Model (DiClemente & Prochaska, 1982) into a proposed model of voluntary migration. A thematic analysis was then conducted on a dataset consisting of the posts made to three online migration forums for British migrants to New Zealand. The resulting Migration Change Model incorporates four stages of the migration process: precontemplation, contemplation, action and acculturation as well as a path for return or onward migration. The salient factors for the migrants in each of these stages included: intrapersonal factors and familial connections (precontemplation); macro and micro factors (contemplation); stress and coping (action), and psychological adjustment and sociocultural adaptation (acculturation). More studies that address the pre-departure period as part of a process of migration are needed, particularly for adult migrants who have a wealth of experiences before departing their country of origin. 相似文献
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Aidan Curzon-Hobson 《Teaching in Higher Education》2013,18(2):179-191
The purpose of this paper is to explore the pedagogical implications of Ronald Barnett's claim that teaching in higher education must confront, celebrate and augment a world of radical unknowability. In examining Barnett's body of work, significant reference is made to the insights of Martin Buber and Paulo Freire in relation to Barnett's conceptualisation of potentiality and dialogue. It is argued that a consideration of these ideas in the former philosophers' work extends and clarifies the challenges inherent for tertiary teachers who are dedicated to transform students' understanding of and capacity to change their relationships within the world. The fusion of these theorists elicits a powerful and motivating challenge for those working in higher learning to engage with diverse forms of thought, action and reflection in a rigorous and dialogical process, a process necessarily underpinned by the qualities of risk, strength and courage. 相似文献
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Aidan Curzon-Hobson 《Teaching in Higher Education》2013,18(3):265-276
This paper develops and defends a notion of trust in higher learning, and examines the pedagogical challenges of its pursuit within the sphere of higher education. It argues that the experience of trust between teachers and students is a necessary foundation for a critical, dialogical learning environment, yet it is a pursuit and sensation that can be imperiled by many of the demands and restrictions placed upon teachers in higher education. This discussion is of a philosophical nature with the aim of providing a perspective on a concept that has often been neglected in recent educational debate. 相似文献
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Aidan Curzon-Hobson 《Educational Philosophy and Theory》2003,35(4):367-380