The potential role of citizen conservation in re-shaping approaches to murals in an urban context     

Caroline Kyi  Nicole Tse  Sandra Khazam 《文物保护研究》2016,61(3):98-103

Public visual spaces, populated by a blend of community murals, unauthorised street art, and historic painted mercantile signs, are often the mark of an urban environment that is both progressive and eclectic. Changes in the aesthetic and cultural value of these urban mural forms have led to an increase in the appreciation and, in some instances, promotion of their artistic merit and cultural significance as examples of public art. However, examining the significance of these works, with a view to implementing a conservation approach is problematic. This is due to a number of practical and theoretical considerations that are primarily a result of the ephemeral existence of urban murals outside conventional exhibition spaces, and issues associated with their often fragmented ownership and uncertain authorship. Consequently, larger thinking on the interpretation, conservation assessment, and advocacy for the conservation of urban murals are required. Key to defining and implementing such strategies is contextualising the public visual spaces that these murals occupy and, as part of this, the local and wider communities’ perception of these murals as culturally significant objects as well as fostering awareness and understanding of appropriate measures aimed at their conservation. This paper examines the role of citizen science, or crowd-sourcing, of local community members in establishing a conservation dialogue and generating conservation- relevant data on urban murals. It looks specifically at a project involving a collection of in situ historic painted mercantile signs — also known as ghost signs — in the City of Port Phillip, Melbourne, Australia. The project fostered the establishment of an informed and open dialogue between conservation specialists and participants from the local community on the significance of local ghost signs whilst transferring knowledge on conservation processes and assessment methods. Working directly with community members, a programme was designed in which conservation and community knowledge of these urban art forms, could be collected and exchanged across digital platforms. This enabled researchers to examine how citizen science can be utilised as a research tool as well as a means to advocate for the conservation of collections of urban murals. It created the opportunity to consider the role of non-specialists and shared authorities in the collection and collation of conservation- relevant data and how information generated from what we call citizen conservation projects, can inform the way in which conservators evaluate and prioritize the conservation of urban cultural heritage. The data gathered and interpreted proved to be the most effective means of ‘conserving’ these often ephemeral forms of cultural material.  相似文献   

On posthuman subjectivity     

Annette-Carina van der Zaag 《Journal of Cultural Economy》2016,9(3):330-336

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Re-Envisioning E-Resource Holdings Management     

Marlene van Ballegooie 《期刊图书馆员》2016,70(1-4):135-148

For e-resource librarians, maintaining e-book and e-journal holdings within electronic resource management systems is a labor intensive and often manual process. In 2014, with the aim of saving library staff valuable time and effort, the Online Computer Library Center, Inc. (OCLC) launched a service to provide automated holdings management within the WorldCat knowledgebase. For a select group of content providers, including some of the largest e-book aggregators, holdings information can be populated and updated automatically within the knowledgebase without intervention from library staff. At the University of Toronto Libraries, we conducted a study to assess the accuracy and efficiency of these automated holdings management services. This presentation outlines the results of the study and provides suggestions for further improvement to the current services offered.  相似文献   

Neuro-mechanical adjustments to shod versus barefoot treadmill runs in the acute and delayed stretch-shortening cycle recovery phases     

Cedric Morio  Violaine Sevrez  Pascale Chavet  Eric Berton  Caroline Nicol 《Journal of sports sciences》2016,34(8):738-745

In habitually shod recreational runners, we studied the combined influence of footwear and stretch-shortening cycle (SSC) fatigue on treadmill running pattern, paying special attention to neuro-mechanical adjustments in the acute and 2-day delayed recovery periods. The SSC exercise consisted of a series of 25 sub-maximal rebounds on a sledge apparatus repeated until exhaustion. The acute and delayed functional fatigue effects were quantified in a maximal drop jump test. The neuro-mechanical adjustments to fatigue were examined during two submaximal treadmill run tests of 3 min performed either barefoot or with shoes on. Surface electromyographic (EMG) activities, tibial accelerations and kinematics of the right lower limb were recorded during the first and last 15 s of each run. The main result was that neuro-mechanical differences between the shod and barefoot running patterns, classically reported in the absence of fatigue, persisted in the fatigued state. However, in the delayed recovery phase, rearfoot eversion was found to significantly increase in the shod condition. This specific footwear effect is considered as a potential risk factor of overuse injuries in longer runs. Therefore, specific care should be addressed in the delayed recovery phase of SSC fatigue and the use of motion control shoes could be of interest.  相似文献   

The key to success in elite athletes? Explicit and implicit motor learning in youth elite and non-elite soccer players     

L. Verburgh  E. J. A. Scherder  P. A. M. van Lange  J. Oosterlaan 《Journal of sports sciences》2016,34(18):1782-1790

In sports, fast and accurate execution of movements is required. It has been shown that implicitly learned movements might be less vulnerable than explicitly learned movements to stressful and fast changing circumstances that exist at the elite sports level. The present study provides insight in explicit and implicit motor learning in youth soccer players with different expertise levels. Twenty-seven youth elite soccer players and 25 non-elite soccer players (aged 10–12) performed a serial reaction time task (SRTT). In the SRTT, one of the sequences must be learned explicitly, the other was implicitly learned. No main effect of group was found for implicit and explicit learning on mean reaction time (MRT) and accuracy. However, for MRT, an interaction was found between learning condition, learning phase and group. Analyses showed no group effects for the explicit learning condition, but youth elite soccer players showed better learning in the implicit learning condition. In particular, during implicit motor learning youth elite soccer showed faster MRTs in the early learning phase and earlier reached asymptote performance in terms of MRT. Present findings may be important for sports because children with superior implicit learning abilities in early learning phases may be able to learn more (durable) motor skills in a shorter time period as compared to other children.  相似文献   

Socialisation into organised sports of young adolescents with a lower socio-economic status     

Niek Pot  Jan Verbeek  Joris van der Zwan  Ivo van Hilvoorde 《Sport, Education and Society》2016,21(3):319-338

Studies investigating sport socialisation often focussed on the barriers for youngsters from lower socio-economic status (SES) families to participate in sport. In the present study, the socialisation into sports of young adolescents from lower SES families that do participate in organised sports was investigated. A total of 9 girls and 12 boys from lower SES families (18 Dutch; three foreign ethnic background) from one city in the Netherlands who participated in organised sport were interviewed. Although multiple agents may be of influence on the socialisation process, this study was limited to the family, school and peers as potential socialising contexts. Drawing on the theoretical work of Bourdieu and Bernstein, parents were found to be the main influencers of the sports habitus of these young adolescents. The school context appeared to have no influence on their sport socialisation. Peers were found to have an influence on the choice for a specific type of sport. This interplay between socialising contexts for young adolescents from lower SES families is similar to the sport socialisation of youngsters from higher SES families. Therefore, it is suggested that if sport socialisation takes place, then the role of SES is less pronounced than often assumed. Moreover, there seem to be differences in the relative importance of the socialising contexts with younger children with a lower SES. Therefore, it is hypothesised that the relative importance of socialising agents changes over time. Although the findings may be limited to the specific sample of this study, they provide hypotheses that challenge the often-presumed importance of SES if sport socialisation takes place.  相似文献   

What’s in a name: dimensions of social learning in teacher groups     

E. Vrieling  A. van den Beemt  M. de Laat 《Teachers and Teaching》2016,22(3):273-292

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved.  相似文献   

Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents     

Fernanda L. Cross  Aixa D. Marchand  Michael Medina  Andrea Villafuerte  Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   

Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC          下载免费PDF全文

Esperanza Vera‐Toscano  Margarida Rodrigues  Patricia Costa 《European Journal of Education》2017,52(2):217-231

Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.  相似文献   

Modular programming of curricula     

P. J. van Eijl 《Higher Education》1986,15(5):449-457

A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients.  相似文献