Higher education and politics in Singapore     

Lucian W. Pye  Arthur L. Singer Jr. 《Minerva》1965,3(3):321-335

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The Senses of Personhood: Beyond Allegories of the Body     

Alan Singer 《Culture, Theory & Critique》2016,57(3):290-312

This essay explores the resources for human mindedness that counter-intuitively inhere in representations of human sexuality – coitus specifically. I maintain that the problematic relation between the aesthetic register of representations of the sexual act and the intellectual presuppositions of the readers/viewers of such representations is analogous to the interpretive problems posed by allegory. Drawing upon the mind–body conflicts that are dramatised in allegorical representational practices deployed by writers like Ovid and Dante, painters like Bronzino and Courbet, I argue that it makes sense to think of allegory as continuous with rather than antithetical to figura. Just so, mind may be grasped as continuous with physical experience. This continuity is interestingly and usefully revealed to be a presupposition of contemporary neuro-philosophical accounts of conceptual blending. Finally, my purpose will be to demonstrate that the conceptuality we presuppose in standard notions of allegory is inadequate to the burdens and responsibilities of existential cognitive agency–real personhood. This is specifically true if we come to understand allegory, particularly the allegory of love, as unselfconsciously involved in a form of thinking that brooks no distinction between feeling and knowing.  相似文献   

Interactions in vocational education: negotiation of meaning of students and teaching strategies     

Harmen Schaap  Marieke van der Schaaf  Elly de Bruijn 《Studies in Continuing Education》2017,39(1):52-70

This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students?=?20) and teacher (n teachers?=?5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups?=?5) discussing vocational core problems. Each group held five discussions (n discussions?=?25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced.  相似文献   

Long-term hospitalization of failure-to-thrive infants: Developmental outcome at three years     

Lynn Singer Ph.D. 《Child abuse & neglect》1986,10(4):479-486

The present study documented later developmental outcome in a group of 29 failure-to-thrive (FTT) infants who received extended hospitalization in infancy as an intervention for their growth failure. All infants were seen at approximately 3 years of age and were given standardized assessments of intellectual and physical development. A standard interview documented demographic variables, health problems, placements subsequent to hospitalization and additional psychological and medical treatment. Infants were divided into three groups dependent on medical and treatment factors. Means and percentages of occurrence of outcome variables were compared through either one-way ANOVAS or single sample chi-square tests with post hoc analyses. Correlational analyses were used to understand the relationships between outcome and relevant demographic, medical, and treatment variables. In general, the infants manifest persistent intellectual delays at follow-up despite maintenance of weight gains achieved during early hospitalization. More than half the group suffered from chronic health problems. A large percentage of infants had been removed from parental custody at the time of follow-up. Several demographic, medical, and treatment factors bore moderate relationships to developmental outcome. Infants who achieved more optimal growth tended to be full-term at birth, later born and without a question of physical abuse in their social histories. Intellectual functioning was related only to parental and caretaker socioeconomic status. Infants placed in foster care were unlikely to return to their families of origin. The findings suggest the need for further investigation into the determinants and outcome of extended hospitalization as a treatment for FTT.  相似文献   

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes     

Nina Kilbrink  Veronica Bjurulf  Liesbeth K. J. Baartman  Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):455-475

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.  相似文献   

Tale of an Innocent     

Nicky Singer 《Children‘s Literature in Education》2006,37(4):305-312

The British novelist Nicky Singer talks about becoming a writer, the role of editors and about who decides what can—and what can’t—be published either side of the Atlantic. Her three novels explore territory which can make publishers nervous: Feather Boy (initiation rites and domestic violence), Doll (self-harm) and The Innocent’s Story (terrorist suicide bombing). The sharply contrasting responses from publishers in the United Kingdom and the United States are described. Through Nicky Singer’s sometimes extraordinary experiences with publishers runs the implicit question, perhaps as important now as it has ever been: What constraints should there be on what is explored in books for young readers?  相似文献   

Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation     

Katherine L. McNeill  María Gonzlez‐Howard  Rebecca Katsh‐Singer  Suzanna Loper 《科学教学研究杂志》2016,53(2):261-290

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PREPARATION AND USE OF MANUSCRIPT CATALOGUES     

Singer DW 《Bulletin of the Medical Library Association》1932,21(2):43-45

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The Generalizability Effectiveness of a Learning Strategy on Achievement in Related Closed Motor Skills     

Robert N. Singer  Silpachai Suwanthada 《Research quarterly for exercise and sport》2013,84(3):205-214

Abstract

This study determined the effectiveness of a global learning strategy on the skill level attained in one closed primary task and two related ones. Eighty subjects were randomly assigned to five groups equal in number and sex: a content-dependent strategy group (CDS), a content-dependent strategy plus reminders group (CDSR), a content-independent strategy group (CIS), a content-independent strategy plus reminders group (CISR), or a control group. A content dependent strategy is one learned in reference to a specific task; in this case, the primary one. A content independent strategy is learned in the context of many example tasks. Subjects performed underhanded dart throwing as the primary task, jart throwing (similar in nature to dart throwing) as the directly related task, and soccer foul shooting as the slightly related task. The strategy used to test the hypotheses generated was the Singer 5-Step Strategy. ANOVAs indicated that all of the strategy learning conditions were significantly more effective than the control condition for each task. Furthermore, the CIS learning situation was more beneficial for the learning of the task most related to the primary task than the CDS learning situation. The CISR group outperformed the other strategy groups in the less-related task.  相似文献   

Analysis of Event-Related Potentials to Filmed Action Situations     

Alexander V. Melnikov  Robert N. Singer 《Research quarterly for exercise and sport》2013,84(4):400-405

Abstract

The purpose of this study was to examine how one secondary physical education teacher understood gender at her school and how that understanding developed. Theoretical perspectives on feminism and the nature of teachers' knowledge guided the inquiry. Data were collected through 20 teacher observations and 60 interviews over 4 months and analyzed using constant comparison with frequent member checks to facilitate accuracy. Three main findings emerged. First, this teacher identified two aspects of the broader school culture, which she believed sent students, particularly girls, gendered and patriarchal messages of social positions. Second, she described a number of practices in the traditional physical education program, which she believed contributed further to girls' disempowerment. Finally, this teachers' stance in the political structure of the school both constrained and enhanced the development of her understanding of gender. Findings are discussed in relation to feminist theoretical stances and feminist teacher knowledge development.  相似文献