Physical activity patterns of ethnic children from low socio-economic environments within the UK     

Emma Lisa Jane Eyre  Michael Joseph Duncan  Samantha Louise Birch  Valerie Cox  Matthew Blackett 《Journal of sports sciences》2015,33(3):232-242

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.  相似文献   

Reliability and validity of a talent identification test battery for seated and standing Paralympic throws     

Jemima Grace Spathis  Mark James Connick  Emma Maree Beckman  Peter Anthony Newcombe  Sean Michael Tweedy 《Journal of sports sciences》2015,33(8):863-871

Paralympic throwing events for athletes with physical impairments comprise seated and standing javelin, shot put, discus and seated club throwing. Identification of talented throwers would enable prediction of future success and promote participation; however, a valid and reliable talent identification battery for Paralympic throwing has not been reported. This study evaluates the reliability and validity of a talent identification battery for Paralympic throws. Participants were non-disabled so that impairment would not confound analyses, and results would provide an indication of normative performance. Twenty-eight non-disabled participants (13 M; 15 F) aged 23.6 years (±5.44) performed five kinematically distinct criterion throws (three seated, two standing) and nine talent identification tests (three anthropometric, six motor); 23 were tested a second time to evaluate test–retest reliability. Talent identification test–retest reliability was evaluated using Intra-class Correlation Coefficient (ICC) and Bland–Altman plots (Limits of Agreement). Spearman’s correlation assessed strength of association between criterion throws and talent identification tests. Reliability was generally acceptable (mean ICC = 0.89), but two seated talent identification tests require more extensive familiarisation. Correlation strength (mean r_s = 0.76) indicated that the talent identification tests can be used to validly identify individuals with competitively advantageous attributes for each of the five kinematically distinct throwing activities. Results facilitate further research in this understudied area.  相似文献   

#Handsupdontshoot: connective images and ethical witnessing     

Kate Drazner Hoyt 《Critical Studies in Media Communication》2019,36(2):103-121

In the years since Michael Brown’s death, the hashtag #HandsUpDontShoot has been criticized for supposedly misrepresenting forensic evidence as framed by the Department of Justice. However, an expressive pull has kept alive both the hashtag and the sentiment behind it. The images of #HandsUpDontShoot are compelling in that they offer a glimpse into lived experiences that are often dismissed, ignored, or refuted. In this essay, I trace the aesthetic features of the #HandsUpDontShoot images, which foreground shocking juxtapositions between nonviolent protesters and militarized police forces, to the hashtag’s historical analogue: antilynching photography. Antilynching photography often utilized the aesthetic techniques of remediation, recontextualization, and juxtaposition—aesthetic features used prominently in today’s digital and remix cultures. By noting #HandsUpDontShoot’s use of these same techniques, I illuminate the ways in which Twitter’s connective affordances shape the viewer’s encounter with the images to engender ethical witnessing by affectively linking Brown’s death to shared material experiences of racial minorities. Such encounters propel witnesses beyond distanced objectification and toward an embodied reckoning of those experiences.  相似文献   

The Uneasy Relationship of Self‐Critique in the Public Art Institution     

Emma Mahony 《Curator: The Museum Journal》2016,59(3):219-238

Reacting to the gradual neoliberalization of the European public art institutional landscape, actors within a number of critical art museums and galleries have attempted to reform their institutions from within through a process that is largely commensurate with Chantal Mouffe's radical political strategy of ‘critique as hegemonic engagement‐with’. This article focuses on Manuel J. Borja‐Villel's attempt to implement such a strategy at the Museu D'Art Contemporani, Barcelona (MACBA) in the early 2000s. Through an examination of two key projects – Las Agencias (The Agencies) (2001) and Com Volem ser Governats? (How do we want to be governed) (2003‐2004) – it considers the efficacy of such an approach. In so doing, it calls into question the public art institution's ability to perform a self‐critique when embedded within the hegemony of the neoliberal order and constrained by bureaucratic institutional limitations. It concludes by noting that Mouffe's strategy of engagement does not give sufficient consideration to the dependence critical public art institutions have on local and national political support and its funding channels, making them extremely susceptible to instrumentalization. In response to this constraint, it makes the recommendation that, rather than curbing their experimentation, these critical actors should embrace the potentially temporary status of their institutions, and intentionally push them to and even beyond their bureaucratic limitations.  相似文献   

Exploring factors that influence adoption of e‐learning within higher education          下载免费PDF全文

Emma King  Russell Boyatt 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1272-1280

E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation.  相似文献   

Researching female professors: the difficulties of representation,positionality and power in feminist research     

Kate Hoskins 《Gender and education》2015,27(4):393-411

This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professors¹1. In the UK context, the title of ‘professor’ is reserved for full professors only – that is, those with either an established or personal chair. and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press] understanding of reflexivity and feminist interpretations of their work including McNay [“Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity.” Theory Culture Society 16: 95] and Adkins [“Reflexivity Freedom or Habit of Gender?” Theory Culture Society 20: 21], valuable research can be produced, despite the difficulties. A related aim of this paper is to reflect back after four years in an academic post on my position as a novice researcher, and some of the associated issues facing doctoral students, particularly the problems with researching upwards [Walford, G. 2011 Walford, G. 2011. “Researching the Powerful.” British Educational Research Association on-line resource. Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdf [Google Scholar]. “Researching the Powerful. British Educational Research Association On-line Resource.” Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdfWalford 2011].  相似文献   

Students selling sex: marketisation,higher education and consumption     

Teela Sanders  Kate Hardy 《British Journal of Sociology of Education》2015,36(5):747-765

Robust academic research on the topic of students involved in the sex industry is in its infancy, yet the relationship appears consistent and permanent. This paper draws on findings from the largest study into the stripping industry in the United Kingdom to explore the relationships between students, sex work and consumption. To make sense of the relationship between students and participation in the sex industry, a deeper understanding of other social and cultural processes is needed. In this discussion we argue that the following points are relevant and interlinked: changes to the nature of sexual commerce and sexual consumption as they become part of the marketplace; changes in social attitudes and the rise of ‘respectability’ in sexual commerce; the ‘pleasure dynamic’ amongst students; and changes in the higher education structure that place students as consumers as well as financially fragile. We set out a future research agenda given that this relationship is set to grow as the individual bares the cost of higher education.  相似文献   

Informal conversations about teaching and their relationship to a formal development program: learning opportunities for novice and mid-career academics     

Kate Thomson 《International Journal for Academic Development》2015,20(2):137-149

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‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19     

Laura D. Bauler  Kate M. Lesciotto  Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.  相似文献