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21.
Lindsey E. Gaston 《Sport in Society》2019,22(3):462-475
This article looks at the evolution of retirement preparation for male professional rugby union athletes in the English Premiership. Rugby union became a professional sport in 1995 allowing rugby to become a stand-alone career. This alteration in employment structure resulted in stronger athletes, thus resulting in an increase of injury making a career in sports more uncertain. In an effort to address the growing concern of injury-induced retirement, the Rugby Players’ Association’s created the Benevolent Fund1 in 2001. The Foundation was to provide assistance to players during times of injury and provide educational opportunities to assist in career transition. This article highlights how the transition to a professional game created the ‘Quad-Lemma’ of rugby injury and how the Rugby Players Association was created to address the welfare concerns of the new professional format of rugby union. 相似文献
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Richard Gaston 《New Review of Academic Librarianship》2013,19(1):19-36
Using a literature review this paper examines the changing role of the subject librarian within UK higher education institutions. Identifies models of subject librarianship in different countries for comparison with the UK role. Defines the role of subject librarian before the Follett Report and highlights the impact the report has had on the role. Considers how the role has developed since the Follett Report from the perspective of library managers. The relationship between subject librarians and the academic departments they serve, and the subject knowledge required to execute this function, have always been areas of concern. Since the Follett Report the increasing involvement of subject librarians in teaching students has added a new dimension to the relationship with academic departments. The liaison the subject librarian provides between the library and academic departments is an enduring facet of the role and helps to explain why it has persisted. 相似文献
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Gaston Mialaret Wolfgang Mitter James Liesch Ursula Giere Helga Pfundt Klaus Schleicher Walter Hahn Kenneth Travers Peter Sachsenmeier Len Goad Saul Megnaghi Walter Hahn Rex Gibson Jindra Kulich Lyn Corno Eric Hewton Trevor Williams Endre Ballér Rodney Skager R. L. Smith David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124
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Gaston Pineau 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(3-5):299-311
Résumé Les histoires de vie comme recherche de construction de sens à partir de faits temporels personnels projettent potentiellement dans l'univers éducatif la totalité de la vie et des vivants. Elles s'inscrivent dans une tradition biographique qui remonte aux bios socratiques comme art d'accoucher de la connaissance. Mais elles semblent aussi portées, ces dernières années, par un mouvement de fond, bio-éthique et biopolitique, qui interroge les modèles professionnels et disciplinaires de formation et d'investissement de la vie. Trois modèles sont dégagés: le modéle biographique ou d'investissement de la vie par un autre; le modèle autobiographique d'auto-investissement de sa vie, et le modèle dialectique ou de co-investissement. Ces modèles obligent l'univers éducatif à repenser les conditions de formation de nouveaux savoirs vitaux: intrusion de nouveaux acteurs sociaux avec des pratiques inédites qui entraînent des transformations de perspectives épistémologiques et méthodologiques selon de nouveaux réseaux de recherche/formation.
Life histories can be a way of making sense of personal events and can project into the realm of education the whole of life and of living persons. They are part of a biographical tradition which goes back to the Socratic bios, perceived as a means of giving birth to consciousness. But recently they also seem to be part of a fundamental bio-ethical and bio-political movement which questions vocational and discipline-based training and life investment models. Three models are distinguished: the biographical model, in which others invest in the subject's life; the autobiographical model, in which the subject invests in his or her own life; and the dialectical model of co-investment. These models force education to rethink the conditions for the creation of new life knowledge: new social actors are entering the picture, with hitherto unknown practices that are leading to changes in epistemological and methodological perceptions in concert with new research and training networks.
Zusammenfassung Lebensgeschichten können dabei helfen, persönlichen Ereignissen einen Sinn zu geben, und sie konnen die Gesamtheit des Lebens und lebender Personen in das Königreich Bildung projizieren. Sie sind Teil einer biographischen Tradition, die auf die sokratischen bios zurückgeht. Diese werden als ein Mittel zur Erweckung des Bewußtseins aufgefaßt. Seit kurzem scheinen sie jedoch auch Teil einer fundamentalen bio-ethischen und bio-politischen Bewegung zu sein, die berufliche und auf Disziplin basierende Fortbildungen und Lebensinvestitionsmodelle in Frage stellt. Drei Modelle werden unterschieden: das biographische Modell, in dem andere in das Leben eines Einzelnen investieren; das autobiographische Modell, in dem der Einzelne in sein eigenes Leben investiert und das dialektische Modell einer gemeinsamen Investition. Diese Modelle zwingen das Bildungswesen, die Bedingungen für die Vermittlung neuen Lebenswissens zu überdenken: neue soziale Akteure betreten die Bildungsszene mit neuen bisher unbekannten Praktiken, die zu Veränderungen in epistemologischen und methodologischen Auffassungen im Einverständnis mit neuen Forschungs- und Fortbildungsnetzwerken führen.相似文献
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Heidi Allen Alexandra Cury Thomas Gaston Chris Graf Hannah Wakley Michael Willis 《Learned Publishing》2019,32(2):163-175
We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards. 相似文献
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Beunen GP Malina RM Freitas DL Thomis MA Maia JA Claessens AL Gouveia ER Maes HH Lefevre J 《Journal of sports sciences》2011,29(15):1683-1691
The purpose of this study was to validate and cross-validate the Beunen-Malina-Freitas method for non-invasive prediction of adult height in girls. A sample of 420 girls aged 10-15 years from the Madeira Growth Study were measured at yearly intervals and then 8 years later. Anthropometric dimensions (lengths, breadths, circumferences, and skinfolds) were measured; skeletal age was assessed using the Tanner-Whitehouse 3 method and menarcheal status (present or absent) was recorded. Adult height was measured and predicted using stepwise, forward, and maximum R (2) regression techniques. Multiple correlations, mean differences, standard errors of prediction, and error boundaries were calculated. A sample of the Leuven Longitudinal Twin Study was used to cross-validate the regressions. Age-specific coefficients of determination (R (2)) between predicted and measured adult height varied between 0.57 and 0.96, while standard errors of prediction varied between 1.1 and 3.9 cm. The cross-validation confirmed the validity of the Beunen-Malina-Freitas method in girls aged 12-15 years, but at lower ages the cross-validation was less consistent. We conclude that the Beunen-Malina-Freitas method is valid for the prediction of adult height in girls aged 12-15 years. It is applicable to European populations or populations of European ancestry. 相似文献
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Kathleen Knight-Abowitz Kate Rousmaniere Alonzo Gaston Sonja Kelley William Solomon 《The Educational forum》2013,77(4):358-366
The faculty and administration of a school of education in the mid-Atlantic region formally adopted a standards-based, conceptual framework that reflects the values articulated by the faculty and the outcomes for students as they prepare for and develop in their professions. Faculty and administrators agreed to use the framework as the basis for examining professional programs, academic courses, and professional experiences, as well as for governing interactions with one another as colleagues. This article describes the conceptual framework, its goals, research used to evaluate the framework, and the outcomes attained. 相似文献
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Gaston Mialaret Gilbert de Landsheere Dieter Mahr Marcel Postic A. Harry Passow Elaine Rivers Desmond J. Keegan Jindra Kulich Wolfgang Mitter Joseph I. Zajda John Eggleston Shoshannah Langerman A. W. Wood Joachim Herzer Peter Waterman Hans Scheuerl Andrew S. Kwon Betty Heyder Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378