Higher education leadership in Russia: a case study of mid-level academic management at an elite State university     

Justine Mercer  Victoria Pogosian 《Compare》2013,43(2):184-202

This paper analyzes the Head of Department (HoD) role at an elite State university in Russia. It draws upon documentary analysis of government texts and focus groups with both HoDs and lecturers. It concludes that most HoDs are invited to apply for the role by more senior university colleagues. Once in post, they are offered a range of helpful courses, but also learn from experience and by observing others. The primary purpose of the role is seen as clarifying and interpreting central university expectations, though there is scope for influencing the departmental vision. Whilst the role is very time-consuming, it does not seem to generate the kind of managerialist ‘values' conflict reported elsewhere. The paper ends with a tentative framework for explaining how certain contextual factors (motivation, mode of appointment, perceived level of surveillance and previous experience of higher and/or lower levels of centralized control) might increase or decrease ‘values' conflict.  相似文献   

Defining,assessing, and developing creativity in sport: a systematic narrative review     

Francisco de Sa Fardilha  Justine B. Allen 《International review of sport and exercise psychology》2020,13(1):104-127

ABSTRACT

Research on creativity in sport is gaining momentum, due to a growing interest from coaches and academics in developing strategies to increase unpredictability in individual and collective behaviour which may allow teams to gain an important advantage over their opponents. The purpose of this paper was to conduct the first systematic narrative review of the literature on sporting creativity, critically synthesising 51 years of published research (1967–2018) and proposing avenues for future research. Six databases were used, and 48 documents met search criteria. The findings are organised in four categories: (a) defining creativity, (b) correlates of creativity, (c) assessing creativity and (d) developing creativity. Creativity definitions and assessments have privileged thought processes over the ability to act. A distinction is warranted between creativity about sport and creativity in sport (in action) and aligned assessment methods. The literature does not support a single strategy for the development of sporting creativity but does support its trainability. Evidence of the effectiveness of programmes for the enhancement of sporting creativity is growing but is still limited. Furthermore, while it is recognised that coaches have a pivotal role in the development of sporting creativity, research involving them is still scarce.  相似文献   

Mosha: the role of contemporary replicas in the conservation and preservation of Japanese paintings     

Justine Ellis  Yasuhiro Oka  Shiho Hashimoto 《文物保护研究》2016,61(3):286-288

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Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play   总被引：1，自引：0，他引：1  

Karen McInnes  Justine Howard  Gareth Miles  Kevin Crowley 《Early Years: An International Journal of Research and Development》2011,31(2):121-133

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities.  相似文献   

An Architecture for Case-based Learning     

By Laurent Cifuentes  Rene Mercer  Omar Alverez  and Riccardo Bettati 《TechTrends》2010,54(6):44-50

We report on the design, development, implementation, and evaluation of a case-based instructional environment designed for learning network engineering skills for cybersecurity. We describe the societal problem addressed, the theory-based solution, and the preliminary testing and evaluation of that solution. We identify an architecture for scaffolding case-based learning for problem-solving to inform design of case-based learning environments.  相似文献   

Editorial: Religious Education's Breadth of Field     

Joyce Ann Mercer 《Religious education (Chicago, Ill.)》2017,112(5):447-448

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The conservation of Japanese paintings: A balance of traditional techniques,materials and modern science     

Yasuhiro Oka  Justine Ellis 《文物保护研究》2014,59(5):S260-S261

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Determination of muscle activity during running at reduced body weight     

Liebenberg J  Scharf J  Forrest D  Dufek JS  Masumoto K  Mercer JA 《Journal of sports sciences》2011,29(2):207-214

The aim of this study was to investigate how lower extremity muscles are influenced by body weight support during running at different speeds. Nine participants (age 24 ± 2 years, height 1.75 ± 0.12 m, mass 73.5 ± 15.7 kg) ran at 100%, 115%, and 125% of preferred speed at 100%, 90%, 80%, 70%, and 60% of body weight on a treadmill that provided body weight support. Preferred speed was self-selected by each participant and represented a speed that he or she could sustain if going for a 30 min run. Electromyography (EMG) data were recorded (1000 Hz, 1 min) from the bicep femoris, rectus femoris, tibialis anterior, and gastrocnemius for each condition together with knee angle (electrogoniometer). Average and root mean square EMG were calculated across 30 s. Muscle patterns were determined by smoothing (low-pass filter, 4 Hz) and extracting patterns for 49 cycles defined by consecutive maximum knee flexion angles. Repeated-measures analyses of variance were used to compare average and root mean square across body weight and speeds. Correlations were computed between the 100% speed/100% body weight condition and all other conditions per muscle. There was no interaction between body weight and speed (P > 0.05). Average and root mean square decreased as body weight decreased for all muscles (P < 0.05) and increased across speeds for all muscles (P < 0.05). Correlations for all muscles between conditions were high (range: 0.921-0.999). Although a percent reduction in body weight did not lead to the same reduction in muscle activity, it was clear that reducing body weight leads to a reduction in muscle activity with no changes in muscle activity patterns.  相似文献   

Matching MARC to a picture collection: Development of a computer format for medical illustrations     

Justine Roberts 《Information processing & management》1983,19(3):131-139

The national standard machine-readable bibliographic format for films was expanded and modified for use in cataloging a collection of medical illustrations at the University of California, San Francisco. SNOMED and MeSH subject terms are stored in the computer catalog records and used to produce precoordinated entry terms for an Anatomic Index and a Disease/Procedures Index to the collection.  相似文献   

Enhancing student access to science curricula through a reading intervention     

Sonja Saqui  Sterett H. Mercer  Michle P. Cheng 《Psychology in the schools》2019,56(4):510-525

The current study explored whether a reading intervention combining flexibly applied multisyllabic word‐decoding strategies with evidence‐based fluency strategies was effective in improving the science text reading skills of upper‐elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A delayed multiple baseline design was utilized, with a staggered 3‐week baseline followed by 8 weeks of reading intervention. Three students demonstrated small to moderate gains in reading fluency on science instructional passages, but no generalized gains in reading fluency on standardized passages. All students demonstrated direct gains in multisyllabic word‐decoding accuracy on science instructional passages, but no generalized gains in decoding accuracy on standardized passages. Participating students rated the intervention favorably and perceived gains in their reading skills. These findings support the use of science curricular passages when implementing reading interventions to enhance students’ ability to access the curriculum.  相似文献