Drawings of Emotionally Characterised Figures by Children from Different Educational Backgrounds     

Esther Burkitt  Martyn Barrett  Alyson Davis 《The International Journal of Art & Design Education》2005,24(1):71-83

Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.  相似文献   

Biological maturity status,body size,and exercise behaviour in British youth: A pilot study     

Sean P. Cumming  Martyn Standage  Fiona B. Gillison  Thomas P. Dompier  Robert M. Malina 《Journal of sports sciences》2013,31(7):677-686

In this study we examined the performance during, and the physiological and metabolic responses to, prolonged, intermittent, high-intensity shuttle running in hot (～30 C, dry bulb temperature) and moderate (～20 C) environmental conditions. Twelve male students, whose mean (s x ) age, body mass and maximal oxygen uptake (V O 2m ax ) were 22 ± 1 years, 69.8 ± 01.8 kg and 56.9 ± 1.1 ml . kg ?1 . min ?1 respectively, performed intermittent high- and low-speed running involving five sets of ～15 min of repeated cycles of walking and variable speed running followed by 60 s run/rest exercise until fatigue. The total distance completed in the hot and moderate trials was 8842 3790 m and 11,280 214 m respectively (P < 0.01). This decrement in performance occurred even though no differences existed in the level of dehydration, rating of perceived exertion, blood glucose and lactate, plasma free fatty acid and ammonia concentrations between the two trials. However, water consumption was almost twice as great in the hot trial (hot vs moderate: 1.18 ± 0.12 vs 0.63 ± 0.07 l . h ?1 , P < 0.01). Rectal temperature (hot vs moderate: 39.4 ± 0.1 vs 38.0 ± 0.1 C, P < 0.01) and heart rate (hot vs moderate: 186 ± 2 vs 179 ± 2 beats . min ?1 , P < 0.05) were higher at the end of the hot condition than at the same point in time in the moderate condition. The correlation between the rate of rise in rectal temperature and the distance completed during the hot condition was -0.94 (P < 0.01); for the moderate condition it was -0.65 (P <0.05). The reduced performance in the hot condition was associated with high body temperature; the precise mechanisms by which the performance decrement was brought about are, however, unclear.  相似文献   

Testing a model of antecedents and consequences of defensive pessimism and self-handicapping in school physical education     

Nikos Ntoumanis  Ian M. Taylor  Martyn Standage 《Journal of sports sciences》2013,31(14):1515-1525

Abstract

There has been very limited research on the use of self-worth protection strategies in the achievement context of school physical education (PE). Thus the aim of the present study was to examine some antecedents and consequences of defensive pessimism and self-handicapping. The sample comprised 534 British pupils (275 females, 259 males) recruited from two schools who responded to established questionnaires. Results of structural equation modelling analysis indicated that self-handicapping and defensive pessimism were positively predicted by fear of failure and negatively predicted by competence valuation. In addition, defensive pessimism was negatively predicted by physical self-concept. In turn, defensive pessimism negatively predicted enjoyment in PE and intentions to participate in future optional PE programmes. Self-handicapping did not predict enjoyment or intentions. Results from multi-sample structural equation modelling showed the specified model to be largely invariant across males and females. The findings indicate that although both strategies aim to protect one's self-worth, some of their antecedents and consequences in PE may differ.  相似文献   

Contemporary approaches to learning science: technologically-mediated practical work     

Eileen Scanlon  Erica Morris  Terry di Paolo  Martyn Cooper 《Studies in Science Education》2013,49(1):73-114

This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to reform them. We focus on issues pertaining to science curriculum and textbooks, language, religion, student learning in science, science teacher education and science education research and summarise the challenges and opportunities for research faced in each area. We conclude the paper by proposing a set of policy and research recommendations that could aid in the development of lasting solutions for recurring problems.  相似文献   

Recent Sexual Assault and Suicidal Behaviors in College Students: The Moderating Role of Anger          下载免费PDF全文

Kristy M. Keefe  Shane Sizemore  Jonathan Hammersley  Naoyuki Sunami 《Journal of College Counseling》2018,21(2):98-110

Sexual assault and suicide are 2 of many issues facing college students. Recent research calls for an examination of anger in suicidal behavior. Through a series of moderated logistic regression models, the authors examined the moderating effects of anger on the association of recent sexual assault and suicidal behaviors. Results support the moderating role of anger in the association of sexual assault with suicidal thinking, but not with self‐injury or suicide attempts. The authors discuss practitioner implications.  相似文献   

On the enfeeblement of mathematical skills by modern mathematics and by similar soft intellectual trash in schools and universities     

J. M. Hammersley 《Educational Studies in Mathematics》1968,1(1-2):17-17

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Editorial     

Lani Florian  Martyn Rouse 《Cambridge Journal of Education》2001,31(3):285-289

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Notebook computers as note-takers for handicapped students     

Veronica James  Michael Hammersley 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):63-66

This article is based on a study undertaken as an extension of our Phones for the Deaf programme. In the original programme, PC computers, linked by modems and null-modems, have been used very successfully as a means of communication between hearing-impaired persons and their hearing peers. In this study, the use of cable-linked computers has been extended into the classroom to provide an extremely effective note-taking system. This use of computer technology has proved to be both more efficient and at the same time far less intrusive than the conventional note-taker or signing systems. It provides at the same time complete participation within the class for the student and a hard-copy of the proceedings for later study.  相似文献   

Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education   总被引：1，自引：0，他引：1  

Martyn Hammersley 《British Journal of Sociology of Education》2008,29(5):549-558

This article is a reply to Gewirtz and Cribb's argument for ethical reflexivity, presented in a previous issue of this journal. These authors compared their views with mine, suggesting a way in which the differences between our positions could be overcome. I argue that, while there is certainly substantial agreement, there are also some fundamental differences between us, notably about the goal of research. Indeed, in my view, what they recommend involves a greatly increased danger of bias and a version of scientism. At issue here is, in large part, the kind of ethical reflexivity that is appropriate in sociological work.  相似文献   

The turbulent world of Middle East soccer     

Martyn Dean Cooke 《Sport in History》2018,38(3):403-405

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