On Widening Participation in Higher Education Through Positive Discrimination     

Matthew Clayton 《Journal of Philosophy of Education》2012,46(3):414-431

Notwithstanding an ongoing concern about the low representation of certain groups in higher education, there is reluctance on the part of politicians and policy makers to adopt positive discrimination as an appropriate means of widening participation. This article offers an account of the different objections to positive discrimination and, thereafter, clarifies and criticises the view that universities ought to select those applicants who are expected to be most successful as students. It distinguishes arguments from meritocracy, desert, respect, and productivity and shows how these arguments are compatible with the use of positive discrimination in higher education.  相似文献   

Beware the celebrity bioethicist     

Turner L 《The Chronicle of higher education》2004,50(35):B18

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Evaluation of evidence-based medicine search skills in the clinical years     

Linton AM  Wilson PH  Gomes A  Abate L  Mintz M 《Medical reference services quarterly》2004,23(2):21-31

The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two.  相似文献   

Analysis of postural stability in collegiate soccer players before and after an acute bout of heading multiple soccer balls     

Mangus BC  Wallmann HW  Ledford M 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(2):209-220

The aim of our study was to determine if any immediate changes in balance were discernable in college soccer players after a specially designed heading session. Eight male and two female skilled collegiate soccer players had a baseline balance pre-test using the Balance Master, followed by heading 20 balls kicked consecutively by a teammate from the touchline to a point near the goal, which was followed by a post-test using the same testing technique. Paired t-tests were used to compare balance ability between pre- and post-test conditions. There was no difference in balance pre- to post-test (85.3% and 86.2% respectively). No significant difference was noted from pre- to post-test in the mean equilibrium scores for conditions three through six on the Sensory Organization Test, with the exception of condition four, which revealed a significant increase from pre- to post-test. We concluded that an acute session of heading soccer balls may not result in balance changes in collegiate soccer players.  相似文献   

Three heads respond to Warnock     

P Turner  D Bevan  D Benfield 《Special education: forward trends》1979,6(3):19-21

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Did Funding Matter to the Development of Research Methods in Sociology?     

Turner  Stephen P. 《Minerva》1998,36(1):69-79

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Into That Silent Sea: Trailblazers of the Space Era, 1961–1965 by Francis French and Colin Burgess     

Matthew H. Hersch 《Journal of American culture (Malden, Mass. : 2003)》2007,30(4):455-456

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Supporting Families with Deaf Children under Five: Policy, Practice and Collaboration between Education and Social Services Departments     

Susan Turner  Wendy Lynas  & Peter Pumfrey 《British Journal of Special Education》1998,25(1):33-40

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'It Would Have Been Bad': The Development of Historical Imagination and Empathy in a Group of Secondary Aged Pupils with Severe Learning Difficulties     

Andrew Turner 《British Journal of Special Education》1998,25(4):164-167

Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils.  相似文献   

For a ‘United’ Kingdom and a ‘Greater’ Britain: the British Olympic Association and the limitations and contestations of ‘Britishness’     

Matthew P. Llewellyn 《Sport in Society》2015,18(7):765-782

During the first two decades of the twentieth century, the Home-Nations of England, Scotland, Ireland and Wales joined forces in competing in the Olympic Games under the banner of ‘Great Britain’ (or deviations thereof). The Olympics served as an important symbolic site for fostering and promoting a broader ‘British’ national identity. In practice, however, the prevalence and persistence of competing national identities and allegiances roiled early attempts to create a unified British Olympic team. These counter-prevailing forces of nationalism further served to undermine the British Olympic Association's ambitious attempt to unite the British Empire in a ‘Greater Britain’ team for the 1916 Berlin Olympic Games. As this work will reveal, ‘Britishness’ was a layered, contested and racially homogenous term that was interpreted and applied differently across various parts of the British Isles and its Empire.  相似文献