Culture and equality in education     

Gabriel Chanan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):108-116

The advent of comprehensive education implies a search for a common culture, or a common treatment of culture, across the whole school population. This article reviews the present stage in this search, attempting to define a suitable treatment of culture by secondary schools. The history of schools’ treatment of cultural sources is briefly invoked, particularly the differences in treatment found in grammar and secondary modern schools. Purportedly progressive attitudes to ‘formal’ or ‘high’ culture are analysed and found to be too simplistic. Traditional education is shown not to have genuinely served its own’ supposed cultural aims, whilst progressives’ rejection to those aims is shown to be inadequate as a reaction to what traditional education actually did rather than claimed to do. It is proposed that a more engaged approach to formal culture, involving critical receptivity, is appropriate for all pupils, and would also require the nourishment of a more receptive attitude to pupils’ own creativity.

Since we have liberated the term ‘culture’ from meaning merely a rarified level of works of art, it has become so all‐embracing as to be almost unmanageable. Influenced by anthropology, we now tend to think of culture as extending to the most casual level of value and idea by which we live our daily lives. It even includes our most informal language habits.

The difficulty, of course, with such an all‐embracing notion is that it makes the subject almost impossible to talk about. Criteria of quality , and currency are blurred. Part of the same confusion is that the education system, formerly seen as the custodian of ‘culture’, now has no name for the special resources of knowledge which are ‐‐ or used to be ‐‐ its particular responsibility.

I will use culture here to mean those public works or activities which represent man to himself and are value laden. Thus literature, psychology, history, philosophy, politics, law, economics and sociology would all be included. They might have scientific elements but they still convey normative images of man.

If the concept of culture itself, even as so defined, has a blunt edge, we must discriminate elements within it in order to make the area susceptible to discussion. To get a picture of how schools, traditionally, have mediated culture, we must distinguish at least five broad elements:

1. formal, by which is meant that part in which academic and professional institutions specialize;

2. informal, meaning relatively spontaneous and non‐centralized activities, including ordinary conversation;

3. mass culture, such as films, television, popular music, advertising;

4. avant‐garde culture, arising out of a sense of crisis in the formal culture; and

5. ethnic, other than that which coincides with the content of previous categories.

These are pretty crude categories, but they are a little better than such common divisions as ‘high/low’, ‘popular/serious’ and ‘traditional/contemporary’, and they permit some analysis of relationships between different elements within our culture as a whole.  相似文献   

Whiteboards,Blanket Forts,and Autonomy: Using Self-Determination Theory to Improve Library De-Stress Programming     

Mark Robison  Rachael Muszkiewicz 《Public Services Quarterly》2013,9(4):309-328

In recent years, librarians at Valparaiso University have adopted a user-centered programming model, allowing students to choose their own library de-stress programs during finals. After several semesters of using this approach, the authors sought to examine whether students felt a sense of agency in suggesting and voting on programs and whether this agency affected students’ motivation to attend de-stress programs. The authors conducted two focus groups with undergraduate students. Results suggest that most students are more interested in attending programs that they personally suggested or voted for, deriving intrinsic rewards from the autonomy of having their voices heard.  相似文献   

Presidents prophecies     

Gabriel Della-Piana 《Performance Improvement》1967,6(9):1-3

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Tables     

Rachael Dunlop 《Cultural Trends》1994,6(24):1-2

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ISDN: the distance-learning solution?     

Dr Gabriel Jacobs 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):65-67

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Storage Techniques for Art,Science and History Collections (STASHc.com): An Online Resource for Collection Storage     

Rachael Perkins Arenstein  Lisa Goldberg  Bonnie Naugle 《文物保护研究》2018,63(5):316-319

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Let’s Clear the Air: a campaign that effectively increased compliance with a university’s tobacco-free policy     

Rachael A. Record  Donald Helme  Matthew W. Savage  Nancy G. Harrington 《Journal of Applied Communication Research》2017,45(1):79-95

The purpose of this study was to assess the effectiveness of the Let’s Clear the Air campaign, a print-based campaign guided by the theory of planned behavior, designed to increase compliance with a University’s tobacco-free policy among undergraduate student smokers. We hypothesized that individual-level compliance behaviors would increase with greater campaign exposure and that population-level compliance would improve post-intervention from baseline. To assess individual-level compliance, we collected survey data from 284 randomly selected undergraduate student smokers. To assess population-level compliance, we collected observational data by counting smokers in 10 violation locations for 10 weeks (three 30-minute periods per week). Data supported the hypotheses: Campaign exposure was related to an increase in individual-level compliance behaviors, and results from a negative binomial regression supported that population-level compliance improved from baseline to post-intervention. Implications regarding support for the campaign as an effective strategy for increasing tobacco-free policy compliance behaviors are discussed.  相似文献   

From builders to their tools: crafting ‘poverty knowledge’ from “the Moynihan Report” to today     

Rachael Stephens  Michelle Zhang 《Diaspora, Indigenous, and Minority Education》2020,14(2):87-95

ABSTRACT

Critics often cite the “Moynihan Report” to illustrate how cultural diagnoses of poverty blame the victims and ignore the structural roots of inequality. This paper considers how the tendency to attribute such dangerous analyses to researchers’ individual shortcomings leaves the underlying analytical elements that generate cultural diagnoses. Rather than focus on those who build “poverty knowledge,” we advocate for more attention to the analytical tools that continue to encourage cultural diagnoses today. We use the “Moynihan Report” as a mirror in which we can see how static theories of culture and atomistic units of analysis encourage cultural diagnoses. They obscure the ongoing, collective work of reproducing inequality, including the work of race-making and racialization which help sustain economic exploitation, making it dangerously easy to locate blame and responsibility on particular persons or groups of persons. Transgressing the roots of inequity requires a relentless confrontation with these analytical tools.  相似文献   

意大利实心粉年(节选)     

万学  村上春树  菲利浦·加布里埃尔 《海外英语》2006,(4):32-34

村上春树的作品总是承载着幽幽的孤独、脉脉的温情和淡淡的忧伤,流淌着一种孤独之美。该文亦如是。女主人翁与男朋友分手后,一个人孤独地怀念,孤独地怨恨,孤独地冥想,孤独地和自己的心灵对话。那日复一日吃意大利实心粉的执著,那大得可以装下德国牧羊人的铝锅以及捏成德国牧羊人的实心粉,那如零碎的记忆般的拜访者,那印象模糊的电话那端的女孩……这一切都将女主人翁的内心世界展露无遗。村上春树笔端细腻,刻画人物内心情感丝丝入扣,震撼人心。  相似文献   

Carbohydrate gel ingestion during running in the heat on markers of gastrointestinal distress     

Jenna Sessions  Kelsey Bourbeau  Mattina Rosinski  Taylor Szczygiel  Rachael Nelson  Naveen Sharma 《European Journal of Sport Science》2016,16(8):1064-1072

The purpose of this study is to measure the effects of carbohydrate ingestion during exercise in the heat by measuring markers of gastrointestinal damage and inflammation. Methods: Active subjects (n?=?7) completed two 60-min running trials in a heated environment (70% VO₂max, 30°C). At minute 20 of exercise, subjects consumed a carbohydrate gel (Cho) (27?g), or a non-carbohydrate placebo (nCho). Plasma endotoxin, I-FABP, TNF-α, IL-6, IL-1β, IL-10, and MCP-1 were measured pre-exercise, 20-min post-exercise, and again 2-h, and 4-h post-exercise. Results: Endotoxin increased 20-min post-exercise compared to pre in the Cho trial only (p?=?.03). I-FABP levels increased 20-min post-exercise in the Cho trial only compared to pre-exercise (p?=?.003). I-FABP levels were also increased in Cho trial 20-min post-exercise when compared to same time point in the nCho trial (p?=?.032). TNF-α increased 20-min post-exercise in the Cho trial only compared to pre (p?=?.03). Plasma IL-6 concentration increased 20-min post-exercise when compared to pre in both the Cho (p?=?.002) and nCho (p?=?.009), but remained elevated at the 2-h time point in the nCho trial (p?=?.03). I-FABP and several plasma cytokines (TNF-α, MCP-1, Il-6) returned to baseline sooner in the Cho trial. Conclusions: Ingestion of carbohydrate gel during exercise in the heat enhances markers of gastrointestinal wall damage.  相似文献