A plan for the more speedy and effectual extinction of fires,especially in dock-yards,and other public establishments     

D.J. Murphy 《Journal of The Franklin Institute》1843,35(1):52-57

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Benchmarking participation of Canadian university health sciences librarians in systematic reviews     

Susan A. Murphy  Catherine Boden 《Journal of the Medical Library Association》2015,103(2):73-78

This study describes the current state of Canadian university health sciences librarians'' knowledge about, training needs for, and barriers to participating in systematic reviews (SRs). A convenience sample of Canadian librarians was surveyed. Over half of the librarians who had participated in SRs acknowledged participating in a traditional librarian role (e.g., search strategy developer); less than half indicated participating in any one nontraditional librarian role (e.g., data extractor). Lack of time and insufficient training were the most frequently reported barriers to participating in SRs. The findings provide a benchmark for tracking changes in Canadian university health sciences librarians'' participation in SRs.  相似文献   

Development and Evaluation of Food Safety Modules for K‐12 Science Education          下载免费PDF全文

Rachel C. Pfuntner  Matthew J. Stasiewicz  Martin Wiedmann  Alicia Orta‐Ramirez 《Journal of Food Science Education》2015,14(2):48-53

Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards.  相似文献   

University–District Partnership Research to Understand College Readiness Among Baltimore City Students     

Rachel E. Durham  Jennifer Bell-Ellwanger  Faith Connolly  Kimberly Howard Robinson  Linda S. Olson  Tracy Rone 《Journal of Education for Students Placed at Risk》2015,20(1-2):120-140

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Spontaneous Self‐Distancing and Adaptive Self‐Reflection Across Adolescence          下载免费PDF全文

Rachel E. White  Ethan Kross  Angela L. Duckworth 《Child development》2015,86(4):1272-1281

Experiments performed primarily with adults show that self‐distancing facilitates adaptive self‐reflection. However, no research has investigated whether adolescents spontaneously engage in this process or whether doing so is linked to adaptive outcomes. In this study, 226 African American adolescents, aged 11–20, reflected on an anger‐related interpersonal experience. As expected, spontaneous self‐distancing during reflection predicted lower levels of emotional reactivity by leading adolescents to reconstrue (rather than recount) their experience and blame their partner less. Moreover, the inverse relation between self‐distancing and emotional reactivity strengthened with age. These findings highlight the role that self‐distancing plays in fostering adaptive self‐reflection in adolescence, and begin to elucidate the role that development plays in enhancing the benefits of engaging in this process.  相似文献   

Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement     

Mike Murphy 《Gender and education》2015,27(5):539-554

This paper brings together themes from the varied texts of Gilles Deleuze in outlining a Deleuzo-feminist ethics that speaks to contemporary debates in education. Drawing on Deleuze's (1988) engagement with Spinozan ethics, Foucault's (1987) ‘practice of freedom’, the Nietzschean ‘doctrine of judgment’ and ‘system of cruelty’ (Deleuze 2001), and Bergsonian ‘fabulatory processes’ (Deleuze 1995), we explore the poststructuralist distinction between ethics and morality and its implications for feminist responses to neoliberal educational practices, identities and cultures. Following Gannon (2012a, 2012b) and others (e.g. Braidotti 1996, 2000; Colebrook 2000; Grosz 2000, 2002; Wyatt and Davies 2011), we mobilise Deleuzian accounts of subjectivity, corporeality and difference in reconfiguring the existential dimension of teaching as an ethico-aesthetic relationality. A Deleuzo-feminist ethics of empowerment promises: escape from systems of cruelty that mark, shame and blame; the politicisation of such systems; productive experimental alliances and an alternative mode of existence to that prescribed for the teaching and student body by neoliberal rationalisation and bureaucratic proceduralism.  相似文献   

Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy     

Hunter G. Close  Rachel E. Scherr 《International Journal of Science Education》2015,37(5-6):839-866

We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of activities called Energy Theater. We illustrate several mechanisms by which the blended aspect of the learning environment promotes productive intellectual engagement with key conceptual issues in the learning of energy, including distinguishing among energy processes, disambiguating matter and energy, identifying energy transfer, and representing energy as a conserved quantity. Conceptual advancement appears to be promoted especially by the symbolic material and social structure of the Energy Theater environment, in which energy is represented by participants and objects are represented by areas demarcated by loops of rope, and by Energy Theater's embodied action, including body locomotion, gesture, and coordination of speech with symbolic spaces in the Energy Theater arena. Our conclusions are (1) that specific conceptual metaphors can be leveraged to benefit science instruction via the blending of an abstract space of ideas with multiple modes of concrete human action, and (2) that participants’ structured improvisation plays an important role in leveraging the blend for their intellectual development.  相似文献   

‘Intensive mothering’ in the early years: the cultivation and consolidation of (physical) capital     

Julie Stirrup  Rebecca Duncombe  Rachel Sandford 《Sport, Education and Society》2015,20(1):89-106

Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the importance of providing plentiful physical activity opportunities for their children within this enrichment context. In this paper, the tendency for parents to provide copious developmental opportunities is referred to as ‘intensive mothering’ and is explored through the theoretical lens of Bourdieu, specifically his concepts of habitus and capital. This paper reports on a small-scale study undertaken within the UK, which sought to explore the impact of social class on access to early years' provision as well as parental attitudes towards physical activity and the provision of preschool physical development opportunities. Data were generated through a questionnaire (disseminated via early years settings) as well as three in-depth interviews with ‘middle-class’ parents and were analysed to draw out key themes relating to the cultivation and consolidation of (physical) capital. The data indicate that many parents perceive a ‘responsibility’ to aid their children's physical development and demonstrate a willingness to facilitate the acquisition of physical capital via the provision of play equipment, privatised classes and additional (informal) physical activity opportunities. Moreover, they suggest that ‘middle-class’ parents, in particular, articulate the need to invest heavily in enrichment activities, influenced by their own experiences, tastes and values. It is argued that ‘intensive mothering’ is illustrative of the reproduction of a class-based habitus and can be perceived as an attempt to maintain or improve social position through the cultivation, consolidation and, ultimately, conversion, of appropriate capital.  相似文献   

Confirmatory factor analysis of the Sport Emotion Questionnaire in organisational environments     

Rachel Arnold  David Fletcher 《Journal of sports sciences》2015,33(2):169-179

The Sport Emotion Questionnaire (SEQ) (Jones, M. V., Lane, A. M., Bray, S. R., Uphill, M., & Catlin, J. (2005). Development and validation of the SEQ. Journal of Sport and Exercise Psychology, 27, 407–431) was developed and initially validated to assess sport performers’ pre-competitive emotions. The purpose of this study was to test the factor structure of the SEQ in a different environment (viz. organisational) and at a different time point (viz. the past month). A further aim was to examine if the SEQ was invariant across different groups of sport performers. A diverse sample of athletes (n = 1277) completed the questionnaire. Fit indices from confirmatory factor analyses provided partial support for the hypothesised measurement model, with equal or better fit demonstrated than evident in initial validation. The comparative fit index values were above acceptable guidelines for all factors at subscale level. Evidence was also found for the invariance of the SEQ across different groups. Overall, the findings support the reliability and validity of the SEQ as a measure of the emotions experienced by sport performers in an organisational environment during the past month.  相似文献   

Acceleratory match-play demands of a Super Rugby team over a competitive season     

Shaun M. Owen  Rachel E. Venter  Stephan du Toit  Wilbur J. Kraak 《Journal of sports sciences》2015,33(19):2061-2069

The match-play demands of rugby union have increased over time, and these demands should be quantified so as to provide a basis for optimal player loading during training. The primary aim of this article was to quantify accelerations, decelerations, impacts and aggregated body demands during the first half of match-play in a Super Rugby team. The secondary aim was to determine whether these characteristics are position-specific. Thirty-three players were monitored for 14 matches using global positioning system units with inbuilt microtechnology. Players were grouped according to positional roles and data were analysed for those who completed the entire duration of the first half of a given match. Forwards sustained more (d = 0.44) high-intensity impacts and greater (d = 0.26) aggregated body demands, while backs had more moderate (d = 0.55) and heavy accelerations (d = 0.76), and moderate (d = 0.23) and heavy decelerations (d = 0.54). These differences suggest that conditioning and recovery strategies should reflect the physical demands placed on players in different playing positions. Forwards should be conditioned with a focus on impacts and require longer recovery for the same duration of playing time, whereas conditioning for backs should emphasise rapid accelerations and decelerations.  相似文献