Sport,Technique and Violence: The Technical Modes for Generating Sport Violence     

Luc Robène  Dominique Bodin 《国际体育史杂志》2014,31(16):2034-2058

Norbert Elias makes technical progress one of the markers of the state of civilisation. It is from this viewpoint that we would like to return to the question of sport, a fundamental part in Elias' civilising process, which also constitutes, a contrario, one of the most ambiguous aspects of ‘technical progress’ and its relation to violence, to the articulation of a double abuse of instrumental rationality. On the one hand the infinite improvement of human possibilities (records, performance) which leads to the recognised risks of exploitation and the ultra-sophisticated controlling of athletes (extreme pressure, over-training) as a corollary of the temptation to over-stimulate athletic potential as a result of the uncontrolled use of victory techniques (cheating, doping, violence). On the other hand, the stakes involved in the production of a vast spectacle with ideological, sociopolitical and socio-economic overtones which lead to technological manipulations. Both these tendencies overlap, and furthermore cannot be isolated from, a more general context of the technification of the social, at the heart of which instrumental rationality constitutes the first example of violence. This three-fold observation constitutes the basis of the argument set out in this paper.  相似文献   

Sport,Prison, Violence: On Imprisonment and Confinement Conditions – ‘French Prison Sport’ and the Instruments of the World's Good Conscience     

Luc Robène  Dominique Bodin 《国际体育史杂志》2014,31(16):2059-2078

In France today, sport is considered to be a fundamental element of the educational offer in the prison environment, especially because it represents in the eyes of the majority an activity that is capable of channelling violence and violent behaviours, although this exemplary effect of education cannot be taken for granted. It is based, in fact, on a commonly accepted opinion and on evidence that is rarely questioned and is even contradicted in recent studies. But can sport, as a more or less formalised pedagogical, institutional and/or sociopolitical project, continue to be ‘educational’ in particular social spaces, like prison, which in essence distorts the conditions of unconstrained free practice and cultural dissemination? Starting from a case study, focused on France, the aim of this paper is to question the relation of sport with the calming qualities and/or, on the contrary, those that produce force fields, not by isolating it and constructing an improvised model but rather by re-inserting it into the issue of pacifying social fields, that is by re-integrating sports practice in the very place which gives it a sense and literally one which incarnates a motor praxeology with constraints – not to say control.  相似文献   

Magnetic-controlled membrane transport     

Rob G H Lammertink 《国家科学评论(英文版)》2021,8(6)

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Conservative force or contradictory resource? Education and affirmative action in Jharkhand,India     

Rob Higham  Alpa Shah 《Compare》2013,43(6):718-739

This article explores the combination of education and affirmative action in challenging historic inequalities faced by adivasis, or indigenous peoples, living in a remote region of Eastern India. We show how the combined effects of education and affirmative action can act as a ‘contradictory resource’. On the one hand, policies of affirmative action are enabling young educated adivasis – the children of subsistence farmers and manual labourers – to benefit from the creation of new, rural state jobs. We show how without affirmative action, such jobs may well have been monopolised by a local elite of higher castes. On the other hand, we argue several conservative processes have accompanied these changes. First, the reserved jobs secured by adivasis are relatively badly paid and insecure. Second, these jobs have not enabled relative progress for adivasis vis-à-vis traditional elites who are moving out of rural areas and diversifying their livelihoods. Third, young educated adivasis have begun to emulate the norms, values and ways of life of the local elite. This ‘culture of emulation’ is fostering new inequalities between educated adivasis and their poorer kin, who face increasing proletarianisation. The contradictory resource, we argue, concerns not only inequalities in accessing certain jobs, but also the creation of new forms of differentiation among historically marginalised people. We conclude by setting these findings within the wider complex relations emerging between caste, ethnicity and class in contemporary India.  相似文献   

The systematic measurement of the perceived characteristics of information technologies I: Microcomputers as innovations     

H. Thomas Hurt  Rob Hibbard 《Communication quarterly》2013,61(3):214-222

This study reports the results of the development of a test designed to measure the perceived characteristics of microcomputers as innovations. A three factor solution was obtained, with factors measuring complexity, compatibility, and trialability/observability. No factors emerged measuring relative advantage or perceived expense. All of the defined factors had acceptable levels of reliability and validity checks confirmed that the developed scales had construct validity. Issues relating to future research, model and theory building in the diffusion process, and longitudinal studies were discussed.  相似文献   

Leadership and the reform of education     

Rob Cuthbert  Jorunn Møller  Jenny Ozga 《British Journal of Sociology of Education》2013,34(2):281-294

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In loco parentis? Public‐school authority,cricket and manly character, 1855–62     

Rob Boddice 《Gender and education》2009,21(2):159-172

This article considers the responsibility for schoolboys’ behaviour and character when in liminal spaces between home and school, in an historical account of the annual cricket matches in London between Eton, Harrow and Winchester in the late 1850s. The episode is situated in the context of the Clarendon Commission’s discussions on school sports, parental and school authority, and ‘muscular Christianity’ in the early 1860s. Set in the conceptual framework of late‐nineteenth‐century manliness and masculinity, the article suggests an enduring attachment to pursuits of the mind rather than the body amongst masters, and points to a greater role for parents (particularly fathers) and boys themselves in the rise of athleticism in schools than is usually granted by historians. The article outlines the limits of school authority in loco parentis, and calls for a reinterpretation of the history of muscular Christianity and its relationship with the public schools.  相似文献   

Cyril Norwood and the Ideal of Secondary Education - By Gary McCulloch     

Rob  Freathy 《British Journal of Educational Studies》2009,57(1):89-91

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Investigating efficacy expectancy as criterion for comparison of teacher- versus student-regulated learning in higher education     

Cornelis J. de Brabander  Jeroen S. Rozendaal  Rob L. Martens 《Learning Environments Research》2009,12(3):191-207

In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated and two teacher-regulated programs in higher education. We measured students’ perceptions of autonomy and various aspects of perceptions of efficacy in common learning tasks. Using principal components analyses, we assessed the structure of all the relevant variables. Subsequently, analyses of variance were performed with regulation source, discipline and grade level as factors. All variables emerged as separate scales with high internal consistency. Students in student-regulated programs reported a higher level of organisational efficacy expectancy, implying that these students perceived better organisational conditions for supporting their task performance. It is concluded that the distinction between personal and contextual aspects of efficacy is a promising distinction. However, a more fine-grained conceptualisation of teacher and student regulation is needed.  相似文献   

The flourishing of care in a multidisciplinary Faculty Learning Community     

Julie A. Timmermans  Carmen Bruni  Rob Gorbet  Barbara Moffatt  Gordon Stubley  Diane Williams 《International Journal for Academic Development》2018,23(4):367-373

In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider implications for educational development.  相似文献