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Ron Maughan 《Journal of sports sciences》2008,26(10):1119-1120
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Gray Kochhar-Lindgren 《Culture, Theory & Critique》2017,58(1):94-106
In this essay, I examine through Bruno Latour's concept of nonmodern networks the intersections of the hyper-modernity of Hong Kong's ‘real’ money economy with that of an economy of ghost-money that, through the act of burning, serves as an offering to the dead and the divine. The essay reconfigures Latour's ‘modern constitution’ as it relates to philosophy, myth and modernity as they are organised around the values of a currency that trespass all boundaries. 相似文献
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Donald Gray 《International Journal of Science Education》2013,35(6):717-733
The public controversies associated with biotechnological progress (genetic modification, cloning, and so forth) increasingly impact upon biology teaching in school; teachers find themselves engaged in discussions with pupils on value‐laden issues deriving from the social and ethical implications of the ‘new science’. The research described in this paper focused upon the thinking of a sample of 41 biology teachers as they endeavoured to implement the first year of the new Scottish Advanced Higher Biology course and to face the challenges associated with these controversies. Following questionnaire returns, the investigation employed semistructured, in‐depth interviews with 10 teachers and, separately, with their 61 pupils (17–18 years of age) and was part of a medium‐term to long‐term evaluation of a university summer school that had endeavoured to update these teachers on recent biotechnological advances. While teachers were found to be fairly positively disposed to handling discussion of such contentious matters, they were none‐too‐clear as to its precise merits and functions; many lack confidence in handling discussion. The research indicates that much needs to be tackled by way of professional development for science teachers now engaged in dimensions new to science teaching. 相似文献
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Ron Johnston 《Perspectives: Policy and Practice in Higher Education》2013,17(4):115-118
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Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献