9. Is there a Future for Assessment and Accountability?     

Andrew Davis 《Journal of Philosophy of Education》1998,32(1):145-152

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What is the Health Libraries Group doing about research?     

Jane Farmer  Andrew Booth  Bruce Madge  Enid Forsythe 《Health information and libraries journal》1998,15(2):139-141

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Eleven steps to EBLIP service     

Andrew Booth 《Health information and libraries journal》2009,26(1):81-84

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The politics of method: from leftist ethnography to educative research     

Andrew Gitlin  Marjorie Siegel  Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253

In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change.  相似文献   

Genetic technologies meet the public: the discourses of concern   总被引：3，自引：0，他引：3  

Lassen J  Jamison A 《Science, technology & human values》2006,31(1):8-28

To clarify concerns that the public has with genetic technologies, the article presents the results of focus group interviews conducted in Denmark in 2000. The concerns of the public are divided into three ideal-typical categories: social (dealing with environmental and health risks), economic (dealing with both the threats and opportunities of the new technologies), and cultural (taking up ethical and moral concerns). Following a general discussion of why it is important to take these discourses of concern seriously, each discursive category is discussed with examples taken from the focus group interviews.  相似文献   

Footwear and footstrike change loading patterns in running     

Andrew D. Nordin  Janet S. Dufek 《Journal of sports sciences》2020,38(16):1869-1876

ABSTRACT

Loading rates have been linked to running injuries, revealing persistent impact features that change direction among three-dimensional axes in different footwear and footstrike patterns. Extracting peak loads from ground reaction forces, however, can neglect the time-varying loading patterns experienced by the runner in each footfall. Following footwear and footstrike manipulations during laboratory-based overground running, we examined three-dimensional loading rate-time features in each direction (X, Y, Z) using principal component analysis. Twenty participants (9 M, 11 F, age: 25.3 ± 3.6 y) were analysed during 14 running trials in each of two footwear (cushioned and minimalist) and three footstrike conditions (forefoot, midfoot, rearfoot). Two principal components (PC) captured the primary loading rate-time features (PC1: 42.5% and PC2: 22.8% explained variance) and revealed interaction among axes, footwear, and footstrike conditions (PC1: F _{(2.1, 40.1)} = 5.6, p = 0.007, η ² = 0.23; PC2: F _{(2.0, 38.4)} = 62.3, p < 0.001, η ² = 0.77). Rearfoot running in cushioned footwear attenuated impact loads in the vertical direction, and forefoot running in minimalist footwear attenuated impact loads in the anterior-posterior and medial-lateral directions relative to forefoot running in cushioned shoes. Loading patterns depend on footwear and footstrike interactions, which require shoes that match the runner’s footstrike pattern.  相似文献   

On obtaining early crops of peas     

Thomas Andrew Knight 《Journal of The Franklin Institute》1826,2(3):166-168

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Substance Abuse Recovery and Schooling: The Role of Recovery High Schools and Collegiate Recovery Communities     

Andrew J. Finch  Holly L. Karakos 《Peabody Journal of Education》2014,89(2):159-164

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Action research update: why do articles get rejected from EARJ?     

Andy Convery  Andrew Townsend 《Educational Action Research》2018,26(4):503-512

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Introduction: Camus and education     

Peter Roberts  Andrew Gibbons  Richard Heraud 《Educational Philosophy and Theory》2013,45(11):1085-1091

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