Lifelong Learning for Employment and Equity: the Role of Part‐time Degrees     

John Brennan  Jonathan Mills  Tarla Shah  Alan Woodley 《Higher Education Quarterly》2000,54(4):411-418

The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others.  相似文献   

The effect of breast support and breast pain on upper-extremity kinematics during running: implications for females with large breasts     

Jennifer White  Chris Mills  Nick Ball  Joanna Scurr 《Journal of sports sciences》2015,33(19):2043-2050

The relationship between inappropriate breast support and upper-extremity kinematics for female runners is unclear. The purpose of this study was to investigate the effect of breast support and breast pain on upper-extremity kinematics during running. Eleven female recreational runners with larger breasts (UK D and E cup) completed a 7 min 20 s treadmill run (2.58 m · s^?1) in a high and low breast support condition. Multi-planar breast and upper-extremity kinematic data were captured in each breast support condition by eight infrared cameras for 30 s towards the end of the run. Breast pain was rated at the end of each treadmill run using a numeric analogue scale. The high support bra reduced breast kinematics and decreased breast pain (P < 0.05). Upper-extremity kinematics did not differ between breast support conditions (P > 0.05), although some moderate positive correlations were found between thorax range of motion and breast kinematics (r = 0.54 to 0.73). Thorax and arm kinematics do not appear to be influenced by breast support level in female runners with large breasts. A high support bra that offers good multi-planar breast support is recommended for female runners with larger breasts to reduce breast pain.  相似文献   

The movement of the trunk and breast during front crawl and breaststroke swimming     

Chris Mills  Mitch Lomax  Bessie Ayres  Joanna Scurr 《Journal of sports sciences》2015,33(4):427-436

Breast displacement has been investigated in various activities to inform bra design, with the goal of minimising movement; however, breast motion during swimming has yet to be considered. The aim was to investigate trunk and breast kinematics whilst wearing varying levels of breast support during two swimming strokes. Six larger-breasted females swam front crawl and breaststroke (in a swimming flume), in three breast support conditions while three video cameras recorded the motion of the trunk and right breast. Trunk and relative breast kinematics were calculated. Greater breast displacement occurred mediolaterally in the swimsuit condition (7.8, s = 1.5 cm) during front crawl and superioinferiorly in the bare-breasted condition (3.7, s = 1.6 cm) during breaststroke, with the sports bra significantly reducing breast displacements. During front crawl, the greatest trunk roll occurred in the sports bra condition (43.1, s = 8.3°) and during breaststroke greater trunk extension occurred in the swimsuit condition (55.4, s = 5.0°); however, no differences were found in trunk kinematics between the three breast support conditions. Results suggest that the swimsuit was ineffective as a means of additional support for larger-breasted women during swimming; incorporating design features of sports bras into swimsuits may improve the breast support provided.  相似文献   

Block Talk: Spatial Language During Block Play     

Katrina Ferrara  Kathy Hirsh‐Pasek  Nora S. Newcombe  Roberta Michnick Golinkoff  Wendy Shallcross Lam 《Mind, Brain, and Education》2011,5(3):143-151

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.  相似文献   

Cross-cultural Perspectives of Successful Aging: Young Turks and Europeans     

Theodore D. Cosco  David Brehme  Nora Grigoruta  Lisa-Katrin Kaufmann  Liis Lemsalu  Ruth Meex 《Educational gerontology》2015,41(11):800-813

Successful aging (SA) has been conceptualized in a number of ways. Despite increasing research into how laypersons define SA, few studies capturing lay perspectives of SA in younger cohorts and in non-English speaking countries have been undertaken. The current study examines cross-cultural perspectives of SA in young (aged 18–35), lay adults from a variety of continental European countries and Turkey. Participants were recruited via snowball sampling from social network sites and invited to participate in an online survey. Persons between 18–35 years from Belgium, Estonia, Germany, Netherlands, Romania, Switzerland, or Turkey were included. Respondents (total: 390; Belgian: 32; Estonian: 96; German: 76; Romanian: 47; Swiss: 39; Dutch: 30; Turkish: 70), were primarily women (56.4%) and students (66.2%), with an average age of 24.1 years (SD 3.7). Personal resources, social and active engagement all emerged as dominant themes across countries, but were articulated in subtly different ways in the participant countries. Positive perspectives, desirable attributes and satisfaction themes were intertwined within themes of acceptance and engagement. The current study provides a first step in the inclusion of geographic and cultural diversity into the SA literature. These results suggest that layperson conceptualizations of SA have broad-sweeping similarities, but further research is required to articulate the nuance of cultural influences on SA.  相似文献   

Educating Undergraduate Education Majors in the Use of Portfolio Assessment for Preschoolers     

Lynne Mills Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(2):32-38

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Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking     

Anna-Katharina Praetorius  Nora A. McIntyre  Robert M. Klassen 《Zeitschrift für Erziehungswissenschaft》2017,20(1):49-74

One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t?test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1?min 20?s. The results are discussed with respect to their relevance for future video studies on classroom instruction.  相似文献   

Implementation integrity in peer tutoring of mathematics     

Keith Topping  David Miller  Pauline Murray  Nora Conlin 《教育心理学》2011,31(5):575-593

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.  相似文献   

Now You See Me – Now You Don't: Journalists’ Experiences With Surveillance     

Anthony Mills 《Journalism Practice》2019,13(6):690-707

If democracy is a platform for many voices, and the voices of the many, journalists serve democracy by bringing these voices to the forefront of governance by asking difficult questions to those in power. It can be argued that journalists engage in the broader form of surveillance of power from below, or sousveillance [Mann, Steve, and Joseph Ferenbok. 2013. “New media and the power politics of sousveillance in a surveillance-dominated world.” Surveillance and Society 11 (1-2): 18–34.], which aims towards a form of relative equilibrium. In democracies, the institutional system of checks and balances forms the basis on which journalism pursues its watchdog function. This paper explores the experiences of journalists with surveillance and their impact on journalists’ sense of freedom to fulfil their watchdog role. The paper contributes to increasing research interest in “journalism after Snowden” by addressing the intangible conditions under which journalists may or should work, and ultimately also how widely accepted standards of democratic liberties are challenged.  相似文献   

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education     

Carmen Mills 《Asia-Pacific Journal of Teacher Education》2013,41(1):41-54

As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.  相似文献