Student teachers’ prior experiences of history,geography and science: initial findings of an all-Ireland survey1     

Fionnuala Waldron  Janet Varley  Colette Murphy  Richard Greenwood 《Irish Educational Studies》2013,32(2):177-194

Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.  相似文献   

The first semester of university life; ‘will I be able to manage it at all?’     

Amanda Gibney  Niamh Moore  Feargal Murphy  Sara O’Sullivan 《Higher Education》2011,62(3):351-366

This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities and their confidence in managing their new role as these factors will have consequences for their experience as first year university students. These findings are explored with a view to enhancing the quality of support for students during this key transition.  相似文献   

All Christians? Experiences of science educators in Northern Ireland     

Colette Murphy  Ivor Hickey  Jim Beggs 《Cultural Studies of Science Education》2010,5(1):79-89

In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest. The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict collaboration projects between schools and communities in Northern Ireland.  相似文献   

Are intellectual property rights compatible with Rawlsian principles of justice?     

Darryl J. Murphy 《Ethics and Information Technology》2012,14(2):109-121

This paper argues that intellectual property rights are incompatible with Rawls’s principles of justice. This conclusion is based upon an analysis of the social stratification that emerges as a result of the patent mechanism which defines a marginalized group and ensure that its members remain alienated from the rights, benefits, and freedoms afforded by the patent product. This stratification is further complicated, so I argue, by the copyright mechanism that restricts and redistributes those rights already distributed by means of the patent mechanism. I argue that the positions of privilege established through both the patent and the copyright mechanisms are positions that do not “allow the most extensive liberty compatible with a like liberty for all.” They do not “benefit the least advantaged.” Nor are they “open to all under conditions of fair equality of opportunity.” In making this argument I critically assess the utilitarian defense of intellectual property rights and find it insufficient to respond to the injustices manifest in our current arrangement for the protection of intellectual property rights.  相似文献   

Relationship between leg stiffness and lower body injuries in professional Australian football   总被引：2，自引：2，他引：0  

Pruyn EC  Watsford ML  Murphy AJ  Pine MJ  Spurrs RW  Cameron ML  Johnston RJ 《Journal of sports sciences》2012,30(1):71-78

Leg stiffness is a modifiable mechanical property that may be related to soft tissue injury risk. The purpose of this study was to examine mean leg stiffness and bilateral differences in leg stiffness across an entire professional Australian Football League (AFL) season, and determine whether this parameter was related to the incidence of lower body soft tissue injury. The stiffness of the left and right legs of 39 professional AFL players (age 24.4 ± 4.4 years, body mass 87.4 ± 8.1 kg, stature 1.87 ± 0.07 m) was measured using a unilateral hopping test at least once per month throughout the season. Injury data were obtained directly from the head medical officer at the football club. Mean leg stiffness and bilateral differences in leg stiffness were compared between the injured and non-injured players. There was no difference between the season mean leg stiffness values for the injured (219.3 ± 16.1 N x m(-1) x kg(-1)) and non-injured (217.4 ± 14.9 N x m(-1) x kg(-1); P = 0.721) groups. The injured group (7.5 ± 3.0%) recorded a significantly higher season mean bilateral difference in leg stiffness than the non-injured group (5.5 ± 1.3%; P = 0.05). A relatively high bilateral difference in leg stiffness appears to be related to the incidence of soft tissue injury in Australian football players. This information is of particular importance to medical and conditioning staff across a variety of sports.  相似文献   

An investigation of the rate of growth of crystals in different directions     

William H. Murphy 《Journal of The Franklin Institute》1927,204(2):289-290

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Working with outside vendors to develop multimedia training programs     

Charles Murphy 《Performance Improvement》1996,35(2):26-29

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America in the Teens Andrew J. Dunar. Syracuse University Press, 2016.          下载免费PDF全文

Daniel P. Murphy 《Journal of American culture (Malden, Mass. : 2003)》2018,41(2):219-220

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The Betrayal: The 1919 World Series and the Birth of Modern Baseball Charles Fountain. Oxford University Press, 2016.          下载免费PDF全文

Daniel P. Murphy 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):296-297

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The Interstate School Leaders Licensure Consortium: A Standards-Based Approach to Strengthening Educational Leadership     

Joseph Murphy  Neil Shipman 《Journal of Personnel Evaluation in Education》1999,13(3):205-224

In this article, we describe the Interstate School Leaders Licensure Consortium (ISLLC), as well as its intellectual ground and reform efforts. We begin by examining the foundations that provide shape to the ISLLC standards. We review new visions of learning and teaching, changing conceptions of organizations, and reconfigured relationships between schools and their communities. We also analyze the evolving context of schooling, focusing on movements underway in the economic, social, and political domains of the education industry. The middle part of the article reviews the picture of educational leadership that informs the work of the consortium. In the final section, we describe the principles and core tenets that provide the architecture for the standards and outline the standards themselves. We also chronicle how the ISLLC standards are being used to strengthen educational leadership throughout the United States.  相似文献