Carcinogenic risk assessment in the United States and Great Britain: the case of Aldrin/Dieldrin     

Gillespie B  Eva D  Johnston R 《Social studies of science》1979,9(3):265-301

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From Obstacle to Growth Dewey's Legacy of Experience‐Based Art Education     

Eva Van Moer  Tom De Mette  Willem Elias 《The International Journal of Art & Design Education》2008,27(1):43-52

In the last decades theories that emphasise visitors’experience as the key element in the process of meaning‐making have influenced art education in museums considerably. However, there is remarkably little evidence in practice that museums shape their exhibits and educational tools by the actual experiences of visitors. Because museum education is still too much knowledge‐based, people often do not come to understanding or engagement of thinking. This article demonstrates this inconsistency and its consequences based on visitors’conversations during a museum visit while looking at contemporary art. In order to engage visitors into their own thinking and create lasting experiences, the article also investigates Dewey's ideas about experienced‐based education and inquiry learning. The study especially shows that experiences felt as obstacles for interpretation are extremely suitable to stimulate, deepen and improve visitors’engagement in the inquiry cycle.  相似文献   

Economically Disadvantaged Urban Female Students Who Achieve in Schools     

Reis  Sally M.  Díaz  Eva 《The Urban Review》1999,31(1):31-54

Recently, researchers at the National Research Center on the Gifted and Talented completed a three-year study of thirty-five economically disadvantaged, ethnically diverse, talented high school students who either achieved or underachieved in their urban high school. In this article, the results are discussed of the case study analysis of nine high-achieving female students who participated in the larger three-year study. Qualitative methods were used to examine the perceptions of students, teachers, and administrators about the reasons that some academically talented students achieve at high levels. Female students who achieved in school acknowledged the importance of being grouped together in honors and advanced classes for academically talented students, and of receiving support and encouragement from each other and from supportive adults, including teachers, guidance counselors, coaches, and mentors. Females who achieved in school participated in multiple extracurricular activities both after school and during the summer. Most high-achieving females in this study chose not to date in order to be able to concentrate their energies on their studies. They also had a strong belief in self and were resilient about negative aspects of their families and their environment. Although parents of students in this study cared deeply about their children, their involvement in their children's high school education was minimal.  相似文献   

Permanent and temporary work practices: knowledge integration and the meaning of boundary activities     

Eva?Maaninen-Olsson  May?Wismén  Sven A?CarlssonEmail author 《知识管理研究与实践》2008,6(4):260-273

Knowledge integration is a critical topic in current knowledge management research and practice. Research on this topic focuses primarily on how knowledge is integrated within a work setting. A less researched area is knowledge integration between different work groups. The purpose is hence to describe and analyze how knowledge is integrated between different work groups. We present two intensive case studies – one permanent and one temporary (project) work settings – which were studied using a practice-based perspective. A main result of the study is that knowledge integration in the two cases was more complicated than the literature suggests. Both differences and similarities were found between the two cases. Differences were seen in the use of boundary spanning activities and boundary objects, whereas similarities were found in the organizational structures and mechanisms, that is, purposes, rules, and infrastructures, which facilitated the integration of knowledge and/or functioned as obstacles and impediments.  相似文献   

The teacher as an island? A mixed method study on the relationship between autonomy and collaboration     

Vangrieken  Katrien  Kyndt  Eva 《European Journal of Psychology of Education - EJPE》2020,35(1):177-204

European Journal of Psychology of Education - This study assessed how teachers understand and value autonomy, collaboration and the relationship between both. Quantitative analyses...  相似文献   

Upper extremity bone mineral content asymmetries in tennis players: A systematic review and meta-analysis     

Laurent Chapelle  Nikki Rommers  Peter Clarys  Eva D’Hondt  Jan Taeymans 《Journal of sports sciences》2019,37(9):988-997

The aim of this study was to examine the magnitude of upper extremity bone mineral content (BMC) asymmetries in tennis players. Furthermore, the influence of sex (male versus female versus mixed), chronological age (juniors: < 18 years; adults: 18–39 years and seniors: ≥ 40 years) and starting age (early starters: < 14 years and late starters: > 18 years) on these asymmetries were examined. Two databases were searched for scientific articles that examined upper extremity BMC in tennis players. Pooling of the individual study effect sizes was conducted using the random-effects model. Three subgroup analyses were performed based on sex, chronological age and starting age. Out of the 15 included studies 24 effect sizes were extracted resulting in a significant difference in BMC value between the dominant and nondominant upper extremity of the tennis players (Standardised Mean Difference: 0.85 [95% CI: 0.67–1.03]). The three subgroup analyses all showed medium to strong effect sizes and significant intergroup differences. To conclude, BMC was significantly higher in the dominant upper extremity compared to the nondominant upper extremity in tennis players. Nevertheless, the influence of training volume and playing experience on these asymmetries are yet to be examined.  相似文献   

Beyond the residents–businesses clash – urban movements and cultural struggles in Shida,Taipei (2007–2015)     

Eva Tsai 《Inter-Asia Cultural Studies》2017,18(1):25-46

Between the mid-2000s and the early 2010s, the neighborhoods around National Taiwan Normal University (NTNU), an area widely known as Shida, unexpectedly became a tourist hotspot due to the rapidly expanding night market there. Dissatisfied residents mobilized, and for several years they engaged in intense legal and discursive clashes with area businesses, the Taipei City government, and other groups in the community. Drawing on long-term observation, ethnographic research, and in-depth interviews, this article explains Shida’s spatial change from the perspectives of urban movements and cultural struggles. Specifically, it describes how three groups in Shida became organized around divergent purposes, values, and imaginations of the community. Deploying different cultural resources – ranging from civic culture, subcultural ethics to community building – the groups further enter into complex negotiation with the spheres of politics and economics. Ultimately, there was no consensus reached in the Shida case, and though many lament the passing of the area’s unique culture and many of its businesses, the dynamics between the small-scale mobilizations in Shida generated invaluable critical local wisdoms that acknowledge the desire for multiple communities in a physical locality.  相似文献   

Puberty and physical self-perceptions of competitive female figure skaters II: maturational timing, skating context, and ability status     

Monsma EV 《Research quarterly for exercise and sport》2008,79(3):411-416

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Synergy and Tension between Large-Scale and Classroom Assessment: International Trends     

Louis Volante  Christopher DeLuca  Lenore Adie  Eva Baker  Heidi Harju-Luukkainen  Margaret Heritage  Christoph Schneider  Gordon Stobart  Kelvin Tan  Claire Wyatt-Smith 《Educational Measurement》2020,39(4):21-29

The synergy, or lack thereof, between large-scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale assessment results at classroom levels.  相似文献   

Beauty Ideals from Reality Television and Young Women’s Tanning Behavior: An Internalization and Self-Objectification Perspective     

Jolien Trekels  Steven Eggermont  Eva Koppen  Laura Vandenbosch 《Communication quarterly》2018,66(3):325-343

The current cross-sectional study among 444 young Belgian women (M_age = 20.08; SD = 0.91) examined the influence of reality television exposure on tanning behavior, which is known to be a risk factor for the development of skin cancer among young women. In addition, it was explored whether the internalization of sun tan ideals from media content and self-objectification could explain this association. As such, this study introduced body image perspectives into media health research. A structural equation model revealed that watching reality television was related to the internalization of sun tan ideals and self-objectification. In turn, the internalization of sun tan ideals and self-objectification related to exposure to harmful UV radiation. This study therefore provides evidence for the explanatory value of both mechanisms in the relationship between reality television and UV exposure. Implications for skin cancer prevention campaigns are discussed.  相似文献