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31.
Zoe Strimpel 《Cultural and Social History》2017,14(5):691-715
This article suggests that by breaking away from the couples-centric lens normally deployed by historians of intimacy, and instead focusing on the experience of single people, historians gain fresh insight into a key transition point in the late twentieth century history of relationships. Singles, particularly those actively seeking partners, were particularly hard-pressed to digest the implications of a decade of sexual rights campaigns, because, more explicitly than couples, they had to articulate what they wanted out of the opposite sex. In paying close attention to the articulations and experiences of singles, we gain fresh purchase on how the sexual legacies of the 1970s began to be digested, resisted and repurposed. This article makes a case for doing so through Singles, a magazine that brought together the experiences of a cross-section of mostly heterosexual, unmarried Britons at a moment of significant sexual reordering. Examination of the Singles debates around dating and gender suggests that the contemporaneous efforts of ordinary people to process the new sexual languages of the 1970s were more intense and conflicted than the existing historiography has yet allowed, and that much of the sexual antagonism felt by men and women facing each other across the lonely hearts pages stemmed from gendered anxieties about economic standing. 相似文献
32.
Chris Mackintosh Natalie Darko Zoe Rutherford Hetty-May Wilkins 《Sport, Education and Society》2015,20(8):1065-1087
The dynamics and culture of families are central to individual and community sport and physical activity participation. This research project examined the lived experiences and day-to-day realities of the London 2012 Olympics from the perspectives of five families in the East Midlands region of England. The aims of the project were to assess the influence the Games had on shaping family sports participation, influencing social and health relationships within the families through sports and reactions to the 2012 Olympics. The study was conducted through the generation of rich qualitative data from pre- and post-Games interviews as well as production of video diary data by the families and young people themselves to gather micro-level information on the realities of ‘legacy’ for families. Findings from this research project illustrate that prior parental socialisation into sport shaped current attitudes to legacy and children and mothers and fathers had mixed reactions to the actual presence of legacy. There are also clear sports development challenges around accessibility, cost, project design, the non-family-friendly nature of some schemes present during the potential consumption of legacy that have consequences for future research in this embryonic area. Implications from the study include the need to locate the family as a more central concern for policy makers in sports development practice. The study has questioned the assumed virtuous legacy of the London 2012 Games from the perspective of families on a day-to-day micro-level. Instead, a far more complex and diverse picture from the perspective of the family has been presented that requires further critical research on this little explored topic of policy and practice in sports development. 相似文献
33.
Dr. Zoe Zoni Kavogli 《Research in Science Education》1993,23(1):349-350
Specializations: science education, educational computing, science teacher education. 相似文献
34.
Kevin Deighton Joanne Hudson Andrew J. Manley Mariana Kaiseler Laurie B. Patterson Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507
An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings. 相似文献
35.
Efstathios Papachristou Eirini Flouri Heather Joshi Emily Midouhas Glyn Lewis 《Child development》2022,93(2):341-358
Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within-class ability groups showed more hyperactivity and emotional problems across the study period compared to non-grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within-class ability groups showed more, and those in the top within-class groups less, hyperactivity compared to non-grouped children, after adjustment. Children in lower within-class groups should be monitored closely to ensure that their well-being is not compromised. 相似文献
36.
Zoe Moody 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):151-164
During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this state of fact. National socio-legal developments have, of course, greatly inspired the authors of these treaties. However, the rights of the child assumed a new dimension in intergovernmental and non-governmental organisations, exchange platforms par excellence. This article seeks a better understanding of the circulation of children’s rights during the twentieth century, within the three above mentioned treaties. From an interdisciplinary and transnational perspective, the study aims to analyse the multiple facets of children’s rights and the origins of non-domestic influences in this international process. The article appraises the role of international and intergovernmental organisations. Based on archival data, it identifies the concepts, the institutions, the agents and the contexts that influenced the evolution of children’s rights. It shows how the genesis, the diffusion and the promotion of international treaties, as well as their subsequent regimes, structured the circulation of children’s rights. 相似文献
37.
Based on data from 2,722 British adolescents aged 14–18 years, this study explored whether perceived father involvement can be associated with school attitudes even after controlling for perceived mother involvement. Multiple regression analysis showed that both father involvement and mother involvement contributed significantly and independently to positive school attitudes. Furthermore, the association between father involvement and school attitudes was the same for sons and daughters. We did not find evidence to support the notion that being in a non‐intact family weakens the association between perceived father involvement and school attitudes. Finally, there was no evidence suggesting that the impact of perceived father involvement on school attitudes depends on the level of perceived mother involvement. © 2002, Wiley Periodicals, Inc. 相似文献
38.
Mothering can be particularly demanding for single women who are more vulnerable to a variety of risks ranging from economic hardship to poor psychological functioning. These risks place their children at higher risk of experiencing maladjustment. Examining factors that contribute to the well‐being of single mothers and, in turn, their parenting may be one of the most effective ways of contributing to children's adjustment. This article highlights two factors, perceived social support and specific internal resources, that (a) substantially contribute to single mothers’ well‐being, (b) are linked to positive parenting behaviors, and (c) are amenable to change. The authors highlight the current research in these focus areas and explore how these two particular risk modifiers have potential to be changed via behavioral interventions. 相似文献
39.
Samantha J. Downs Lynne M. Boddy Zoe R. Knowles Stuart J. Fairclough Gareth Stratton 《欧洲特需教育杂志》2013,28(3):270-287
Primary objective: The aim of this study was to explore physical activity (PA) amongst children and young people with Down syndrome (DS). Method and procedures: The youth physical activity promotion model (YPAP) was used to inform semi-structured interviews to explore PA of children and young people with DS. Participants were three males and five females, aged between 6 and 21?years (16.38?+?5.04?years (mean?+?SD)) who had been diagnosed with the condition DS. Dyadic interviews were conducted with the participant and their parent(s). The interviews were recorded and transcribed, and inductive and deductive analyses of the data were completed. Main outcomes and results: The results were structured around the YPAP Model’s key themes included: enabling factors (seasonal variation, transport, type of activity and independence); predisposing factors (enjoyment, social interaction, dislikes of PA, following instructions, and understanding of PA); reinforcing factors (support and opportunities, parents, and care providers); and barriers to PA engagement (ear problems). Conclusion: The children and young people with DS in the study typically only engaged in fun, unstructured activities. Key facilitators for PA participation were social interactions and parental support. Increasing the level of independence for people with DS within adolescence may have beneficial effects for PA participation in later life. 相似文献
40.
Roy T. H. Cheung Winko W. An Ivan P. H. Au Janet H. Zhang Zoe Y. S. Chan Aislinn J. MacPhail 《Journal of sports sciences》2018,36(13):1497-1501
Gait retraining using visual biofeedback has been reported to reduce impact loading in runners. However, most of the previous studies did not adequately examine the level of motor learning after training, as the modified gait pattern was not tested in a dual-task condition. Hence, this study sought to compare the landing peak positive acceleration (PPA) and vertical loading rates during distracted running before and after gait retraining. Sixteen recreational runners underwent a two-week visual biofeedback gait retraining program for impact loading reduction, with feedback on the PPA measured at heel. In the evaluation of PPA and vertical loading rates before and after the retraining, the participants performed a cognitive and verbal counting task while running. Repeated measures ANOVA indicated a significant interaction between feedback and training on PPA (F = 4.642; P = 0.048) but not vertical loading rates (F > 1.953; P > 0.067). Pairwise comparisons indicated a significantly lower PPA and vertical loading rates after gait retraining (P < 0.007; Cohen’s d > 0.68). Visual feedback after gait retraining reduced PPA and vertical loading rates during distracted running (P < 0.033; Cohen’s d > 0.36). Gait retraining is effective in lowering impact loading even when the runners are distracted. In dual-task situation, visual biofeedback provided beneficial influence on kinetics control after gait retraining. 相似文献