Playing With "patriotic fire": women and football in the Antipodes during the Great War     

Hess R 《国际体育史杂志》2011,28(10):1388-1408

The revelation that women first played Australian Rules football during the period of the Great War is an important element in overall understandings of how both masculine and feminine ideals were challenged and redefined by sporting practices in a time of general social flux. This paper reveals that the genesis of the women's code was in Western Australia, where contests occurred as early as 1915. Three years later, with the war nearing its conclusion, the template of women's involvement in charity matches with strong military and patriotic overtones was adopted in the state of Victoria, the code's heartland. Investigations such as this one, indicative of the complex relationships between sport and gender during the First World War, offer scope for deeper comprehension of a much-studied military conflict, and point the way forward for those that bemoan the static agenda of research into women's football.  相似文献   

The use and abuse of performance indicators in UK higher education     

Robert Ball  Rob Wilkinson 《Higher Education》1994,27(4):417-427

In the UK, interest in measuring the performance of higher education institutions has developed as part of an increasing performance culture in the public sector. This paper looks at development of national systems of indicators in both the University and former Polytechnic section in the light of this trend. The pressures leading up to the development of each system are examined together with an outline of the indicators chosen and forthcoming critical reaction. The use of performance indicators to compare institutional performance is explored. Regression methods that have been developed to try to enable meaningful comparison of indicators to be made between different insititutional types and environments are critically examined. A number of case studies of the use of performance indicators in both the University and former Polytechnic sector are presented. In each case the benefit and drawbacks of the application are commented on. The paper concludes by recommending a change from the league table approach to one based on adopting indicators for each institution which are consistent with its mission. The role of peer review in complementing the use of performance indicators is covered.  相似文献   

Effects of swing-weight on swing speed and racket power   总被引：1，自引：0，他引：1  

Cross R  Bower R 《Journal of sports sciences》2006,24(1):23-30

Measurements are presented of the speed at which six different rods could be swung by four male students. Three of the rods had the same mass but their swing-weight (i.e. moment of inertia) differed by large factors. The other three rods had the same swing-weight but different masses. Our primary objective was to quantify the effects of mass and swing-weight on swing speed. The result has a direct bearing on whether baseball, tennis, cricket and golf participants should choose a heavy or light implement to impart maximum speed to a ball. When swinging with maximum effort, swing speed (V) was found to decrease as swing-weight (Io) increased, according to the relation V = C/Ion, where C is a different constant for each participant and n = 0.27 when Io > 0.03 kg x m2. Remarkably similar results were obtained previously with softball bats (where n = 0.25) and golf clubs (where n = 0.26). Swing speed remained approximately constant as swing mass increased (when keeping swing-weight fixed). The implications for racket power are discussed.  相似文献   

VIOLENCE,SCHOOLS AND YOUNG PEOPLE: A PRELIMINARY REPORT     

Judith Bessant  Rob Watts∗ 《Discourse: Studies in the Cultural Politics of Education》1994,15(2):49-59

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运动中目标设置研究的现状和存在的问题   总被引：6，自引：0，他引：6  

季浏 《山东体育学院学报》1994,(4)

目标设置研究是运动心理学领域的一个新课题。主要综述了近几年来国外学者对目标设置的维度、促使目标完成的有效性方法以及目标设置研究中存在的问题等方面的文献。  相似文献   

Research with interactive learning environments in three content domains: Descriptive statistics,continuous mathematics and substantive criminal law     

Rob L. Martens  Martin M.A. Valcke  Stanley J. Portier  Hilda G. Weges  Patricia H.A.G. Poelmans 《Distance Education》1997,18(1):44-58

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Self Organising Wayfinding Support for Lifelong Learners     

Colin Tattersall  Jocelyn Manderveld  Bert van den Berg  René van Es  José Janssen  Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.  相似文献   

Implementing the flipped classroom: an exploration of study behaviour and student performance     

Anja J. Boevé  Rob R. Meijer  Roel J. Bosker  Jorien Vugteveen  Rink Hoekstra  Casper J. Albers 《Higher Education》2017,74(6):1015-1032

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献   

Flying in the face of instructional design: Rationale for the case study     

Rob Walker  Ron Lewis  Louise Laskey 《The Australian Educational Researcher》1996,23(3):29-44

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Farewell Professional Dominance     

Rob Irvine 《Metascience》2007,16(2):335-339

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