Emotion Work Revealed by Job Loss Discourse: Backgrounding-Foregrounding of Feelings, Construction of Normalcy, and (Re)instituting of Traditional Masculinities     

Patrice M. Buzzanell  Lynn H. Turner 《Journal of Applied Communication Research》2003,31(1):27-57

Three emotion work themes were displayed in the discourse of individuals who lost their jobs and of their family members. Foregrounding-backgrounding of emotions indicated not only how some individuals and family members exerted effort to express positive emotions, but also why they would do so (for deep authenticity). In the construction of normalcy, respondents made an effort to portray and enact their lives as similar to the way things were before the job loss. By (re)instituting traditional masculinities, the men who lost their jobs were able to be "real" men in an emasculating situation. Taken together, these findings offer possibilities for further theoretical development and for communication interventions that can be applied by human resource professionals, career and outplacement counselors, family members, friends, and the individuals themselves.  相似文献   

A parting shot at misunderstanding: Fuller vs. Kuhn     

David Mercer  Jerry Ravetz  Stephen P. Turner  Steve Fuller 《Metascience》2005,14(1):3-152

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Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource     

Jennie Winter  Rebecca Turner  Lucy Spowart  Reema Muneer  Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business.  相似文献   

Critical action learning: a method or strategy for peer supervision of coaching practice     

Arthur Turner  David Tee  Sally Crompton 《Action Learning: Research and Practice》2017,14(1):53-61

This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general.  相似文献   

Psychological sequelae of Munchausen's syndrome by proxy     

Shapiro M  Nguyen M 《Child abuse & neglect》2011,35(2):87-88

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Reliability modelling and analysis of a two unit continuous casting plant     

A.G. Mathew  S.M. Rizwan 《Journal of The Franklin Institute》2011,348(7):1488-1505

The aim of this paper is to present a reliability modeling and analysis of a two-unit system of a continuous casting (CC) plant. Real maintenance data of a steel production plant have been used for the purpose. Three types of failures were noted: repairable, replaceable and reconditioning/reinstallation. The two-unit system is operating in parallel, on full-reduced installed capacity. Upon the unit failure, an inspection is carried out to decide the type of maintenance task to be performed. Optimized reliability indices of the plant such as mean time to system failure, availability, expected busy periods of the repairman for various maintenance tasks, expected number of visits by the repairman, expected number of repairs, replacements and reconditioning/reinstallation are obtained. Semi-Markov processes and regenerative point techniques are used for the analysis. Profit incurred to the CC plant is also evaluated and related graphs are plotted to demonstrate the results.  相似文献   

Best Practices for Preschool Music Education: Supporting Music-Making Throughout the Day     

Barrett  Jentry S.  Schachter  Rachel E.  Gilbert  Danni  Fuerst  Mathew 《Early Childhood Education Journal》2022,50(3):385-397

Early Childhood Education Journal - Active engagement in music has numerous academic and social benefits for young children and music-making is included in many early childhood standards and...  相似文献   

Unvarnished Documentation: A Dialogue Between Teacher and Parent in Understanding a Child's “Bad” Behavior     

Liana Laughlin  Terri Turner 《The New Educator》2014,10(1):77-84

Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of “assessment” a parent receives. The authors, a daycare teacher and a parent of Rosa, “the mean girl” in the daycare, show how the teacher's daily, unvarnished observations of Rosa and her daycare peers are written and shared publicly in a way that not only helps Rosa's mother gain profound new understandings of her daughter but also helps create a trusting community.  相似文献   

The open air school movement in Sheffield     

Turner DA 《History of education》1972,1(1):58-80

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PrefacePréfacePrefacio     

John D. Turner 《International Journal of Educational Development》1981,1(1):iii-v

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