Positive emotions: passionate scholarship and student transformation     

Colin Beard  Barbara Humberstone  Ben Clayton 《Teaching in Higher Education》2013,18(6):630-643

This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative ‘emotion-transition framework’ to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse.  相似文献   

National and international disability rights legislation: a qualitative account of its enactment in Australia     

Ben Whitburn 《International Journal of Inclusive Education》2013,17(5):518-529

In this paper, a detailed analysis based on the lived experiences of the study participants and the researcher (each with vision impairment) in education, post school and in the pursuit for employment is developed. The policy discourses of disability legislation – both at national and international levels – are explored with particular reference to their enactment in Australia. The analysis focuses on the collective indifference to detached others, which is evident in the linguistic construction of people with disabilities in the United Nations [(2006). Convention of the Rights of Persons with Disabilities. New York: United Nations] and the Australian Standards for Education 2005 [Australian Department of Education, Science and Training. 2006. Disability Standards for Education 2005 Plus Guidance Notes. Accessed March 12, 2012. http://nla.gov.au/nla.arc-7692.]. Together, these elements reflect the neoliberal principles that cast a shadow over the discourses of the disability policies.  相似文献   

Community‐based early intervention for children with behavioural,emotional and social problems: evaluation of the Scallywags Scheme     

Kathryn Lovering  Ian Frampton  Ben Crowe  Alice Moseley  Moira Broadhead 《Emotional and Behavioural Difficulties》2013,18(2):83-104

Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure.  相似文献   

Priorities in Jewish Education     

Meir Ben‐Horin 《Journal of Jewish Education》2013,79(1):11-16

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SURVEY OF JEWISH EDUCATION IN NEW YORK CITY     

Ben Rosen 《Journal of Jewish Education》2013,79(2):82-96

This case study examines the contours of culturally relevant pedagogy in an undergraduate preservice teacher education program for Jewish women. The case describes how the assigned reading of Albarelli’s (2000) narrative of teaching in a Hasidic Jewish school, Teacha! Stories from a Yeshiva, disrupts the classroom community, diminishes student engagement with the course, and undermines student confidence in the instructor. This research explores what happens when “respect for” challenges “reflection about.” The study finds that differential cultural understandings surrounding the concept of “respect” mediate the discourse. The author raises questions about the ethics of social justice in religious teacher education, probes the poverty of educational reform in a landscape of nondiscussables, and offers strategies for navigating this tender terrain.  相似文献   

忍者“神偷”     

Ben McGrath  MS 《英语辅导》2013,(8):21-24

回想起来,"忍者追捕"涉及的是一个席卷斯塔顿岛的连环"忍者盗贼"。"武当乐队"正是发祥此地且名声在外,出于对功夫电影的敬意,在很久以前他们把这个地方戏称为"少林"。这个特别的盗贼,如今已被认定在过去的七个月里洗劫了十八户人家。九月,他在东安山的基奥洛家作案时,遇到了当地居民菲儿·基奥洛,"忍者盗贼"之恶名便是源自此案。他一身黑衣,戴着黑色面具,基奥洛说道,那盗贼还拿着双节棍。他用那副双节棍击打基奥洛的  相似文献   

Adaptive neural design frame for uncertain stochastic nonlinear non-lower triangular pure-feedback systems with input constraint     

Rui-Bing Li  Ben Niu  Zhi-Guang Feng  Jun-Qing Li  Pei-Yong Duan  Dong Yang 《Journal of The Franklin Institute》2019,356(16):9545-9564

This paper dedicates to dealing with the adaptive neural design problem for uncertain stochastic nonlinear systems with non-lower triangular pure-feedback form and input constraint. On the basis of the mean-value theorem, the pure-feedback structure is first transformed into the desired affine structure, and then the well-known backstepping technology is applied to construct the actual input signal of the controller. Although the considered system has a fairly complex structure, a new adaptive neural tracking controller design frame is established via the flexible application of radial basis function (RBF) neural networks’ (NNs’) structural characteristics. The proposed design frame guarantees the control objective of this paper can be achieved. Finally, a simulation example is given to further illustrate the availability of the proposed control scheme.  相似文献   

Academic misconduct,misrepresentation and gaming: A reassessment     

Mario Biagioli  Martin Kenney  Ben R. Martin  John P. Walsh 《Research Policy》2019,48(2):401-413

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Robust technological readings identify integrated structures typical of the Levallois concept in Guanyindong Cave,south China     

Yue Hu  Ben Marwick  Jia-Fu Zhang  Xue Rui  Ya-Mei Hou  Wen-Rong Chen  Wei-Wen Huang  Bo Li 《国家科学评论(英文版)》2019,6(6):1096

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Lattice and spin dynamics in multiferroic BiFeO3 and RMnO3     

Yan Song  Ben Xu  Ce-Wen Nan 《国家科学评论(英文版)》2019,6(4):642

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