Better safe than sorry? Risk and educational research     

Per Lindqvist  Ulla Karin Nordänger 《Educational studies》2007,33(1):15-27

This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking.  相似文献   

Principals’ perceptions and experiences of the role parents play in school governing bodies in rural areas     

Cycil Hartell  Hanlie Dippenaar  Melanie Moen  Themba Dladla 《Africa Education Review》2016,13(1):120-134

This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.  相似文献   

基于小脑模型神经网络与PID的复合控制研究     

张新征 《河南广播电视大学学报》2004,17(1):71-72

文章阐述了小脑模型神经网络的基本原理并研究分析了其工作原理。在此基础上，结合PID控制的优点，提出了小脑模型神经网络与PID复合控制的算法。仿真结果表明，该算法简单方便，具有较好的实时性、稳定性和较强的鲁棒性，对被控对象的控制效果比较理想。  相似文献   

论英语称谓语中的显性和隐性性别歧视     

钱莉娜  黄海泉 《和田师范专科学校学报》2007,27(6):240-241

性别歧视作为一种社会现象必然会影响到作为社会交际工具的语言。称谓语作为社会语言的一个重要组成部分,其中所体现的性别歧视现象是很明显的。本文拟从社会语言学的角度,探讨英语称谓语中的显性和隐性性别歧视现象,从而指出在英语教学中,帮助学生掌握英语称谓语中的性别歧视现象,有利于提高学生的英语交际能力。  相似文献   

独具特色的审视——戴厚英笔下知识分子的精神历程     

林珊 《华侨大学学报(哲学社会科学版)》2011,(1):98-104

以戴厚英的最富有代表性的五部知识分子长篇小说为研究视域,运用文本细读和典型人物心理分析的方法,从人物的心灵视角切入,分析知识分子的处境与命运及在特定处境中的心灵轨迹,综合考察作者笔下知识分子的精神历程。  相似文献   

基于QQ群的成人教育学籍管理平台的应用研究     

刘耀南 《嘉应学院学报》2011,29(1):70-74

计算机应用的不断普及,以及网络技术和多媒体技术的快速发展,为成人教育信息化的学籍管理提供了条件。针对目前成人教育学籍管理普遍存在的问题,根据成人教育特点,结合QQ群功能特性,分析了QQ群用于成人教育学籍管理的优势,提出了构建适用于省级教育部门、学校及学生三层管理结构的基于QQ群的成人教育学籍管理平台的设计方案,并总结了应用学籍管理QQ群过程中应注意的问题。实践证明,基于QQ群的学籍管理平台能有效管理成人教育学生的学籍,实现了信息化人性化的管理。  相似文献   

高校实验室安全性管理的研究与探讨     

黄高峰  孙胜春  詹国强 《实验室研究与探索》2011,(9):389-392

阐述了高校实验室安全性管理的重要地位及作用,紧紧围绕思想意识问题、监管体制问题和安全技术问题,分析了当前高校实验室安全性管理工作中存在的常见突出问题,并分析了出现问题的主要原因,针对这些问题从思想、制度,技术三个方面,提出了相应的对策和建议。  相似文献   

不同剂量郑氏三七散动物肾细胞毒理学研究     

曹雪 《成都体育学院学报》2015,(4):118-121

目的：通过对大鼠服用不同剂量的郑氏三七散进行干预实验,以此了解郑氏三七散的毒理学性质。方法：实验选取SD雄性大鼠48只,随机分为四组：空白对照组、常规剂量组,中等剂量组和大剂量组,每组12只。干预实验持续3周。实验后抽取各组大鼠的血液检测,称取肾脏重量,留取肾组织标本观察。结果：（1）大鼠给药三周后,不同剂量组以及对照组的大鼠外观特征和行为活动表现正常,各组大鼠体重变化正常;（2）肾脏病理切片显示服用不同剂量郑氏三七散各组大鼠与对照组肾脏被膜完整,肾细胞结构完整,肾组织细胞未见坏死等异常现象出现;（3）各组大鼠肾脏重量及系数均无显著差异;（4）各组大鼠血液中尿素氮（BUN）和肌酐（Cr）无显著差异。结论：本实验条件下,三组不同剂量郑氏三七散使用时均比较安全,没有副作用,适合临床使用。  相似文献   

CBA比赛规则修改创新的理论研究     

姚健  刘传海 《成都体育学院学报》2015,(1):114-119

以CBA联赛初创到逐步完善过程中的主要事件为研究基础,以增加比赛悬念、确保比赛公平、提高联赛品牌影响为切入点,以比赛规则修改完善为突破口,运用问卷调查、文献资料调研、录像观察和专家访谈等方法对CBA规则修改创新进行研究。结果表明：现阶段CBA规则与其它联赛差异主要体现在外援选拔和使用方面;规则修改创新是联赛“服务球迷、媒体和赞助商”核心理念的具体体现,是解决联赛现存问题的治本之策,是打造世界知名品牌的重要路径。建议：改变比赛方式、丰富得分种类、减少暂停次数、增加录像回放、限制球员上场节次、优化外援上场政策。  相似文献   

‘Race’ talk! Tensions and contradictions in sport and PE     

Kevin Hylton 《Physical Education & Sport Pedagogy》2015,20(5):503-516

Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into ‘race’ in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author’s experience of how sport and PE students talk about ‘race’ and racism. ‘Race’ talk is considered here in the context of passive everyday ‘race’ talk, dominant discourses in sporting cultures, and colour blindness.

Theoretical framework: Drawing on Guinier and Torres’ [2003. The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy. London: Harvard University Press] ideas of resistance through political race consciousness and Bonilla-Silva’s [2010. Racism Without Racists: Colour-Blind Racism and the Persistence of Racial Inequality in the United States. Plymouth: Rowan and Littlefield] notion of colour blindness, the semantics of ‘race’ and racialisation in sport and PE are interrogated through the prism of critical race theory (CRT). CRT is used here to centre ‘race’ and racialised relations where disciplines have consciously or otherwise excluded them. Importantly, the centring of ‘race’ by critical race scholars has advanced a strategic and pragmatic engagement with this slippery concept that recognises its paradoxical but symbolic location in society.

Discussion: Before exploring ‘race’ talk in the classroom, using images from the sport media as a pedagogical tool, the paper considers how ‘race’ is recreated and renewed. The paper then turns to explore how the effortless turn to everyday ‘race’ talk in the classroom can be viewed as an opportunity to disrupt racialised assumptions with the potential to implicate those that passively do so. Further, the diagnostic, aspirational, and activist goals of political race consciousness are established as vehicles for a positive sociological experience in the classroom.

Conclusion: The work concludes with a consideration of the uses and dangers of passive ‘race’ talk and the value of a political race consciousness in sport and PE. Part of the explanation for the perpetuation of ‘race’ talk and the relative lack of concern with its impact on education and wider society is focused on how the sovereignty of sport and PE trumps wider social concerns of ‘race’ and racism because of at least four factors: (1) the liberal left discourses of sporting utopianism, (2) the ‘race’ logic that pervades sport, based upon the perceived equal access and fairness of sport as it coalesces with the (3) ‘incontrovertible facts’ of black and white superiority (and inferiority) in certain sports, ergo the racial justifications for patterns of activity in sport and PE, and (4) the racist logic of the Right perpetuated through a biological reductionism in sport and PE discourses.  相似文献