Sporting reunions,contemporary collections and collective biographies: a case study of Harry Batt’s 1971 England team     

Jean Williams  Joanna Compton  Belinda Scarlett 《Sport in History》2019,39(2):229-250

ABSTRACT

This article centres on a reunion held at the National Football Museum in 2018 of women football players active before 1993, particularly the England team for the unofficial Women's World Cup in 1971. After outlining the organisation of the tournament, the experience of the three youngest England players is articulated using oral history case studies. Finally the argument suggests that social strategies, such as reunions, enable a degree of reminiscence therapy and provide museum and archives with potential material, currently in the private domain, to build contemporary collections, provided that players are willing to gift or loan their items.  相似文献   

Evening electronic device use and sleep patterns in athletes     

Maddison J. Jones  Brian Dawson  Daniel F. Gucciardi  Peter R. Eastwood  Joanna Miller  Shona L. Halson 《Journal of sports sciences》2019,37(8):864-870

The present study aimed to investigate pre-sleep behaviours (including evening electronic device use) and sleep quantity in well-trained athletes. Seventy well-trained athletes (44 females, 26 males) aged 21 ± 4 y from a range of team and individual sports were asked to complete an online sleep diary for 7 days. The sleep diary included questions about pre-sleep behaviours (e.g. napping, caffeine intake), electronic device use in the 2 h prior to bedtime (e.g. type of device and duration of use) and sleep (e.g. time in bed, sleep onset latency). On average, athletes spent 8:20 ± 1:21 h in bed each night. Associations between age, time in bed and sleepiness suggested that younger athletes spent more time in bed (B = -0.05, p = 0.001) but felt sleepier (r = -0.32, p < 0.01) than older athletes. On average, athletes mostly used electronic devices for 0–30 min prior to sleep. The use of multiple devices in the evening was associated with more perceived difficulty in falling asleep (B = 0.22, p = 0.03), but no associations existed with other sleep variables. In summary, younger athletes may require later start times or improved sleep quality to resolve excessive sleepiness.  相似文献   

The dynamic assessment of language learning     

Joanna Hill 《Educational Psychology in Practice》2018,34(3):330-331

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Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City     

Terrance L. Green  Joanna Sánchez  Emily Germain 《The Urban Review》2017,49(5):777-804

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Software engineers helping themselves: The web resource collaboration center     

Joanna C. Dunlap 《TechTrends》2004,48(2):40-47

Conclusion By implementing knowledge management features in an EPSS-like structure, the WRCC provided a more effective performance solution that was in alignment with the firm’s business objectives, making sure that both the employees’ learning and performance needs and the firm’s needs were addressed (Stone & Villachica, 2003). The activity of building a WRCC helped the software engineers learn about new tools and languages in the software engineering domain, while constructing a knowledge base to support their future learning and professional development in that domain. In addition, their work on the WRCC helped software engineers strengthen their connections to the larger software engineering communities of practice while they developed a local learning community that encouraged sharing, coaching and mentoring. Ultimately, the firm was able to reduce their reliance on conventional training by 70% - their original goal — by allowing the software engineers to create and use an on-the-job learning architecture that was more situated, social, transparent, open, flexible and respectful of their workplace learning and professional development needs.  相似文献   

Without Criteria: Art and Learning and the Adventure of Pedagogy          下载免费PDF全文

Dennis Atkinson 《The International Journal of Art & Design Education》2017,36(2):141-152

A key aim of this article is to present a discursus on learning and teaching in the context of art education that softens transcendent historical and ideological framings of art education and its purpose. In contrast it places emphasis upon the immanence and necessary transcendence of local events of learning that occur in whatever framing and which have the potential to extend our comprehension of what art and learning can become. It recommends a ‘pedagogical reversal’ whereby external transcendent lenses and their respective knowledge and criteria for practice are relaxed and proposes a pedagogy ‘without criteria’. A key pedagogical issue revolves around ‘how something matters’ for a learner in his or her experience of a learning encounter and trying to comprehend this ‘mattering’ constitutes a pedagogical adventure for a teacher. The notion of mattering in the context of art practice and learning cannot be divorced from the force of art which is the motive force that precipitates a potential for learning and can expand our understanding of what art and learning can become. The article is therefore premised on the idea that it is not a case of coming to understand art through established knowledge and practice but the force of art challenging us to think. The force of art, or art's event, can be conceived therefore as a process with a potential for the individuation of new worlds or to see that other worlds might be possible.  相似文献   

Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Atypical attachment in infancy and early childhood among children at developmental risk. III. Maternal sensitivity, child functional level, and attachment in Down syndrome     

Atkinson L  Chisholm VC  Scott B  Goldberg S  Vaughn BE  Blackwell J  Dickens S  Tam F 《Monographs of the Society for Research in Child Development》1999,64(3):45-66; discussion 213-20

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Are increased worker caseloads in state child protective service agencies a potential explanation for the decline in child sexual abuse? A multilevel analysis     

Almeida J  Cohen AP  Subramanian SV  Molnar BE 《Child abuse & neglect》2008,32(3):367-375

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The Two Traditions in Educational Ethnography: sociology and anthropology compared∗     

Sara Delamont  Paul Atkinson 《British Journal of Sociology of Education》1980,1(2):139-152

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