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Yvon Appleby 《International Studies in Sociology of Education》2013,23(1):67-86
ABSTRACT Lesbian women's experiences of education frequently occurs within a contradictory public relationship: their identity ‘woman’ is usually ‘visible’ whilst their identity ‘lesbian’ remains generally ‘invisible’ ‐ both in educational settings and within wider educational discourses. By drawing upon examples of self‐understanding of lesbian identity this paper discusses the meanings and connections between these two identities from the perspectives of lesbian women themselves. The inclusion of self‐understanding of lesbian identity as a central feature in exploring the relationship of lesbian women and education permits a discussion of both lesbian oppression and lesbian agency. I will discuss this with reference to my recent study of lesbian women and education. The inclusion of self‐understanding of lesbian identity illuminates the complex relationships which exist between individual identity meanings and those which are socially constructed and maintained within an educational system based upon the ideology of heterosexism. 相似文献
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Louise Davis Ralph Appleby Paul Davis Mark Wetherell Henrik Gustafsson 《Journal of sports sciences》2018,36(17):1985-1992
The present study aimed to examine associations between the quality of the coach-athlete relationship and athlete exhaustion by assessing physiological and cognitive consequences. Male and female athletes (N = 82) representing seven teams across four different sports, participated in a quasi-experimental study measuring physical performance on a 5-meter multiple shuttle test, followed by a Stroop test to assess cognitive performance. Participants provided saliva samples measuring cortisol as a biomarker of acute stress response and completed questionnaires measuring exhaustion, and coach-athlete relationship quality. Structural equation modelling revealed a positive relationship between the quality of the coach-athlete relationship and Stroop performance, and negative relationships between the quality of the coach-athlete relationship and cortisol responses to high-intensity exercise, cognitive testing, and exhaustion. The study supports previous research on socio-cognitive correlates of athlete exhaustion by highlighting associations with the quality of the coach-athlete relationship. 相似文献
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This paper examines a ‘critical friendship’ over a period of one school term. A secondary English teacher and a university lecturer in education came together in school to consider the possibilities for mutual professional development. They drew upon a belief that both their practices could be improved through mutual critical discussion. Here they present illustrations from their experience as a means towards a discussion of some principles for the development of participative reflective practice based on working partnerships. This experience and the lessons derived from it may be of relevance to others considering possibilities for forging stronger links between schools and higher education institutions. A general conclusion is that there are important practical constraints to come to terms with. Moreover, even in a relatively confident and relaxed working relationship there are great sensitivities on both sides. These need to be acknowledged, rather than submerged in mechanical routines. 相似文献
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In this article, we investigate the use of a probabilistic model for unsupervised clustering in text collections. Unsupervised clustering has become a basic module for many intelligent text processing applications, such as information retrieval, text classification or information extraction. 相似文献
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Roslyn Appleby 《Gender and education》2014,26(7):776-793
In research on gender and teaching in higher education, the experiences of male teachers as men, and of whiteness in a non-majority-white context have received little attention. As one step towards addressing this gap in the literature, this paper analyses interview accounts of white Western men working as English language teachers in Japanese higher education. The paper demonstrates, first, ways in which disembodied academic identities are constructed by erasing the men's racialised gender and sexuality. Second, it shows how favourable images of white Western male teachers are produced through a series of negative contrasts based on gender and race. Third, it suggests that men's homosocial networks may serve to facilitate male predominance in the Japanese university system. The analysis contributes to current understandings about the construction of white Western masculinities in academic institutions, in international education, and in English language teaching as a globalised industry. 相似文献
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In this paper, the task of text segmentation is approached from a topic modeling perspective. We investigate the use of two unsupervised topic models, latent Dirichlet allocation (LDA) and multinomial mixture (MM), to segment a text into semantically coherent parts. The proposed topic model based approaches consistently outperform a standard baseline method on several datasets. A major benefit of the proposed LDA based approach is that along with the segment boundaries, it outputs the topic distribution associated with each segment. This information is of potential use in applications such as segment retrieval and discourse analysis. However, the proposed approaches, especially the LDA based method, have high computational requirements. Based on an analysis of the dynamic programming (DP) algorithm typically used for segmentation, we suggest a modification to DP that dramatically speeds up the process with no loss in performance. The proposed modification to the DP algorithm is not specific to the topic models only; it is applicable to all the algorithms that use DP for the task of text segmentation. 相似文献
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This is a study of the Connections project; a collaborative design exercise between Birmingham School of Architecture and Landscape, and local primary schools. It explains the processes and outcomes of this annual collaborative design exercise, in which students of architecture join forces with primary school children, to explore connections between architecture, and various subjects of the National Curriculum. It shows how graphical learning methods, from architectural education, have been adopted successfully across the curriculum at primary level. Three phases of the project, and their different kinds of graphic communication, are identified. Learning in each of these is explored with supporting evidence from students’ diaries and interviews with teachers. Two examples of recent project work are used to show processes and outcomes. The first, a Science and Architecture project, demonstrates how methods of working gave a clear relationship between abstract ideas, and representational models and drawings. The second illustrates quality of outcomes, and depth of understanding in an Art and Architecture project. Finally the study introduces ongoing research, based on the Connections project experience, which addresses the scope of learning at both curriculum levels. 相似文献
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