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Seth Brown 《Sport, Education and Society》2017,22(7):785-798
Coaches and athletes have been increasingly inundated with power related ‘truths’ about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and fitness levels. Drawing on Gore's techniques of power, my study investigated how healthism and the cult of the body discourses were (re)produced, negotiated and resisted by coaches and elite athletes and how body pedagogies defined and shaped bodies in two high school EAPs. My analysis suggested that ‘toned and fit’ bodies signified responsible athletes compared to ‘fat’ bodies and that elite athletes disciplined their bodies to overcome pain to remain productive. In both EAPs, power circulated at the micro-level of pedagogical practice to normalise and monitor the athletes’ diet, body weight and shape, and reinforced tensions between prudentialism and hedonism. 相似文献
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Jessica L. Ford Jacob S. Ford Seth S. Frei Andrew Pilny Brenda L. Berkelaar 《Journal of Applied Communication Research》2016,44(3):316-335
Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis. 相似文献
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Educational Assessment, Evaluation and Accountability - Using longitudinal data from the No Child Left Behind (NCLB) era, I applied regression techniques and found a positive association between... 相似文献
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Iron deficiency evolves, slowly through several stages. Early iron deficiency caused a depletion in iron stores as shown by
a reduction in the levels of hepatic non heme iron (44%) in the 7 days old pups born to iron deficient mothers. The hemoglobin
levels and PCV (packed cell volume) were significantly reduced only after the age of three weeks. The activities of GABA (γ-amino
butyric acid) shunt enzymes viz. GDH, GAD and GABA-T (glutamate dehydrogenase, glutamate decarboxylase and GABA-transaminase,
respectively) and GABA content were found to decrease during gestation and/or lactation iron deficiency at 1 week (wk), 2wk,
3wk and 4wk of age in the developing rat brains. However GABA binding showed a significant increase at different age groups.
The iron deficiency during lactational exposure showed significant alteration in most of the parameters only at the age of
3 weeks onwards. On rehabilitation with iron supplemented diet for 2 weeks, these altered parameters could not attain corresponding
control values. A prolonged iron deficiency causing alterations in GABA may lead to neurological and behavioral alterations. 相似文献
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Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
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