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W. G. Beach 《Religious education (Chicago, Ill.)》2013,108(7):585-589
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L Beach 《Information management (PTN Publishing Corporation)》1984,18(7):19, 22-13, 29
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Dennis Beach 《Ethnography and Education》2020,15(3):363-376
ABSTRACT Trangression is an act of challenging boundaries that separate apparently distinct oppositional categories objects. Examples are categories such as such as civilised/primitive, male/female, master/servant, Lordship/bondage. The article deals with such transgressions related to the evolution of class consciousness transgressive critical thinking. It is said to be particularly important and at risk in higher education today, as performativity reforms have closed the spaces for transgressive reflexivity, making it difficult for students to make sense of the possibilities and costs for the self that higher education can create. However, although the now professionally managed entrepreneurial university might appear to form a difficult space for developing critical thinking, critique is also a basis for the expansion of capitalism in the university, and through transferability this can create spaces for critical reflection. 相似文献
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Chris Grant Tyson A. C. Beach Sheilah Hogg-Johnson Michael Chivers 《Measurement in physical education and exercise science》2020,24(1):81-92
ABSTRACTThis study evaluated whether real-time applied load feedback and a predefined applied load limit improved inter-session reliability and measurement error of passive glenohumeral rotation range-of-motion measurements. Twenty-one male recreational overhead athletes completed two data collection sessions, approximately 1-week apart. Measurements of internal and external rotation range-of-motion and clinician-applied loads were obtained and side-to-side differences were calculated. A load limit of 4 Nm was used for feedback trials. Perception of a capsular end-feel was used for no-feedback trials. Intraclass correlation coefficients (ICCs), standard errors of measurement (SEMs) and minimal detectable changes (MDCs) were derived. ICCs from single trials with and without feedback ranged from 0.72–0.93 and 0.63–0.89, respectively. SEMs ranged from 2.6°-6.1° with feedback and 3.3°-6.0° without feedback. MDCs from single trials with and without feedback ranged from 7.2°-16.8° and 9.1°-16.7°, respectively. Applied load feedback did not improve, already moderate to excellent, inter-session reliability and SEM for passive glenohumeral rotation range-of-motion measurements. 相似文献
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A demand on national economies in the 1970s was that they should begin to increase their labour market flexibility, which came to mean transferring risks and insecurity onto workers. Education was one way to prepare future workers for this new situation. The present article examines this preparation of learning for precarity some 40 years on. It is based on long-term ethnographic research in the Swedish upper-secondary school sector in particular kinds of educational programmes that have been devised and promoted as a means of integrating ‘lost pupils’ into either academic or vocational studies. The findings show this is not what is developing in practice in these programmes. 相似文献