Management and the Social Sciences: A Proper Field to Bring Together Research-Industry-Higher Education in the Building Industry

The question of closer relationships between research, higher education and industry has been posed in France during the 1980s. The aim of this paper is to study the approaches in the building industry and it concerns especially research in the field of economic and social sciences as well as management. The type of interactions observed in industry and education, the benefits and also the limits that they represent are evaluated from the researcher's point of view.     

medline-for-Medics: an online searching course for health-care professionals

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'High Class Cookery': Gender,status and domestic subjects, 1890-1930 [1]

ABSTRACT Drawing on archives in Bristol and Gloucester, cities in the west of England, the article traces the history of the Bristol School of Cookery (founded in 1893) and the Gloucestershire School of Cookery and Domestic Economy (founded in 1890) and the Bristol University BSc in Domestic Science, introduced in 1926 and withdrawn in 1971. It relates these developments to the technical education movement and the teaching of domestic subjects in the period, through an analysis of the intersection of status and gender. It concludes with some reflections on contemporary parallels in the creation of separate spaces for women in higher education.     

Embodied Reflection and the Epistemology of Reflective Practice

Donald Schön's theory of reflective practice has been extensively referred to and has had enormous impact in education and related fields. Nonetheless, there continues to be tremendous conceptual and practical confusion surrounding interpretations of reflective practice and philosophical assumptions underlying the theory. In this paper, I argue that one of the original contributions of reflective practice is the theory's attention to an embodied reflective dimension. In this regard, the influences of Michael Polanyi and Gilbert Ryle, within Donald Schön's classic work, are examined and shed light on a unique embodied reflective dimension within the theory of reflective practice. This paper suggests that the notion of an embodied mode of reflection is a useful way to conceive of the original contributions that Schön brings to understandings of reflective processes in professional education. Such understanding is crucially important to practical applications of the theory amidst widespread confusion in educational contexts.