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51.
Audrey M. Depelteau Karl H. Joplin Aimee Govett Hugh A. Miller III Edith Seier 《CBE life sciences education》2010,9(3):342-347
“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum. 相似文献
52.
Alex Hugh David 《British Journal of Sociology of Education》2010,31(3):261-276
Schools in areas of concentrated disadvantage tend to have below‐average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio‐economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of ‘collateral impact’ – collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre‐empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools. 相似文献
53.
Hugh Pattenden 《History of education》2018,47(5):628-643
This article will argue that the current historiography considers the ‘public school experience’ of the First World War too narrowly, and will emphasise that boys from a wide range of establishments experienced the war in a similar fashion to those at elite public schools. It will do this through a case study of the alumni of the Perse Grammar School, Cambridge. By approaching the experience of Perseans in a thematic fashion it will shed new light on how the alumni of schools just below and developing towards full public-school status were affected by the war, an area hitherto not fully explored. 相似文献
54.
Martyn John Binnie Brian Dawson Mark Alexander Arnot Hugh Pinnington Grant Landers Peter Peeling 《Journal of sports sciences》2013,31(11):1001-1012
AbstractThis study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness. 相似文献
55.
Hugh Philp 《Asia Pacific Journal of Education》1984,6(2):3-14
I should like to talk to you about a matter which was a great concern to Ruth Wong, as it is to me – the question of what ‘education’, in the brod sense, can or should do to alleviate the plight of the many millions of the world's children, who, for one reason or another, are unlikely to live full, healthy, productive and happy lives as their more fortunate fellows. ‘Disadvantage’ has been interpreted in many ways. Indeed, each of us has his or her own concept of what constitutes the term, just as each of us has personal ideas about ways of eliminating or minimizing its effects. What I have to say represents my own feelings and opinions. I hope you will forgive me if I begin with some general ideas, one or two of which may seem a little academic, but I think it is important to be clear as a great deal of damage has been done because of confusion of thinking. 相似文献
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Hugh Munby 《科学教学研究杂志》1984,21(1):27-38
This article describes a qualitative study of the beliefs and principles of one science teacher. The study employs the Repertory Grid Technique of Kelly (The psychology of personal constructs, New York: Norton, 1955). This technique is illustrated thoroughly by the case study, and ample segments from an interview with the teacher concerned are provided. All relevant information obtained from working with this teacher is used to establish the dominant beliefs held by her. The significance of the study is argued within the framework of curriculum and instructional innovation and implementation. 相似文献
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This article establishes a 2-sided media market in which readers have heterogeneous beliefs, media outlets choose their reporting biases, and advertisement prices are determined by bargaining between media outlets and advertisers. The authors have shown that the presence of advertisers strengthens the reporting bias. The bias is increasing in the advertisers' bargaining power and is generally stronger if the advertisers can advertise in multiple outlets. Finally, the authors present an extension of the model on the formation of joint operating agreements for advertising sales among competing newspapers and show that the media bias will be mitigated. 相似文献
60.