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101.
This feature presents abstracts of articles from journals representing disciplines other than library and information science. Articles are selected for their perceived interest to academic librarians from journals on business, management, personnel and training, higher education, and management of technology. 相似文献
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Although infantile colic has long been defined by a perceived excessive amount of crying, acoustic attributes of the cry sound may also contribute to perceptions that this early social behavior is excessive or problematic. From an original sample of 76 infants (38 infants referred to physicians for problematic crying, or "colic," and 38 pair-matched comparison infants), 48 infants who produced naturally occurring cry bouts both before and after an evening feeding were studied: 11 infants with Wessel's colic, 15 infants with non-Wessel's colic, and 22 comparison infants. Standard and vociferous cry segments were selected from up to 2 min of tape-recorded crying for spectrum analysis. Vociferous cry segments had a longer duration, a higher fundamental frequency, and a greater percentage of dysphonation than did standard segments. No differences between infant groups were found in cries before feeding. After feeding, infants who were problematic criers, independent of Wessel's criteria, showed a greater percentage of dysphonation in the vociferous cry segment than did comparison infants. This finding resulted from a decrease in dysphonation in the cries of comparison infants after feeding and an increase in those of infants with non-Wessel's colic. The dominant frequency also increased after feeding in the vociferous cries of infants with Wessel's colic, resulting in these infants having higher-pitched cries after feeding than infants in the other 2 groups. Results indicate that infants who are perceived to have problematic crying have objectively different acoustic features in their cry sounds that are particularly aversive, and that complaints about excessive crying cannot be accounted for simply on the basis of reporting bias in overly concerned or emotionally labile parents. 相似文献
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Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and professionals in high-performance sport.Purpose and approach: This paper arises from a theoretical analysis of the research studies presented in this special issue. The analysis undertaken focused on the understanding and representation of the concepts of learning and culture and critically examined the methodological application of particular conceptualisations. The intention was to extend insight into both theoretical and methodological issues associated with understanding and researching athlete and coach learning, and high-performance sport settings.Findings and discussion: This paper identifies tendencies for separatist and reductionist thinking about learning and culture in high-performance sport settings. A relational perspective is identified as critical to extending research and professional practice that is directed towards learning and/or culture. Researchers are urged to avoid identifying either athlete or coach learning (only) with specific events or experiences, and similarly avoid positioning culture as something that sits apart from athletes’ and coaches’ participation and learning in elite sport settings. The dual notions of ‘learning practices as cultural practice’ and ‘cultural practice as pedagogical practice’ are proposed as a basis for holistic thinking about learning and culture in high-performance sport settings. The extent to which such thinking is reflected in the various contributions to the special issue is considered. Attention is then directed to the methodological challenges that researchers face if they are to reflect a conceptualisation of learning as both embedded and embodied in cultural practices. Challenging and extending the underlying vision of learning that researchers, coaches and athletes have is revealed as a critical consideration in regard to research design, data collection and ways in which participants are variously positioned, represented and ‘involved’ in research. Embodied perspectives are identified as particularly worthy of greater attention in contemporary research that seeks to extend understanding of athlete and/or coaches’ learning and lived experiences within and amidst elite sporting cultures. Recent scholarship focusing on the body and lived experience is identified as providing theoretical and methodological insights that can extend future research and practice.Conclusions: Foregrounding a relational perspective is fundamental to extending the understanding of learning and culture in high-performance sport. Future research also needs to clearly embrace the methodological challenges presented by new conceptualisations. 相似文献
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白亚仁 《南阳师范学院学报》2008,7(2):70-72
逃人问题是顺治与康熙前期的一个重大社会问题,然而涉及这一社会问题的文学作品却寥寥无几,且内容简略。陆葇的诗歌《逃人行》是久遭埋没的详细描述这一社会问题的重要作品。陆葇之所以敢于触及如此敏感的题材,一是和康熙帝逐步修订逃人的政策,放宽了有关法令相关;二是和陆葇本人幼时曾遭清兵俘获的痛苦经历以及他过人的胆识相关。 相似文献
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Jenny Ozga 《International Studies in Sociology of Education》2013,23(2):143-153
This article seeks to consider the nature and impact of managerialism on Higher Education with particular reference to research. Managerialism will be addressed here primarily as a transmission system of economic rationalism into the body politic of the university, by that it is meant that competitiveness is assumed to improve performance and only the financial calculation of benefit is recognised. This agenda is developed through consideration of the changing management of research work and draws on the wider literature on work and organisations to look at the impact of changing material conditions and social relations on the identity formation of researchers. In general, the article seeks to promote reflexivity both in the style of presentation and in the focus on research and managerialism in Higher Education. The salience of Barry Troyna's strictures about reflexivity (Troyna, 1994) is acknowledged but it is suggested that if we seek to understand how the values and cultures of the public sector are being transformed, in particular through the formation of new subjectivities, then our own experience as workers within higher education offers a valuable and useful resource. It is also possible that subjecting this process to self-critical scrutiny may alert us to its invidiousness and so assist in the retrieval and re-formation of alternative formations of research work. For some of us, including the author, this may extend into consideration of the effects of managerialism on our own identities as managers and on our own management practice. 相似文献
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Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers’ view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability. 相似文献
110.
Maintaining Inequality Despite Expansion: Evidence of the Link between Parents' Education and Qualitative Differences in Educational Attainment
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Jenny Chesters 《Higher Education Quarterly》2015,69(2):138-157
The restructuring of the Australian labour market decreased demand for low‐skilled workers and increased demand for highly skilled workers and professionals further strengthening the relationship between educational and occupational attainment. To satisfy the demand for highly educated workers, the government reorganised the higher education sector increasing the number of universities and trebling the number of places for domestic undergraduate students. Analysing data from the Household, Income and Labour Dynamics in Australia survey, this paper examines the association between parents' education and the likelihood of graduating from university for six birth cohorts of Australians. Overall, the findings suggest that although the expansion of the higher education sector in Australia provided alternative pathways into university, differences in educational attainment, on both quantitative and qualitative dimensions, persist. 相似文献