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101.
Sara Ann Wylie Kirk Jalbert Shannon Dosemagen Matt Ratto 《The Information Society》2014,30(2):116-126
This article explores the changing relationship between the academy and new public formations of scientific research, which we term “civic technoscience.” Civic technoscience leverages tactics seen in critical making communities to question and transform how and who can make credible and actionable knowledge. A comparison of two case studies is used. The first is a grassroots mapping process that allows communities to generate high-quality aerial imagery. The second is an academic-led project using environmental sensors to engage disparate audiences in scientific practice. These two projects were found to differ in their ability to form strategic spaces for community-based science, and suggest pathways to foster more robust relationships across the public–academic divide. By altering power dynamics in material, literary, and social technologies used for scientific research, we argue that civic technoscience enables citizens to question expert knowledge production through critical making tactics, and creates opportunities to generate credible public science. 相似文献
102.
Jeffrey A. Bouffard Matt R. Nobles William Wells 《Journal of Criminal Justice Education》2013,24(3):283-306
The current study examines whether students' course of study is related to their desire to carry a concealed handgun on campus. This analysis is motivated by a growing number of studies that have explored differences between criminal justice (CJ) and other majors in the areas of personality, attitudes, values, and career expectations, and also by discussions of the issue of concealed handguns on campuses following recent shootings on college campuses. Using data from over 3,100 students who completed an online survey instrument, results revealed that CJ majors were in fact more interested in carrying a legally concealed handgun on campus, if it were allowed by university policies. These results held even when controlling for other significant predictors of the desire to carry a concealed handgun. Implications for CJ education and the wider debate about concealed weapons on university campuses are discussed. 相似文献
103.
A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Council of Economic Advisers, 2000; Fry, 2002; Vernez & Mizell, 2001). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005). 相似文献
104.
105.
Richard Buscombe Tim Holder Richard Thelwell Matt Rimmer 《Journal of sports sciences》2013,31(12):1265-1272
Abstract In this study, we examined the impact of a male opponent's pre-match body language and clothing (general vs. sports-specific) on how his performances were judged by an observer. Forty male tennis players viewed videos of a male target tennis player warming up and then observed playing footage of the target. Each participant viewed the target player warming up displaying one of four combinations of body language and clothing (positive body language/tennis-specific clothing; positive body language/general sportswear; negative body language/tennis-specific clothing; negative body language/general sportswear). Participants rated the performance of the tennis player and gave their perceptions of the likely outcome of a tennis match with the target player. Analyses of variance indicated that clothing and body language had an interactive effect on both outcome expectations and ratings of performance. The findings support the contention that the initial impressions athletes form of their opponents can influence the way in which they judge the performances of opponents and their perceived likelihood of success against the same opponents. 相似文献
106.
Abstract It is currently not known whether human responses across typical sports surfaces are dependent on cushioning or frictional properties of the interface. The present study assessed systematic changes in surface cushioning (baseline acrylic, rubber, thin foam, and thick foam) as participants performed tennis running forehand foot plants wearing a basic neutral shoe (plimsolls). It was hypothesized that systematic decreases in peak rates of loading, heel pressures, and perceived hardness would be yielded as surface cushioning increased (impact test device). A common acrylic top surface provided consistent frictional properties across surfaces. Kinetics (AMTI, 960 Hz and Footscan Pressure Insoles, 500 Hz), kinematics (Peak MOTUS, 120 Hz), and cushioning perception were assessed. Peak and mean loading rates of vertical ground reaction force, peak horizontal force, peak heel pressure, and rates of loading demonstrated significant correlations (P < 0.05) with the participants' perceived levels of cushioning and matched mechanical rankings of surface cushioning. In contrast, peak impact force was lowest on the least cushioned surface. Kinematic responses were not significantly different between surfaces. Present evidence supports ‘‘peak rate of loading'' as a more suitable indicator of surface cushioning than peak impact force. Although cautionary, biomechanical support is also provided for mechanical methods of surface cushioning assessment. 相似文献
107.
Sami Mecheri Guillaume Laffaye Céline Triolet David Leroy Matt Dicks Mohamed A. Choukou 《Journal of sports sciences》2013,31(17):1962-1971
ABSTRACTThis study investigated split-step timing when returning serves and whether this timing is related to neuromechanical capabilities in world-class tennis players. In Experiment 1, the split-step timing of four groups of world-class players (male and female ATP/WTA seniors, and ITF juniors) was measured on court when returning serves of the same level players. The four groups initiated the split-step at a similar time, starting around the time ball-racket contact in the serve stroke and landed when early ball-flight information was available. In Experiment 2, the neuromechanical capabilities (leg stiffness and vertical jump performance) of a group of world-class players and three groups of less-skilled tennis players were examined. The results showed an increase in leg stiffness with an increase in the level of expertise. A cross-experiment analysis in world-class male players (ATP/ITF, n = 10) revealed that the timing of initial foot movement was significantly correlated with the leg stiffness (r2 = 0.54), with later lateral step after the serve in the players who had higher stiffness. The findings support the hypothesis that world-class tennis players adapt perceptual-motor control on the basis of their neuromechanical capabilities and maximise the time before initiating their interceptive action to rely on more reliable information. 相似文献
108.
Wales is undergoing a major programme of educational reform, including the development of a new curriculum and transformation of the system for supporting learners with additional learning needs (ALN). This article reports on a research project investigating how these two elements are being brought together, drawing on interviews with policy leads and school‐based practitioners. Findings indicate that the new curriculum is perceived as broader, more focused on the quality of teaching and more relevant to all learners. Tensions were apparent, however, in the core belief systems of interviewees. For those with a school‐based and/or curriculum‐focused role, what is in the best interests of specific learners is a core belief that subsumes the idea of inclusivity and necessitates the continuation of arrangements for ALN in their current form. It is argued that clearer articulation of teachers as agents of change is required if educational transformation is to be achieved. 相似文献
109.
ABSTRACTPolicy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion. 相似文献
110.
This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that
the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association.
This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association
to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics
involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test
prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain
their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical
scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement.
The qualitative analyses revealed that students were able to accurately explain different components of the idea by using
a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of
science learning to include a more language sensitive approach to teaching and learning. 相似文献