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Pippa Smart 《Learned Publishing》2015,28(3):167-168
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This paper reconstructs prevalent academic discourses of student plagiarism: moralism, proceduralism, development, and writing/inter-textuality. It approaches the discourses from three aspects: intention, interpretation and the nature of the academic community. It argues that the assumptions of the moralistic approach regarding suspect intention, the transparency of interpretation, and the homogeneous nature of the academic community are in effect sustained by discourses of proceduralism and development. This results, first, in the simplistic rendition of student identities as honest/dishonest, and, second, in the proposal of or acquiescence to the triad of prevention, detection and punishment. The paper concludes that radical re-conceptualization of plagiarism may only be discovered in the discourse of inter-textuality where intention, interpretation and the academic community are construed as social practices concerning the negotiation of various identities and values – those of students as well as those of academics. 相似文献
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Denise Newfield David Andrew Pippa Stein Robert Maungedzo 《Assessment in Education: Principles, Policy & Practice》2003,10(1):61-81
Within an outcomes based educational system built on the principles of redress, social justice, multilingualism and multiculturalism, issues of equity in teaching, learning and assessment are increasingly on South Africa's educational agenda. This article locates itself within debates concerning the politics of representation in mainstream classrooms, in which written standard English is the dominant mode and language through which students' meanings are read and assessed. The authors, consisting of English and Art educators, have been implementing forms of 'multimodal pedagogies' in different classrooms in Johannesburg in a move to challenge the existing narrow constraints of representation permitted in mainstream schooling. Through a case study discussion of a multimodal project with disaffected Soweto youth, the authors argue that new criteria for assessment need to be developed in order to address the complexity of thinking about communication as a multiple semiotic practice and students as designers of meaning. Such criteria place human agency and resourcefulness at the centre of meaning-making, and focus on the recruitment of resources, generativity across modes, linkages and connections across modes and genres, voicing of self, community and culture, the processes of making and reflectiveness, as well as taking account of the 'community of arbiters'. 相似文献
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Pippa Powers 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):149-162
Sagittal plane SVHS video recordings (50 Hz) were made of horses jumping the wall at an international Puissance competition. Video sequences were manually digitized and six kinematic variables at take‐off were analyzed. Nine horses started the competition with the fence height at 1.80 m, and two horses attempted the fence in the fifth and final round with the fence height at 2.27 m. For successful performances, fence height was correlated with the following take‐off variables: vertical velocity of the centre of mass (r = 0.45, p = 0.03); height of centre of mass (r = 0.44, p = 0.04); distance of centre of mass from fence (r = 0.46, p = 0.03); and distance from leading hind limb to centre of mass (r = ‐0.61, p < 0.01). These results indicated that body position at take‐off is the most important aspect when jumping high fences. This is the first known study that has examined horses jumping over a Puissance wall. The results should help horse riders and trainers improve performance in Puissance jumping horses, and perhaps help in the early selection of horses with a talent for jumping high fences. 相似文献
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Powers P Harrison A 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(2):135-146
This study examined the effects of the rider on the linear projectile kinematics of show-jumping horses. SVHS video recordings (50 Hz) of eight horses jumping a vertical fence 1 m high were used for the study. Horses jumped the fence under two conditions: loose (no rider or tack) and ridden. Recordings were digitised using Peak Motus. After digitising the sequences, each rider's digitised data were removed from the ridden horse data so that three conditions were examined: loose, ridden (including the rider's data) and riderless (rider's data removed). Repeated measures ANOVA revealed significant differences between ridden and loose conditions for CG height at take-off (p < 0.001), CG distance to the fence at take-off (p = 0.001), maximum CG during the suspension phase (p < 0.001), CG position over the centre of the fence (p < 0.001), CG height at landing (p < 0.001), and vertical velocity at take-off (p < 0.001). The results indicated that the rider's effect on jumping horses was primarily due to behavioural changes in the horses motion (resulting from the rider's instruction), rather than inertial effects (due to the positioning of the rider on the horse). These findings have implications for the coaching of riders and horses. 相似文献