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Amanda Clacy Natassia Goode Rachael Sharman Geoff P. Lovell Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239
Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours. 相似文献
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Deborah Ann Fields Yasmin Kafai Tomoko Nakajima Joanna Goode Jane Margolis 《Equity & Excellence in Education》2018,51(1):21-35
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections. 相似文献
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Empowering or disempowering the international Ph.D. student? Constructions of the dependent and independent learner 总被引:1,自引:0,他引:1
Jackie Goode 《British Journal of Sociology of Education》2007,28(5):589-603
There is in higher education a powerful discourse of ‘independent learning’. While there may be pedagogical rationales to support the desirability of increased independence at the tertiary stage, it may also serve other institutional agendas, such as functioning as a way for academic staff to ‘manage’ the frustrations experienced as teachers as a result of pressures to prioritise research. However, the individualisation of learning constituted by this discourse under‐emphasises the collaborative nature of learning. Academic success and failure are neither the property of the individual students nor of the instruction they receive, but lie rather in the relationships between students and the practices in which they and their teachers engage during the course of their ongoing interactions. The learning experiences of international doctoral students are used here to illustrate ways in which discourses of dependence and independence can operate to disempower students. 相似文献
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Bibliographic retrievals on epilepsy prepared by MEDLARS and Excerpta Medica Foundation (EMF) monthly during 1968 were comparatively analyzed. EMF retrieved 1,116 citations with an average delay of 5.41 months, compared to 1,006 citations retrieved by MEDLARS with an average delay of 6.45 months. Differences in size of retrieval and delay between the systems were not significant. A total of 365 journals were represented, but a smaller group of ninety-one journals with citations in both retrievals formed a "core" of productive journals yielding over half the output of both systems. About 300 articles were cited in both searches, leaving 800 citations retrieved by EMF but not by MEDLARS and 700 citations retrieved by MEDLARS but not by EMF. Thus neither system was felt to provide comprehensive coverage of the epilepsy literature. Discrepancies in retrieval were found to be due primarily to indexing and retrieval procedures and not to coverage of different journals by the two systems. 相似文献