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71.
This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy and value. In this case, action learning was combined with other blended learning approaches over a two-year period resulting in both excellent academic performance and student satisfaction results. Student completion and progression rates were exceptional and returns to the programme sponsors and the employing organisations were high. Programme participants gained an academic qualification and through action learning also gained added value through their own personal development; became more capable as independent learners and experienced enhanced social capital within their professional community. 相似文献
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73.
Laura Colucci‐Gray Sharmistha Das Donald Gray Dean Robson Jennifer Spratt 《British Educational Research Journal》2013,39(1):126-147
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform. 相似文献
74.
Robby Robson 《Interactive Learning Environments》2013,21(3):207-218
As more and more on-line resources are becoming available, finding ones suitable for specific educational purposes is becoming increasingly difficult. Not only must the subject matter be appropriate and the content be accurate, but the resources must also match the educational level and background of the user. Once a suitable Web site, graphic, applet, or other resource has been located, additional problems must be faced if it is to be integrated into a learning environment. There might be software incompatibilities, legal issues, and questions concerning how it will interface with other components. This article offers a non-technical introduction and overview of metadata, an important and fascinating part of the solution to these problems. It gives the definition and examples of metadata, shows how metadata can help non-experts search for on-line resources, and explains how metadata can assist in the use and re-use of on-line pedagogic materials. It ends with a discussion of learning object metadata, the IEEE Learning Technology Standards Committee standard that has recently been accepted by the major pedagogic metadata efforts. 相似文献
75.
N.C. Bishop A.K. Blannin P.J. Robson N.P. Walsh M. Gleeson 《Journal of sports sciences》2013,31(10):787-796
The aim of this study was to determine the effect of carbohydrate (CHO) versus placebo (PLA) beverage consumption on the immune and plasma cortisol responses to a soccer-specific exercise protocol in 8 university team soccer players. In a randomized, counterbalanced design, the players received carbohydrate or placebo beverages before, during and after two 90min soccer-specific exercise bouts (3 days apart) designed to mimic the activities performed and the distance covered in a typical soccer match. Blood and saliva samples were collected before, during and after the exercise protocol. Plasma lactate concentration increased to ~4 mmol.l-1 at 45 and 90 min of exercise in both treatments (P? 0.01). Plasma glucose concentration was significantly lower after 90 min of exercise with ingestion of the placebo than the carbohydrate (PLA: 4.57 +/- 0.12 mmol.l-1; CHO: 5.49 +/- 0.11 mmol.l-1; P? 0.01). The pattern of change in plasma cortisol, circulating lymphocyte count and saliva immunoglobulin A secretion did not differ between the carbohydrate and placebo trials. Blood neutrophil counts were 14% higher 1 h after the placebo trial than the carbohydrate trial (PLA: 4.8 =/- 0.5 x 10 9 cells.l-1; CHO:4.2 +/- 0.5 x 10 9 cells.l-1; P=0.06),but the treatment had no effect on the degranulation response of blood neutrophils stimulated by bacterial lipopolysaccharide. We conclude that, although previous studies have shown that carbohydrate feeding is effective in attenuating immune responses to prolonged continuous strenuous exercise, the same cannot be said for a soccer-specific intermittent exercise protocol. When overall exercise intensity is moderate,and changes in plasma glucose, cortisol and immune variables are relatively small, it would appear that carbohydrate ingestion has only a minimal influence on the immune response to exercise. 相似文献
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77.
In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour is seen as needing to change. In this paper, we examine the behavioural regimes at work in 11 AE programmes. Contrary to previous studies and the extensive ‘best practice’ literature, we found a return to highly behaviourist routines, with talking therapeutic approaches largely operating within this Skinnerian frame. We also saw young people offered a curriculum largely devoid of languages, humanities and social sciences. What was crucial to AE providers, we argue, was that they could demonstrate ‘progress’ in both learning and behaviour to inspectors and systems. Mobilising insights from Foucault, we note the congruence between the external regimes of reward and punishment used in AE and the kinds of insecure work and carceral futures that might be on offer to this group of young people. 相似文献
78.
Two experiments examined how imposing a delay between learning and reproducing locations influences children's memory for location. In Experiment 1, ninety-six 7-, 9-, and 11-year-old children and adults learned the locations of 20 objects in an open, square box divided into four regions by opaque walls. During test, participants attempted to place the objects in the correct locations without the aid of the dots that had marked the locations or the boundaries that had divided the space. The test phase began either immediately following learning or following a 12-min delay. As predicted by the Category-Adjustment model, bias toward category centers increased significantly following an intervening delay. Moreover, the magnitude of categorical bias followed a systematic U-shaped developmental pattern. Results from a second study (N = 72) replicated this developmental pattern. Discussion focuses on the implications of these results for understanding how children and adults remember locations. 相似文献
79.
The effects of high-intensity intermittent exercise on saliva IgA, total protein and alpha-amylase 总被引:3,自引:0,他引:3
Walsh NP Blannin AK Clark AM Cook L Robson PJ Gleeson M 《Journal of sports sciences》1999,17(2):129-134
The aim of this study was to assess the effect of an acute bout of high-intensity intermittent exercise on saliva IgA concentration and alpha-amylase activity, since this type of training is commonly incorporated into the training programmes of endurance athletes and games players. Eight well-trained male games players took part in the study. They reported to the laboratory after an overnight fast and performed a 60-min cycle exercise task consisting of twenty 1-min periods at 100% VO2max, each separated by 2 min recovery at 30% VO2max. Unstimulated whole saliva was collected over a 5-min period into pre-weighed tubes and analysed for total protein, saliva IgA and alpha-amylase. The saliva flow rate ranged from 0.08 to 1.40 ml x min(-1) at rest and was not significantly affected by the exercise. The performance of the intermittent exercise bout did not affect the saliva IgA concentration, but caused a five-fold increase in alpha-amylase activity (P<0.01 compared with pre-exercise) and a three-fold increase in total protein concentration (P<0.01). These returned to pre-exercise values within 2.5 h post-exercise. It has been suggested that IgA concentration should be expressed as the ratio to total protein concentration, to correct for any concentrating effect due to evaporative loss of saliva water when breathing through the mouth (as in strenuous exercise). The present study clearly demonstrates that this is not appropriate, since there is an increase in salivary protein secretion rate immediately after exercise (571+/-77 microg x min(-1) compared with 218+/-71 microg x min(-1) pre-exercise; P<0.05). The increased saliva alpha-amylase activity after exercise may improve the protective effect of saliva, since this enzyme is known to inhibit bacterial attachment to oral surfaces. The saliva alpha-amylase secretion rate was lower immediately pre-exercise than at any other instant, which may have been due to anticipatory psychological stress, although the subjects were all familiar with interval exercise. This emphasizes the need for true resting non-stressed control conditions in future studies of the effects of exercise on saliva constituents. 相似文献
80.
Hunter A Cochrane J Sachlikidis A 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(2):155-170
The aim of this study was to assess intra-observer and inter-observer reliability of data gathered from a lapsed-time time-motion analysis of canoe slalom competition. The data were collected using a definition set developed in conjunction with elite canoe slalom coaches. Competition runs from four national-standard paddlers in a national selection race were analysed in random order three times by three observers. For each run, observers identified various events specific to canoe slalom, including time taken between gates, touched and missed gates, turn times, major and minor avoidance, rolls, paddle in and out of water times, and stroke classification. The error of measurement was determined for each of these variables. For time taken between gates and turn times, the error was < or = 0.21 and < or = 0.39 s for intra-observer and inter-observer analysis, respectively. The error for stroke in and out of water times was < or = 0.08 and < or = 0.13 s for intra-observer and inter-observer analysis, respectively. Analysis of stroke classification identification for intra-observer comparisons revealed that 91% of the time identical stroke identification occurred. Inter-observer analysis revealed identical stroke identification was achieved 81% of the time. These reliability data compare favourably with previous time-motion analysis in other sports using fewer variables. 相似文献