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51.
Rebecca Bilous Laura Hammersley Kate Lloyd Felicity Rawlings-Sanaei Greg Downey Maria Amigo 《International Journal for Academic Development》2018,23(3):165-178
This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt. 相似文献
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53.
D. B. Clement D. R. Lloyd‐Smith J. G. Macintyre G. O. Matheson R. Brock Michel Dupont 《Journal of sports sciences》2013,31(3):261-271
Iron status was surveyed amongst 92 Winter Olympic sport athletes from Nordic and Alpine skiing, figure and speed skating and ice hockey. Haemoglobin and serum ferritin values were obtained by physicians as part of a monitoring programme, since iron deficiency would have an adverse effect on maximal performance. Four (7%) of 56 men were anaemic (Hb < 14.0 gdl‐1) and three (8%) of 36 women had haemoglobin values less than 12.0 gdl‐1. Nine men (16%) and 14 women (39%) had prelatent iron deficiency (serum ferritin < 30 ng ml‐1). Ice hockey had the lowest while Nordic skiing had the highest incidence of sub‐optimal iron status. A total of 50% of Nordic women skiers had prelatent iron deficiency and 7% were anaemic. An equal percentage of women speed skaters were low in serum ferritin as well. Only one of 20 male ice hockey players was low in serum ferritin. These results suggest there would be value in instituting screening procedures for iron status in Winter Olympic Sports. 相似文献
54.
职务专利的归属立法关乎劳动者创造性的激励,对于我国实施创新驱动发展战略有着至关重要的作用。根据我国现行《专利法》,单位是职务专利的权利人;虽然该法律同时规定单位应当支付给发明、设计人一定的奖励或报酬,但对奖励和报酬的数额规定过低,这显然不利于劳动者创造性的激发。应当改革现有职务专利归属制度,综合平衡发明人利益、单位需求和专利效益最大化,赋予发明人部分专利权的同时,规定单位有发明人服务期间的排他使用权和发明人离职时的强制赎买权;同时,为了防止单位滥用自己作为雇主的优势地位损害发明人正当利益,应该对单位和发明人之间的约定加以限制。 相似文献
55.
Rhodri S. Lloyd Jon L. Oliver Michael G. Hughes Craig A. Williams 《Journal of sports sciences》2013,31(14):1565-1573
Abstract The aim of the study was to assess the reliability of a mobile contact mat in measuring a range of stretch–shortening cycle parameters in young adolescents. Additionally, vertical leg stiffness using contact mat data was validated against a criterion method using force–time data. The reliability study involved 18 youths completing a habituation and three separate test sessions, while 20 youths completed a single test session for the validity study. Participants completed three trials of a squat jump, countermovement jump, and maximal hopping test and a single trial of repeated sub-maximal hopping at 2.0 Hz and 2.5 Hz. All tests were performed on the contact mat. Reliability statistics included repeated-measures analysis of variance, intraclass correlation coefficient, and coefficient of variation (CV), while the correlation coefficient (r) and typical error of estimate (TEE) were reported for the validity study. Squat jump height was the most reliable measure (CV = 8.64%), while leg stiffness during sub-maximal hopping, and reactive strength index produced moderate reliability (CV = 10.17–13.93% and 13.98% respectively). Measures of leg stiffness obtained from contact mat data during sub-maximal hopping were in agreement with the criterion measure (r = 0.92–0.95; TEE = 6.5–7.5%), but not during maximal hopping (r = 0.59; TEE = 41.9%). The contact mat was deemed a valid tool for measuring stretch–shortening cycle ability in sub-maximal but not maximal hopping. Although reliability of performance was generally moderate, the tests offer a replicable assessment method for use with paediatric populations. 相似文献
56.
In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work. 相似文献
57.
One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
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Harold Lloyd and Wesley W. Stout, An American Comedy originally published in 1928 and to be re-issued this Spring by Benjamin Blom Inc., 4 West Mount Eden Ave., Bronx, N. Y. 10452 for $W75–copies being available to teachers at half price) 相似文献
60.
Christine Lloyd 《欧洲特需教育杂志》2013,28(2):109-127
The purpose of this paper is to critically evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular, in the area of special educational needs (SEN) and inclusion. In order to support and illustrate the critique, a case study of a group of Dutch practising teachers and education professionals engaged in studying for a master's degree in SEN is used. The three-year programme of study followed by the group was a practice-based programme of professional development, with heavy emphasis on action research throughout. For this particular group action research was an entirely new concept, and indeed many of them expressed considerable scepticism about its validity as an approach to research, or for that matter, professional development, at the beginning of the programme. The whole group were working in areas associated with SEN where the need to change practice was an urgent imperative, due to changes in education policy and the rapid move towards inclusion in The Netherlands. Having been responsible for the development and teaching of the programme for several years, I decided to make a case study of one cohort of students in order to carry out some more structured and detailed evaluation of the impact of the programme on practice. I also wanted to reaffirm the general impression I had gathered from continuing student evaluation and feedback, that their work, and in particular the action research they had carried out, had led to genuine development and, in some cases, fairly radical change in their professional practice. 相似文献