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161.
Taika Waititi's recent film ‘Hunt for the Wilderpeople’ (2016) portrays the coming‐of‐age of a young boy, Ricky, in a world with few recognisably responsible adults. While the film does not engage explicitly with formal education, it raises several questions central for understanding education as formation, highlighting the generational aspects of educational relations and pointing to the importance of an adult world taking responsibility for the formation and upbringing of the younger generation. Departing from a discussion on the role of formation and intergenerational relations in Rousseau and Arendt, we will draw on the film's portrayal of an adult world in crisis in order to discuss some of its possible consequences for understanding education in terms of intergenerational relations and formation. This involves raising questions about the educational consequences of the absence of recognisably responsible adults and it involves investigating how this absence might impact our understanding of education as the formation and upbringing of educated human beings. 相似文献
162.
ANDREW M. LANE PETER C. TERRY MATTHEW J. STEVENS SAM BARNEY SARAH L. DINSDALE 《Journal of sports sciences》2013,31(10):886-897
Competition at elite level can require athletes to perform optimally in extreme environmental conditions. This review focuses on mood responses in such conditions and proposes practical guidelines for those working with athletes. Different environments are considered, including altitude and extreme heat and cold. Performing in extreme heat, cold or at altitude can produce a stress response characterized by increased negative mood and relatively poor performance. Positive adaptations to extreme conditions can be accelerated, but the rate of adaptation appears to be highly individualized. Monitoring mood responses to training under normal conditions provides a basis for identifying the psychological effects of extreme conditions. It is suggested that practitioners carefully monitor the interplay between vigour, fatigue and depressed mood. Reductions in vigour and increases in fatigue are normal responses to hard training, but other aspects of mood disturbance, especially symptoms of depressed mood - however small - may be indicative of a maladaptive response, and practitioners should consider intervening when such symptoms first appear. 相似文献
163.
PETER F. W. PREECE NIGEL C. SKINNER 《Assessment in Education: Principles, Policy & Practice》1999,6(1):11-25
The development of a framework for the content and assessment of National Curriculum science in England and Wales, following the 1988 Education Reform Act, is described, with a particular emphasis on assessment at the end of Key Stage 3 (14-year-old pupils). The University of Exeter evaluations of Key Stage 3 science assessments in 1995 and 1996 are outlined and the findings concerning the reliability and validity of the testing are presented. The views of science teachers on the impact of this assessment on teaching and learning are summarised, with particular reference to the structure, delivery and interpretation of the National Curriculum, the setting of pupils, continuity and progression, the preparation of pupils for the tests and teacher assessment. 相似文献
164.