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41.
Data from 36 groups of rats from a total of 12 taste-aversion (saccharin+lithium chloride) experiments were analyzed for (1) individual differences of absolute saccharin (sacc) intake on the first (conditioning) and second (test) presentations, and (2) the correlation between intakes on the two presentations. Large individual differences and strong positive correlations were found for sacc+LiCl, sacc+NaCl, sacc?LiCl unpaired, and “different context” conditions. In addition to raising doubts about the use of absolute saccharin intake as a measure of taste-aversion learning, these results support the view that an associative (taste-nausea) component is superimposed on a neophobic avoidance of the novel taste stimulus. 相似文献
42.
43.
For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread. 相似文献
44.
This article seeks to synthesize and apply White racial identity theory and concomitant research to the interaction between athletic and racial identity, specifically as it relates to the experiential variations of how race impacts White athletes within the college sport environment. White dialectics, or the tensions that White Americans experience as dominant social group members, serve as the guiding theoretical framework and provide a theoretical lens through which the experience of White college athletes is examined at each distinct dialectic. Through this article, the application of White dialectics offers a theoretical foundation for developing a better understanding of how White college athletes not only make sense of their racial identity, but also understand their racialized experiences within intercollegiate athletics. 相似文献
45.
Trevor H. Levere 《Interchange》2006,37(1-2):115-128
Scientists often use more than the results of experiment to arrive at a result; they use anticipation and analogy to arrive
at the results that fit their theories, and sometimes they correct results in the light of analogy. They also need to be clear
about the difference between accuracy and precision. They do all this using not only theories, but also apparatus, and the
interplay between apparatus and the development of concepts and theories is often crucial. Historians of chemistry (notably
including the recent work of Usselman, Rocke, and Holmes) furnish us with plenty of examples of such interplay, and of the
selection of data in the light of theory. Lavoisier, Dalton, and Liebig can each teach us a good deal about the way that good
scientists arrive at reproducible results. 相似文献
46.
Problematizing the construct of ‘the Chinese learner’: insights from ethnographic research 总被引:1,自引:0,他引:1
Trevor Grimshaw 《Educational studies》2007,33(3):299-311
Large numbers of students from the Chinese‐speaking world are nowadays enrolled in Western universities, prompting the need for awareness of their educational beliefs and practices. Although an established literature seeks to characterize ‘the Chinese learner’, much of this research results in stereotypical representations of a ‘reduced Other’: passive, uncritical and over‐reliant on the instructor. This paper, which is based on ethnographic research conducted in universities in the People’s Republic of China, aims to illuminate some of the common misperceptions of Chinese educational cultures. 相似文献
47.
Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard. 相似文献
48.
Trevor Owens 《Cultural Studies of Science Education》2012,7(4):857-868
The 2008 commercial video game Spore allowed more than a million players to design their own life forms. Starting from single-celled organisms players played through a caricature of natural history. Press coverage of the game??s release offer two frames for thinking about the implications of the game. Some scientists and educators saw the game as a troubling teacher of intelligent design, while others suggested it might excite public interest in science. This paper explores the extent to which these two ways of thinking about the game are consistent with what players have done with the game in its online community. This analysis suggests that, at least for the players participating in this community, the game has not seduced them into believing in intelligent design. Instead the activities of these players suggest that the game has played a catalytic role in engaging the public with science. These findings indicate that designers of educational games may wish to consider more deeply tensions between prioritizing accuracy of content in educational games over player engagement. 相似文献
49.
This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by ‘learning to learn’ practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman's criteria for appropriate goals, to suggest an alternative framework for goal or target setting – ‘well-formed outcomes’, a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner's identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal. 相似文献
50.
Questions of (re)production and legitimation: A second screening of three films on teacher-student relations 总被引:1,自引:0,他引:1
This study considers three Hollywood films that take, as their subject, a teacher-hero confronted with a 'problem' group of students and, as their narrative, the rehabilitation of these students and the resolution of their problems. Employing a Bourdieuian analysis, we attempt a second screening of these films on two levels: first, by stepping inside these celluloid classrooms, so to speak, and narrating a different text, one that is spoken from the position of students and which challenges each film's portrayal of good people achieving fine things; and secondly, by screening for gaps in their accounts of schooling, exposing their limited frames of reference and their legitimacy to speak on behalf of authentic classrooms. The first of these projects is undertaken as a way of challenging teachers and interested others to be wary of uncritical readings of popular images of teaching, whereas the second provides a beginning from which to consider how teachers' pedagogy and school curricula can be informed by a radical democratic view of education - how teachers might embrace the foreign. 相似文献