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1.
Tyson E. Lewis 《Race Ethnicity and Education》2018,21(1):118-131
In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one’s beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism. 相似文献
2.
Christina Marie Chica 《Sociology Compass》2021,15(8):e12911
I call for a globally informed sociology of comparative placemaking that integrates historical and contemporary processes and includes the ephemeral, institutional, and personal. By placemaking, I am referring to the explicit or tacit cooperation among people to create, maintain, and give meaning to places in space through bodily occupation given differential resources and constraints. I review select place, space, and community-based literature about urban, Black, migrant, LGBTQ, and international populations to think about how we can build upon and integrate multiple theoretical, methodological, and epistemological insights to form an explicit placemaking research agenda. A US focus on neighborhoods contrasts with a comparative examination of global urban networks, social polarization, and transformation of the built environment in the interdisciplinary field of global urban studies (Ren, 2018). I argue for a placemaking research agenda that bridges insight from US Urban Sociology with Global Urban Studies to consider how various structures and actors constrain and facilitate place projects. With a globally reaching and comparatively informed sociology of placemaking, we can illuminate our multi-structured story of place and agency in context. We can answer questions about how and why we co-create and are simultaneously disciplined by the process of creation. 相似文献
3.
《Women and birth : journal of the Australian College of Midwives》2021,34(5):e435-e441
ObjectiveTo compare labour and birth outcomes between nulliparous women who used versus did not use intrapartum epidural analgesia.DesignProspective cohort study.SettingTwo maternity hospitals in Ireland.PopulationA total of 1221 nulliparous women who gave birth vaginally or by emergency caesarean section.MethodsMultinomial logistic regression was used to analyse categorical outcomes, with results presented as ratios of relative risks (RRR). For dichotomous outcomes we used logistic regression, with results presented as odds ratios (OR).Main outcome measuresMode of birth, IV syntocinon use, pyrexia (≥38 °C), antibiotic treatment, first stage labour ≥10 h, second stage labour ≥2 h, blood loss (≥500 mls, ≥1000 mls), perineal trauma. Neonatal outcomes included Apgar score ≥7 at 1 min and 5 min, admission to neonatal intensive care unit, and infant feeding method.ResultsWomen using EA were more likely to require a vacuum-assisted birth (RRR 3.35, p < 0.01) or forceps-assisted birth (RRR 11.69, p < 0.01). Exposure to EA was associated with significantly greater risk of ≥10 h first (OR 6.72, p = 0.01) and ≥2 h second (OR 2.25, p < 0.01) stage labour, increased likelihood of receiving IV syntocinon (OR 9.38, p < 0.01), antibiotics (OR 2.97, p < 0.01) and a greater probability of pyrexia (OR 10.26, p < 0.01). Women who used EA were half as likely to be breastfeeding at three months postpartum (OR 0.53, p < 0.01). No differences were observed between groups in neonatal outcomes.ConclusionsOur data shows significant associations between EA use and several intrapartum outcomes. 相似文献
4.
ABSTRACTScholarly textbooks often follow a logic where suitable empirical cases are selected to illustrate the theoretical and analytical points that we as scholars want to make. But what would happen if we would do the opposite: build a textbook on a novel written by a novelist for such purpose and let the theories explain the actions and emotions of fictional characters? In this article, we share and reflect upon our experiences of co-authoring a textbook in organization theory together with a professional novelist. We argue that the novel can function as an eye-opener in organizational analysis, forcing us to look beyond more static and rationalistic perspectives on organizations as well as the stereotypes of such. We build and relate our experiences to the growing literature about using fiction in scholarly work and discuss the potential of such genre-bending work when we bring in flesh and blood into the analyses. 相似文献
5.
Educational scholars claim that teacher morale has suffered from accountability pressures and constrained professionalism, but exactly what is most diminished by these pressures remains unclear. Drawing on recent theoretical work on public school organizational culture, we hypothesize that accountability pressures hurt teacher morale and increase the risk of turnover by undermining the professional culture of the school and by diminishing teacher cooperation and trust. We find support for this hypothesis in a national sample of teachers in 2011–12, and a follow-up survey from 2012–13. The analyses test whether a collective pedagogical teacher culture, comprised of professional culture and teacher collaboration, buffers the impact of these pressures that diminish teacher morale. Counter to past research, we find that a strong collective pedagogical teacher culture does not buffer teachers from the ill effects of negative workplace conditions in the form of accountability pressures. We also find that accountability pressures in the form of district dismissals are associated with a higher likelihood of teachers leaving their school, and this relationship is not mitigated by strong professional culture. We conclude that accountability pressures partly undermine goals of improving performance and equity in public schools by sowing seeds of teacher dissatisfaction and contributing to teacher turnover, thus thwarting student achievement in struggling schools. 相似文献
6.
美国德克萨斯州历来重视教育工作者的职业道德建设,建立了一系列教育工作者违规行为问责机制,形成了较为完善的师德问责体系。美国德克萨斯州的师德问责体系具有独特的结构与特征。颁布《教育工作者伦理规范》,使问责有法可依;设立专门机构,使问责主体明确;细化教师违规行为,使问责有据可凭;强调证据证词,使问责合理科学;重视结果多样,使问责责罚分明。这些对于促进我国师德问责的规范化、制度化发展有着积极的借鉴意义。 相似文献
7.
投敌叛变罪作为危害国家安全的一种重罪,刑法学界的研究状况相对较为薄弱,为此应立足于刑法规定,并紧密结合司法实践,对投敌叛变罪的本质属性、客观表现、罪过形式、罪数形态、犯罪形态及其死刑适用等几个重大疑难问题进行较为深入的研究。 相似文献
8.
我校医学影像专业实施素质教育的实践与探索 总被引:3,自引:0,他引:3
三峡大学医学院开办医学影像专业有 16年历史 ,经历了从专科向本科转型过度。在素质教育和创新意识培养方面经过了多年的探索实践。大专层次的教育为社会培养了一批临床应用型专业人才 ,缓解了市场需求的压力 ,但部分学生客观上存在着知识面较窄小 ,缺乏后劲的问题。实施本科教育全面提高学生的综合素质需要在多方面下工夫 :转变教育思想 ,更新教育观念 ;转变培养模式 ;优化组合构建新的课程体系 ;强化科研 ,以科研促教学 ;通才教育与专才教育并举。探索本科生素质教育 6年 ,取得了可喜成绩 ,积累了一些经验 相似文献
9.
三十多年的耕耘,《红情绿意——〈红楼梦〉点面论》的面世,成为贺信民先生贡献于红学界的又一丰硕成果。书中宏观运幄与微观烛照兼长,用生命体验来感悟红楼,在慧眼洞察的缕缕新意之中折射着贺信民先生“研红”的风雨征程,折射着红学界积火传薪的优良学术传承。 相似文献
10.
1938年夏天,美国年轻学者科尼利尔斯·奥斯古德为了履行与燕京大学的合作计划,不远万里来到滇池西岸一个名不见经传的小村庄调查.1961年,他开启尘封的笔记本,整理旧资料,补充新文献,完成了<旧中国的农村生活:对云南高峣的社区研究>.70年过去,重温科尼利尔斯·奥斯古德的研究历程,我们仍会从中获得许多有益的启示. 相似文献