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It is noted that existing sociological research on classrooms has focused too narrowly on compulsory schooling with the result that we have no data showing the rituals and routines of Adult Classrooms or the ways that teachers cope and resolve them. The paper presents fieldnote and interview data from a small ethnographic study of the two Adult Evening classes. The data suggest that in contrast to the teacher of school aged pupils, who seeks control and discipline, ‘pleasing students’ is the major orientation to classroom life of the evening class teacher. Do not say, the people must be educated when after all you only mean amused, refreshed, soothed put into good spirits and good humour or kept from vicious excesses. (Newman, 1873). 相似文献
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Pat O'Connor 《The Sociological review》1995,43(2):342-362
Over the past twenty years, sociologists have begun to explore the social and cultural context within which sexual relationships are constructed and in Western society, given such importance. However, although it is commonly recognised that the contraceptive pill has changed the meaning of sexuality (Giddens, 1992; Ferguson, 1989) comparatively little attention has been paid to locating the level of pleasure married women derive from marital sex within the situational, structural and cultural parameters of their lives. The material in this paper is based on intensive interviews with 60 married women, aged 20–42 years old and randomly selected from the records of general medical practitioners in North London. The paper indicates that methodological squeamishness about the viability of a study of sexual pleasure is unwarranted. It shows that only just over one third of these respondents had a high level of sexual pleasure on the scale devised in the study (weighted kappa=.89). For the most part, such pleasure was not associated with other aspects of the marital relationship. Drawing on illustrative material, it locates such pleasure within the context of their marital and family situation and suggests future lines of enquiry. 相似文献
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We examine how attention to animacy information may contribute to children's developing knowledge of language. This research extends beyond prior research in that children were shown dynamic events with novel entities, and were asked not only to comprehend sentences but to use sentence structure to infer the meaning of a new word. In a 4 × 3 design, animacy status (e.g., animate agent, inanimate patient) and labeling syntax (agent, patient, nonlabel control) were varied. Across most events, 2 1/2‐year‐old participants responded as if they expected animate entities to be named. However, in a prototypical (animate agent‐inanimate patient) event condition, children responded differentially across different syntactic structures. Thus, the clearest evidence for attention to syntactic cues was found in the prototypical event condition. These results suggest that young children attend to the animacy status of unfamiliar entities, that they have expectations about animacy relations in events, and that these expectations support emerging syntactic knowledge. 相似文献
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Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12‐month‐old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval. 相似文献
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The article contrasts two programmes aimed at improving thequality of life for older women in Australia. The CommunityOptions programme is a wellfunded Government initiative directedat personal care within the home. The Older Women's Networkis a grass-roots community development initiative. The articleexamines the relationship between control and resourcing interms of preventative and crisis care. 相似文献