187,324 research outputs found
Freshwater Sawfish (Pristis microdon) movements and population demographics in the Fitzroy River, Western Australia and genetic analysis of P. microdon and Pristis zijsron
No full textThis report is a continuation of the study that was presented to the DEWHA in 2008 entitled:
Whitty, J.M., Phillips, N.M., Morgan, D.L., Chaplin, J.A., Thorburn, D.C. & Peverell, S.C. (2008). Habitat associations of Freshwater Sawfish (Pristis microdon) and Northern River Shark (Glyphis sp. C): including genetic analysis of P. microdon across northern Australia. Centre for Fish & Fisheries Research, Murdoch University report to Australian Government, Department of the Environment, Water, Heritage and the Arts
The policy prominence of wellbeing and the implications for education
No full textIn earlier chapters (Chapters 1 and 2) we have highlighted how a greater conceptual awareness of wellbeing may help educators ensure that young people’s lives are more fulfilling and meaningful. The task now is to consider how wellbeing plans are being taken forward in public policy and the extent to which these policies are clear, satisfactory and adequate, as in recent years there has been an increased expectation that schools can be a pivotal force for good in helping young people’s lives to become more satisfying and noteworthy (White, 2011). These intentions reflect the heightened global interest there is in wellbeing and the aspirations there are in educational policies to try and constructively connect wellbeing with whole school curriculum planning and pedagogical advice. Within the general discussion of the aims and purposes of wellbeing policy, a review of whether wellbeing could (and should) be measured and the extent to which this might benefit learners’ progress is also considered. In addition, the chapter contrasts developments across the Anglophone world (predominantly in England, Australia and New Zealand) in order to better understand policy direction and planning arrangements over recent years. For as Sinnema (2016, p. 966) notes, the policy focus in England and Australia is much more based on a ‘tightening of national control, prescription and regulation over curriculum, with expanding curriculum content and a more explicit emphasis on core knowledge’, whereas in New Zealand the focus is more on teachers using their professional autonomy to make decisions about curriculum content and implementation
The policy prominence of wellbeing and the implications for education
No full textIn earlier chapters (Chapters 1 and 2) we have highlighted how a greater conceptual awareness of wellbeing may help educators ensure that young people’s lives are more fulfilling and meaningful. The task now is to consider how wellbeing plans are being taken forward in public policy and the extent to which these policies are clear, satisfactory and adequate, as in recent years there has been an increased expectation that schools can be a pivotal force for good in helping young people’s lives to become more satisfying and noteworthy (White, 2011). These intentions reflect the heightened global interest there is in wellbeing and the aspirations there are in educational policies to try and constructively connect wellbeing with whole school curriculum planning and pedagogical advice. Within the general discussion of the aims and purposes of wellbeing policy, a review of whether wellbeing could (and should) be measured and the extent to which this might benefit learners’ progress is also considered. In addition, the chapter contrasts developments across the Anglophone world (predominantly in England, Australia and New Zealand) in order to better understand policy direction and planning arrangements over recent years. For as Sinnema (2016, p. 966) notes, the policy focus in England and Australia is much more based on a ‘tightening of national control, prescription and regulation over curriculum, with expanding curriculum content and a more explicit emphasis on core knowledge’, whereas in New Zealand the focus is more on teachers using their professional autonomy to make decisions about curriculum content and implementation
Evaluating efforts to enhance health and wellbeing:A review of policy aspirations and practice developments in Scottish secondary schools
No full textChapter 3 highlighted the increased policy expectation there often is nowadays for schools to be a pivotal force for good in helping young people to live more stable and rewarding lives. However, as Chapter 3 also outlined, these aspirations have been supported by variable degrees of policy coherence and clarity. Accordingly, the focus in this chapter is to analyse health and wellbeing (HWB) developments in Scotland, in order to understand better in the context of one country the policy formation process, learning and teaching in HWB, the contribution of HWB towards learners’ wider achievement as well as a broader evaluation of HWB as part of Curriculum for Excellence (CFE). This review aims to provide insights into the multiple challenges which exist in and between policy guidelines and policy enactment in schools. Approaching the chapter in this way enables consideration to be taken of the ‘overall texture and rhythms of teachers’ work – the different times of year in schools and the deadening tiredness with which teachers often grapple’ (Ball et al., 2012, p. 5). The review is also timely, as since 2004, CFE – in essence, a progressive set of all-encompassing national curriculum guidelines and arrangements covering learners between 3 and 18 years – has moved from being a broad set of policy aspirations to full implementation in 2010–2011. As such, there should be in place by now a heightened emphasis on active learner engagement alongside an encouragement for teachers to make greater use of their professional autonomy and curriculum decision-making responsibility (Scottish Government, 2008). Sinnema (2016, p. 966) considers that Scotland (like New Zealand but unlike England and Australia), is one of the leading examples of where schools ‘are asked to address the challenges inherent in designing and implementing a local curriculum in a manner that also ensures they give effect to a national curriculum’. Moreover, the current period has been identified as a ‘watershed moment’ for CFE, as the first five-year cycle of programme implementation is nearing completion (OECD, 2015, p. 100). 63Thus, there is a major opportunity to evaluate whether a greater policy engagement with dynamic learning and teaching in HWB is being taken forward or not
Literacy, language and wellbeing
No full textIn this chapter we explore the way that different aspects of language, literacy and literature contribute to wellbeing. Focusing on reading, we show how readers use texts for a variety of purposes, how texts shape the way readers think about themselves and the world they live in and the beneficial effects this thinking can have both on readers’ lives and on society generally. We look at how reading is taught. We consider the choices teachers make in the way reading is positioned in the minds of the children and in the way the teaching is organised. Referring to a wide range of literature on the importance of learning through talk, we consider talk practices around reading in the classroom and show how these advantage some children more than others. Finally, we highlight the importance of seeing reading as social practice and show how an emphasis on this will enhance the social, emotional and intellectual wellbeing of pupils
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Articulating a Merleau-Pontian phenomenology of physical education: The quest for active student engagement and authentic assessment in high-stakes examination awards
No full textIn an earlier paper some of the conceptual and curriculum coherence challenges of linking practically based experiential learning with authentic attainment in high-stakes examination awards in physical education were analysed (Thorburn, 2007). Problems often existed for students in deriving subject knowledge understanding from tasks where there was a lack of personalized engagement in learning. Due to weaknesses in previous cognitive attempts to adequately describe intentional activity, this paper argues in preliminary fashion that articulating a Merleau-Pontian phenomenology of physical education could improve the methodological basis for linking students' lived-body experiences with the acquisition of an increasingly detailed subject knowledge, provided that learning intentions are clearly identified and achievable. The situation in Higher Still Physical Education (HSPE) in Scotland is reviewed as one curriculum example where teachers could, despite current problems, more authentically deploy phenomenology-informed methodologies in order to improve the authenticity of students' learning experiences and assessment results.</p
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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