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"Wenn ich nicht nerv s bin, mach ich mir Sorgen – macht das Sinn?" Der Gebrauch von Emotionsbegriffen in Leistungsbeschreibungen von Athleten "If I'm Not Nervous, I'm Worried, Does That Make Sense?": The Use of Emotion Concepts by Athletes in Accounts of Performance "Si no estoy nervioso, estoy preocupado, tiene eso sentido?": el uso de los conceptos de emoción que hacen los atletas al relatar el rendimiento
Abigail Locke
Forum : Qualitative Social Research , 2003,
Abstract: Traditionell hat sich die Erforschung von Emotionen im Sport auf den Einfluss spezifischer Emotionen, im Besonderen der Angst, auf die Leistung konzentriert. Dieser Artikel behandelt Emotionen aus der Perspektive der Diskursiven Psychologie und nutzt hierbei die Methoden der Diskursanalyse und der Konversationsanalyse. Auf der Basis von Interviewdaten von Hochleistungssportlern untersucht dieser Artikel den Gebrauch von Emotionsbegriffen bei Beschreibungen athletischer Leistungen. Was diese Analyse zeigt, ist, dass obwohl Athleten behaupten, spezifische Emotionen wie Nervosit t seien bei sportlichen Leistungen normal, das Empfinden solcher Emotionen in der Vorbereitung zu einem Wettbewerb von ihnen nicht erw hnt wird, wenn sie ihre Beschreibungen von Versagen konstruieren. Im Unterschied zur traditionellen sportspsychologischen Forschung, die Emotionen, z.B. Angst, als quantifizierbar betrachtet, demonstriert dieser Artikel, dass Emotionsbegriffe eine vielf ltige Interaktionsbasis darstellen, die in unsere Diskurspraktiken eingebettet ist. URN: urn:nbn:de:0114-fqs0301105 Traditionally research into emotions in sport has focused on the impact of specific emotions upon performance, most notably anxiety. This paper approaches emotion from the perspective of discursive psychology, drawing on the methods of discourse analysis and conversation analysis. Using interview data from high level athletes, this paper examines the uses of emotion concepts in accounts of athletic performance. What becomes apparent through the analysis is that athletes claim that specific emotions such as nervousness are normal in sporting performance. In contrast, when accounting for failure, the athletes construct their build-up to the competition as containing no experience of these emotions. Rather than in traditional sports psychological research whereby emotions are seen to be quantifiable, this paper demonstrates how emotion terms form a rich interactional currency that are embedded within our accounting practices. URN: urn:nbn:de:0114-fqs0301105 Tradicionalmente la investigación sobre las emociones en el deporte se ha centrado en el impacto de las emociones específicas sobre la acción, principalmente en el caso de la ansiedad. Este artículo se aproxima a la emoción desde la perspectiva de la psicología discursiva, a través de los métodos de análisis de discurso y análisis de la conversación. Utilizando los datos de entrevistas a atletas de alto nivel, el artículo examina el uso de los conceptos de emoción en relatos del rendimiento atlético. Lo que parece evidente a través del
Online Courses and Online Teaching Strategies in Higher Education  [PDF]
Abigail Mitchell
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.523225
Abstract: Online faculty need to engage the student. Online course work is now an integral element of mainstream higher education. Online courses often lack face-to-face interaction, peer interaction, faculty feedback and the lack of community. Engagement of the learner is essential for learning and promoting student satisfaction. There are online teaching strategies that could enhance a student’s perception of engagement. This manuscript was completed by a literature review process.
Constructing English in New Zealand: A report on a decade of reform.
Locke, T.
L1 Educational Studies in Language and Literature , 2007,
Abstract: In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.
Dep(ict)ions: Pre-service English teachers engage with ICTS.
Locke, T.
L1 Educational Studies in Language and Literature , 2003,
Abstract: Over five months in 2002, four pre-service English teaching trainees participated in an action research project with their course lecturer aimed at investigating and evaluating ways of improving the preparedness of such trainees to face the challenge of ICTs to their conceptions of the subject (English) and to their future classroom practices, and of designing, implementing and reviewing strategies for integrating ICTs into high-school, English programmes. While their subsequent accounts vary enormously in the detail, even with supplementary ICT-oriented professional development and pre-practicum cooperative planning, their efforts in classrooms were hindered by access, equipment inadequacy and the absence of ICT “envisionments” in a number of their associates.
L1 Educational Studies in Language and Literature , 2010,
Abstract: Towards the end of 2006, a group of secondary and primary teachers, in collaboration withuniversity researchers based at the University of Waikato, began a two-year journey where they researchedtheir own practice as teachers of literature in multicultural classrooms in Auckland, New Zealand.This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), whichinitially provided a vision of teachers, working in partnership with university researchers, researchingtheir own practice with the aim of enhancing the practice of the teaching profession as a whole. Throughthe eyes of one of the university-based researchers, but drawing on the experiences of four of the teacherparticipants, this presentation reflects on factors that had a bearing on the successful (or otherwise) inductionof these teachers as teacher-researchers in their own right.
English teaching in New Zealand: In the frame and outside the square.
Locke, T.
L1 Educational Studies in Language and Literature , 2001,
Abstract: In 1991, English language teachers in New Zealand were presented with a radical reconceptualisation of curriculum as a fait accompli and by 1994 found themselves working with a national curriculum document that constructed their subject in ways that many were uneasy with but were powerless to change. Rather, it was they who found themselves changing, both in the way they taught and the ways they were being encouraged to think about their subject. At the same time, their unions succumbed to government pressure to have state-ordained professional standards built into their collective employment contracts as pay-related performance measures. Despite these highly centralised and pervasive reform pressures, however, many teachers continue to resist what might be termed professional erosion.
Locke, T.
L1 Educational Studies in Language and Literature , 2003,
Effect of Honey a Natural Sweetener with Several Medicinal Properties on the Attributes of a Frozen Dessert Containing the Probiotic Lactobacillus acidophilus  [PDF]
Abigail Greenbaum, Kayanush J. Aryana
Open Journal of Medical Microbiology (OJMM) , 2013, DOI: 10.4236/ojmm.2013.32015
Abstract: Lactobacillus acidophilus has several health advantages. Honey has several medicinal properties and is also a natural sweetener which could be used in frozen desserts. There are various types of honey based on color namely, light, amber and dark. Influence of honey on attributes of a probiotic frozen dessert is not known. The objective was to study the effect of light, amber colored and dark honey on the Lactobacillus acidophilus counts and quality attributes of probiotic ice cream. Ice creams were manufactured with use of Lactobacillus acidophilus at 50 g of frozen culture concentrate per 7.75 liters of ice cream mix and with the use of light or amber or dark honey individually. Control had no honey and was sweetened with sugar. Use of honey increased Lactobacillus acidophilus counts and viscosity, while decreased pH and melt down volume. Light honey ice cream had flavor and appearance scores comparable to the control vanilla ice cream. Light honey can be recommended for the manufacturing Lactobacillus acidophilus probiotic ice creams thus having a frozen dessert with the health advantageous medicinal properties of honey.
Memory and Memories: an exploratory mixed method case series study with brain injured adults and their families, using PhotoFrame Therapy and wireless digital photo frame technology
Abigail Harding
International Journal of Integrated Care , 2012,
"The Man of these Infinite Possibilities": Max Ernst’s Cinematic Collages
Abigail Susik
Contemporaneity : Historical Presence in Visual Culture , 2011, DOI: 10.5195/contemp.2011.27
Abstract: On more than one occasion in his critical writings of the 1920’s, surrealist leader André Breton compared Max Ernst’s collages to cinema. In his first essay on the artist in 1921, Breton aligned Ernst’s collages with cinematic special effects such as slow and accelerated motion, and spoke of the illusionistic ‘transformation from within’ that characterized Ernst’s constructed scenes. For Breton, Ernst’s collages employing found commercial, scientific and journalistic images approximated the naturalistic movement of film, and thereby contributed to the radical obsolescence of traditional two-dimensional media such as painting and drawing, which remained frozen in stillness. Thus, Ernst’s images were provocative witnesses to the way in which modern technology fundamentally altered the perspectivally-ordered picture plane. But at the same time that Ernst’s collages rendered painting obsolete, they likewise depended upon fragments of outmoded popular culture themselves. For Breton, Ernst was a magician, “the man of these infinite possibilities,” comparable to cinematic prestidigators like turn-of-the-century filmmaker Georges Méliès. By drawing on the influence of recently outmoded popular culture such as early trick films, Ernst provides a crucial early example of the post-war fixation on counter-temporalities and anti-production. At once technologically advanced and culturally archeological, Ernst’s collages cannily defy strict categorization as “Modernist.”
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