Prescriptivism in Theory and in Practice: The Moral Philosophy of R. M. Hare

Hughes, Jennifer Scheper

doi:10.1111/j.1468-2265.1973.tb00703.x

Cited by 2 publications

(4 citation statements)

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“…As previously shown for mammalian fast-twitch skeletal muscle (Sreter, 1970;Hughes & Yasin, 1973), a significant 43.2% (P< 0.001) loss of muscle weight in chicken fast-twitch skeletal muscle occurred at 20 days post-denervation. The tissue weights were 72.5 ± 2g wet wt.…”

Section: Muscle Atrophy Sr Yield and Protein Profilesupporting

confidence: 81%

“…Previous studies, however, present conflicting evidence on the function of the SR from denervated skeletal muscle. Using rat fast-twitch hindlimb muscle, Sreter (1970), Margreth et al (1972 and Hughes & Yasin (1973) found that the Ca2+-ATPase activity of isolated SR was not altered after denervation, whereas Palexas et al (1981) reported a decrease in Ca2+-dependent ATPase activity of SR isolated from a mixture of denervated rat hindlimb muscles. The rate of ATP-dependent Ca2+ accumulation by rat denervated-muscle SR is either unchanged (Margreth et al, 1972;Hughes & Yasin, 1973) or decreased with respect to control (Sreter.…”

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confidence: 99%

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Alteration of sarcoplasmic reticulum after denervation of chicken pectoralis muscle

Tate

Bick

Myers

et al. 1983

Biochemical Journal

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To determine the neural influence on the function of the sarcoplasmic reticulum (SR) of fast-twitch skeletal muscle, the superior pectoralis muscle of adult chicken was denervated, and the SR was isolated at 20 days post-denervation. The isolated SR was probably derived from the longitudinal SR and was relatively free of contaminants. The protein profile of the SR was quantitatively changed after denervation with an increase in the M55 and 30000-mol.wt. proteins relative to the Ca2+-ATPase. Ca2+-dependent ATPase activity and phosphoenzyme formation were lower in the denervated-muscle SR; however, the enzyme catalytic-centre activity was similar to the control value. The decrease in Ca2+-ATPase activity in denervated-muscle SR was accompanied by a lower Ca2+ accumulation so that the relationship between Ca2+ accumulation and Ca2+-dependent ATPase activity was well maintained in the SR from denervated muscle. The data imply that denervation may result in a diminution of functional Ca2+ pump sites. Evidence is presented, though, which suggests that denervation affects a single class of Ca2+-binding sites of the Ca2+-ATPase, resulting in a lower affinity for Ca2+.

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Section: Muscle Atrophy Sr Yield and Protein Profilesupporting

confidence: 81%

mentioning

confidence: 99%

Alteration of sarcoplasmic reticulum after denervation of chicken pectoralis muscle

Tate

Bick

Myers

et al. 1983

Biochemical Journal

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“…Central to the project was making explicit the theory-practice nexus. The importance of the interconnection between theory and practice is also expressed strongly by Hughes [27] who suggested that without theory, practice consists of a set of unrelated actions with little or no basis for improvement.…”

Section: Reconceptualising Teacher Education Courses: Supporting Pstsmentioning

confidence: 99%

“…Here participating meant listening to the students as they build their recounts to the initial question posed by Ben, "what did you do yesterday?" What unfolded was a sequence of turns whereby the students developed a collective response adding onto the turns of others (turns 2-8), asking for clarification from others (turn 22; 27-32), questioning (turns 24) and challenging another student's point (turns 24,[25][26][27][28][29][30][31][32][33]. Practising interacting with these students involved talking with and listening to their responses.…”

Section: Practising Interacting With Students In Classroomsmentioning

confidence: 99%

Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice

Edwards‐Groves¹

2018

Contemporary Pedagogies in Teacher Education and Development

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Pedagogical talk in classroom lessons forms the dynamism of teaching and learning. Understanding how talk functions and influences learning in highly nuanced ways is a fundamental matter for understanding professional practice, and indeed teacher efficacy. However, it is often the case that preservice teacher's (PSTs) explicit knowledge about the role of dialogue for accomplishing lessons hovers above understanding and enacting a repertoire of talk moves that 'actively' promotes student learning and agency. Indeed, both a meta-awareness of dialogic approaches to teaching, and a metalanguage language for talking about talk in lessons, is generally limited to cursory knowings focused on questioning. Arguably, this limitation has the potential to restrict student learning when PSTs begin their teaching careers. The chapter draws on a three-year empirical study conducted in a teacher education faculty in rural Australia. The study centred on supporting PSTs understand dialogicality as core to teaching and to practise enacting quality pedagogical dialogues in classrooms with students. Specifically, this chapter argues that to be productive it is necessary for PSTs to understand, develop and practise a repertoire of interactive talk moves that treat student contributions in discussions as critical for the accomplishment of productive learning experiences.

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Prescriptivism in Theory and in Practice: The Moral Philosophy of R. M. Hare

Cited by 2 publications

References 0 publications

Alteration of sarcoplasmic reticulum after denervation of chicken pectoralis muscle

Alteration of sarcoplasmic reticulum after denervation of chicken pectoralis muscle

Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice

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