You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents     

Patricia Alvarez McHatton  Elizabeth Shaunessy  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Multicultural Perspectives》2013,15(3):12-20

Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research.  相似文献   

Measuring cultural value in Canada: From national commissions to a culture satellite account     

Claire McCaughey  Nancy Duxbury  Adam Meisner 《Cultural Trends》2014,23(2):109-119

In Canada, government initiatives for the measurement of cultural value can be traced to the 1949 Royal Commission on National Development in Arts, Letters and Sciences, and later evolved to include more empirical measurement with the Culture Statistics Program (1972) as well as research into the social dimensions of cultural investment. In 2009, Statistics Canada launched a four-year Feasibility Study to culminate in the creation of a Canadian Culture Satellite Account (CSA), an accounting framework to measure the impact of culture, the arts, heritage and sport on the Canadian economy. Taking account of both the recent and broader historical context out of which the CSA emerged, this paper examines its intended use and future plans. The CSA is a useful tool to the Government of Canada in supporting its activities related to the funding of culture, but this paper takes the position that it is not in and of itself a sufficient means for measuring the value of culture in Canada, and so it is best understood as part of a constellation of tools with differing but complementary approaches.  相似文献   

A single session of treadmill running has no effect on plasma total ghrelin concentrations     

Burns SF  Broom DR  Miyashita M  Mundy C  Stensel DJ 《Journal of sports sciences》2007,25(6):635-642

Ghrelin is a hormone that stimulates hunger. Intense exercise has been shown to temporarily suppress hunger after exercise. In the present study, we investigated whether post-exercise hunger suppression is mediated by reduced plasma total ghrelin concentrations. Nine men and nine women participated in the study. Their mean physical characteristics were as follows: age 24.8 (s(x) = 0.9) years, body mass index 22.9 (s(x) = 0.6) kg x m(-2), maximal oxygen uptake (VO(2max)) 57.7 (s(x) = 2.2) ml x kg(-1) x min(-1). The participants completed two 3-h trials (exercise and control) on separate days in a randomized balanced design after overnight fasts. The exercise trial involved a 1-h treadmill run at 73.5% of VO(2max) followed by 2 h of rest. The control trial consisted of 3 h of rest. Blood samples were collected at 0, 0.5, 1, 1.5, 2, and 3 h. Total ghrelin concentrations were determined from plasma. Hunger was assessed following blood sampling using a 15-point scale. The data were analysed using repeated-measures analysis of variance. Hunger scores were lower in the exercise trial than in the control trial (trial, P = 0.009; time, P < 0.001; trial x time, P < 0.001). Plasma total ghrelin concentrations did not differ between trials. These findings indicate that treadmill running suppresses hunger but this effect is not mediated by changes in plasma total ghrelin concentration.  相似文献   

The arts and employment: The impact of three Canadian theatre companies   总被引：1，自引：0，他引：1  

Claire Mitchell 《Journal of Cultural Economics》1989,13(2):69-79

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Developing an appreciation of what it means to be a school-based teacher educator     

Elizabeth White  Claire Dickerson  Kathryn Weston 《欧洲师范教育杂志》2015,38(4):445-459

The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined.  相似文献   

The hidden benefits of part-time higher education study to working practices: is there a case for making them more visible?     

Claire Callender  Brenda Little 《Journal of Education & Work》2015,28(3):250-272

Within the UK, part-time study is now seen as important in meeting wider government objectives for higher education (HE) and for sustainable economic growth through skills development. Yet, measures to capture the impact of HE may not be wholly appropriate to part-time study. In particular, the continuing focus on tangible, economic measures may be down-playing, or even completely overlooking, other gains. Data from a longitudinal study of part-time students show that irrespective of whether graduates had changed job or employer, or had stayed in the same job, individuals reported substantial work-related gains from their HE studies. We suggest that current research questions that focus on job moves and progression within the labour market, may well be the wrong questions to ask to gauge measures of benefits/returns to HE. Further research is needed to develop measures to fully capture the social returns of skills acquisition through part-time study.  相似文献   

Time-motion,tactical and technical analysis in top-level karatekas according to gender,match outcome and weight categories     

Montassar Tabben  Jeremy Coquart  Helmi Chaabène  Nihel Ghoul  Claire Tourny 《Journal of sports sciences》2015,33(8):841-849

The aim of this study was to define the time-motion (i.e., fighting, preparatory and breaking activity), technical (i.e., attack, timed-attack, counterattack, blocking and grasps) and tactical (i.e., upper limb, lower-limb, combination and throwing) profiles of the senior top-level karate competition played under the most recent rules of the International Karate Federation in relation to gender, match outcome and weight categories. Time-motion, tactical actions and technical executions were investigated of senior karatekas (n = 60) during the Karate World Championship. The referee’s decisions caused an overall activity-to-break ratio of ~1:1.5 with a significant difference (P = 0.025) between karateka’s weight categories (light = 1:1.5; middle = 1:2 and heavy = 1:1). High-intensity actions (i.e., attack and defensive actions performed quickly and powerfully) were higher in male compared to female athletes. Top-level karatekas used upper limb techniques more than lower limb ones, with both applied in the head more than in the body. For the high-intensity-actions to pause ratio and the percentage of combined techniques, light weight category was significantly higher than middle weight category. These findings suggest that training programs may need to be specific to the requirements of the gender and weight categories.  相似文献   

Adaptation Guidance for Evidence-Based Teen Pregnancy and STI/HIV Prevention Curricula: From Development to Practice     

Lori A. Rolleri  Regina Firpo-Triplett  Catherine A. Lesesne  Claire Moore  Kimberly D. Leeks 《American journal of sexuality education》2014,9(2):135-154

Evidence-based interventions (EBIs) are effective in preventing adolescent pregnancy and sexually transmitted infections; however, prevention practitioners are challenged when selecting and adapting the most appropriate programs. While there are existing adaptation frameworks, there is little practical guidance in applying research in the field. To address this need, the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health initiated the Adaptation Guidance Project. The project included the development of a comprehensive adaptation guidance framework and adaptation kits for select evidence-based teen pregnancy and HIV prevention programs. In addition, three innovative concepts emerged that have application to other adaptation program and evaluation efforts, including moving research into practice. First, the authors defined the core components of an EBI in three distinct ways: core content, core pedagogy, and core implementation. Second, they piloted a practitioner-friendly adaptation guidance-messaging schema—Green, Yellow, and Red Light Adaptations, and last they included fidelity/adaptation monitoring logs. This article will describe the process used to develop the adaptation guidance kits, including the main features and tools.  相似文献   

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project     

Jannet A. Wright  Caroline Newton  Michael Clarke  Chris Donlan  Claire Lister  Jasmina Cherguit 《British Journal of Special Education》2006,33(1):25-32

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development.  相似文献   

A Collaborative Approach to Planning in the Content Areas for Students with Learning Disabilities: Accessing the General Curriculum     

Asha K. Jitendra  Lana L. Edwards  Claire M. Choutka  Pamela S. Treadway 《Learning disabilities research & practice》2002,17(4):252-267

The purpose of this article is to describe a collaborative approach to planning in the content areas to include and allow students with learning disabilities access to the general education curriculum. Procedures for selecting and organizing content, determining activities, identifying accommodations and modifications necessary to enhance content learning, and assessing student performance are presented. In addition, a sample unit plan and a lesson plan are included to illustrate the outcomes of collaborative planning based on effective teaching practices.  相似文献