Cooking the books: what counts as literacy for young children in a public library?          下载免费PDF全文

Helen Victoria Smith 《Literacy》2018,52(1):31-38

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library in a town in the East Midlands, UK. It is based on a study which adopted an ethnographic approach, drawing on Lefebvre's spatial theory to understand how a library space presents literacy to young children and their carers, and how this then shapes the literacy practices and events that happen in this space. The study shows that dominant discourses are bound up in what the library staff understand to be their role in promoting and supporting young children's literacy, and that, often, they organise the space and literacy events in ways that reflect these discourses. However this paper argues that it is not only the library staff that create space in the library, as carers and their children are sometimes seen to create alternative spaces which challenge and subvert the way the librarians would like the space to be used and understood.  相似文献   

The multi-stage fitness test as a predictor of endurance fitness in wheelchair athletes     

Victoria L. Goosey-Tolfrey  Keith Tolfrey 《Journal of sports sciences》2013,31(5):511-517

Abstract

The aims of this study were two-fold: (1) to consider the criterion-related validity of the multi-stage fitness test (MSFT) by comparing the predicted maximal oxygen uptake ([Vdot]O_2max) and distance travelled with peak oxygen uptake ([Vdot]O_2peak) measured using a wheelchair ergometer (n = 24); and (2) to assess the reliability of the MSFT in a sub-sample of wheelchair athletes (n = 10) measured on two occasions. Twenty-four trained male wheelchair basketball players (mean age 29 years, s = 6) took part in the study. All participants performed a continuous incremental wheelchair ergometer test to volitional exhaustion to determine [Vdot]O_2peak, and the MSFT on an indoor wooden basketball court. Mean ergometer [Vdot]O_2peak was 2.66 litres · min^?1 (s = 0.49) and peak heart rate was 188 beats · min^?1 (s = 10). The group mean MSFT distance travelled was 2056 m (s = 272) and mean peak heart rate was 186 beats · min^?1 (s = 11). Low to moderate correlations (ρ = 0.39 to 0.58; 95% confidence interval [CI]: ?0.02 to 0.69 and 0.23 to 0.80) were found between distance travelled in the MSFT and different expressions of wheelchair ergometer [Vdot]O_2peak. There was a mean bias of ?1.9 beats · min^?1 (95% CI: ?5.9 to 2.0) and standard error of measurement of 6.6 beats · min^?1 (95% CI: 5.4 to 8.8) between the ergometer and MSFT peak heart rates. A similar comparison of ergometer and predicted MSFT [Vdot]O_2peak values revealed a large mean systematic bias of 15.3 ml · kg^?1 · min^?1 (95% CI: 13.2 to 17.4) and standard error of measurement of 3.5 ml · kg^?1 · min^?1 (95% CI: 2.8 to 4.6). Small standard errors of measurement for MSFT distance travelled (86 m; 95% CI: 59 to 157) and MSFT peak heart rate (2.4 beats · min^?1; 95% CI: 1.7 to 4.5) suggest that these variables can be measured reliably. The results suggest that the multi-stage fitness test provides reliable data with this population, but does not fully reflect the aerobic capacity of wheelchair athletes directly.  相似文献   

A physiological and biomechanical comparison of over-ground,treadmill and ergometer wheelchair propulsion     

Barry Mason  John Lenton  Christof Leicht  Victoria Goosey-Tolfrey 《Journal of sports sciences》2013,31(1):78-91

Abstract

The purpose of the study was to determine which laboratory-based modality provides the most valid physiological and biomechanical representation of over-ground sports wheelchair propulsion. Fifteen able-bodied participants with previous experience of wheelchair propulsion performed a 3-minute exercise trial at three speeds (4, 6 and 8 km ? h^–1) in three testing modalities over separate sessions: (i) over-ground propulsion on a wooden sprung surface; (ii) wheelchair ergometer propulsion; (iii) treadmill propulsion at four different gradients (0%, 0.7%, 1.0% and 1,3%). A 0.7% treadmill gradient was shown to best reflect the oxygen uptake (7.3 to 9.1% coefficient of variation (CV)) and heart rate responses (4.9 to 6.4% CV) of over-ground propulsion at 4 and 6 km ? h^–1. A 1.0% treadmill gradient provided a more valid representation of oxygen uptake during over-ground propulsion at 8 km ? h^–1 (8.6% CV). Physiological demand was significantly underestimated in the 0% gradient and overestimated in the 1.3% gradient and wheelchair ergometer trials compared to over-ground trials (P<0.05). No laboratory-based modality provided a valid representation of the forces applied during OG (≥ 18.4% CV). To conclude, a 0.7% treadmill gradient is recommended to replicate over-ground wheelchair propulsion at lower speeds (4 and 6 km ? h^–1) whereas a 1.0% gradient may be more suitable at 8 km ? h^–1.  相似文献   

Schooling and Disadvantage in Sri Lankan and other Rural Situations     

Victoria J. Baker 《比较教育学》1988,24(3):377-388

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Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

Influences of Witnessed Affect on Information Processing in Children     

Daphne Blunt Bugental  Jay Blue  Victoria Cortez  Karen Fleck  Alina Rodriguez 《Child development》1992,63(4):774-786

Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages.  相似文献   

Megabits     

Karen E. Watkins  Victoria Marsick  Young Saing Kim 《TechTrends》2002,46(4):61-61

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Pre-service teachers’ perceptions of social media data privacy policies     

Victoria I. Marín  Jeffrey P. Carpenter  Gemma Tur 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):519-535

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.  相似文献   

There is a skeleton in every closet     

Mary Lee Enfield Ph.D.  Victoria E. Greene 《Annals of dyslexia》1981,31(1):189-198

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