A General 3-Step Maximum Likelihood Approach to Estimate the Effects of Multiple Latent Categorical Variables on a Distal Outcome     

Yajing Zhu  Fiona Steele  Irini Moustaki 《Structural equation modeling》2017,24(5):643-656

The 3-step approach has been recently advocated over the simultaneous 1-step approach to model a distal outcome predicted by a latent categorical variable. We generalize the 3-step approach to situations where the distal outcome is predicted by multiple and possibly associated latent categorical variables. Although the simultaneous 1-step approach has been criticized, simulation studies have found that the performance of the two approaches is similar in most situations (Bakk & Vermunt, 2016). This is consistent with our findings for a 2-LV extension when all model assumptions are satisfied. Results also indicate that under various degrees of violation of the normality and conditional independence assumption for the distal outcome and indicators, both approaches are subject to bias but the 3-step approach is less sensitive. The differences in estimates using the two approaches are illustrated in an analysis of the effects of various childhood socioeconomic circumstances on body mass index at age 50.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2016,43(4):326-329

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2014,41(3):226-230

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2012,39(1):2-3

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Migrants and minorities in Europe: implications for adult education and training policy     

Fiona Milburn 《International Journal of Lifelong Education》2013,32(3):167-176

During the 1980s, individual member state government policy and that of the eu as a whole began to emphasise integration and multiculturalism, often in an attempt to diffuse tensions resulting from continued hardship and unemployment amongst minority communities. Although this signalled a move away from former assimilation approaches, there remains an ambiguity in policies which now advocate highly restrictive border controls on the one hand, and integration for those already ‘in’ on the other. Criticisms levelled at the eu's inability to acknowledge inequalities within migrant communities in the field of vocational training have recently increased, particularly in discussions about post‐1992 harmonisation and the benefit, if any, open borders will have on such communities. Current provision aiming to right these wrongs is primarily emphasising the insertion or re‐insertion of individuals into the labour market. Attempts have been made to link vocational training courses to labour market opportunities. Positive action strategies, positive career routes and job creation also play roles in this process. Funding however, especially from government sources, still tends to favour traditional providers, in spite of recent studies which have found that strategies emanating from the community ('consumer‐led') have a much more positive image amongst participants and tend to be more successful in their outcomes. Ideally, communities would set up their own projects, but failing this they can be empowered to do so by training professionals working in close collaboration with minority groups.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2011,38(4):158-158

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Magic memories: young children's verbal recall after a 6-year delay     

Jack F  Simcock G  Hayne H 《Child development》2012,83(1):159-172

This report describes the first prospective study specifically designed to assess children's verbal memory for a unique event 6 years after it occurred. Forty-six 27- to 51-month-old children took part in a unique event and were interviewed about it twice, after 24-hr and 6-year delays. During the 6-year interview, 9 children verbally recalled the event, including 2 who were under 3 years old when the event occurred. This may be the most convincing evidence to date that such early experiences can be verbally recalled after long delays. These data have important implications for current theories of memory development and childhood amnesia and underscore some of the problems associated with evaluating the veracity of early memories under less controlled conditions.  相似文献   

The accuracy of computational fluid dynamics analysis of the passive drag of a male swimmer     

Barry Bixler  David Pease  Fiona Fairhurst 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):81-98

The aim of this study was to build an accurate computer-based model to study the water flow and drag force characteristics around and acting upon the human body while in a submerged streamlined position. Comparisons of total drag force were performed between an actual swimmer, a virtual computational fluid dynamics (CFD) model of the swimmer, and an actual mannequin based on the virtual model. Drag forces were determined for velocities between 1.5 m/s and 2.25 m/s (representative of the velocities demonstrated in elite competition). The drag forces calculated from the virtual model using CFD were found to be within 4% of the experimentally determined values for the mannequin. The mannequin drag was found to be 18% less than the drag of the swimmer at each velocity examined. This study has determined the accuracy of using CFD for the analysis of the hydrodynamics of swimming and has allowed for the improved understanding of the relative contributions of various forms of drag to the total drag force experienced by submerged swimmers.  相似文献   

Learning to be human in a digital world: a model of values fluency education for physical education     

Fiona Chambers  Rachel Sandford 《Sport, Education and Society》2013,18(9):925-938

ABSTRACT

It is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and place within digitally-mediated social landscapes. It is asserted that young people in contemporary society can be seen to occupy a hybrid virtual-real world (Jordan, B. (2009). Blurring boundaries: The ‘real’ and the ‘virtual’ in hybrid spaces. Human Organisation, 68.) where they experience the multiplication of place or duplication of space (Papacharissi, Z. (2011). A Networked Self: Identity Community and Culture on Social Network Sites. New York: Routledge). Such complex social geographies, we contend, have important implications for young people’s negotiation and performance of identity, the acquisition of socio-technical capital (Resnick, (2002). Beyond b?owling t?ogether: SocioTechnical c?apital. In J. M. Carroll (Ed.), Human-c?omputer i?nteraction in the n?ew m?illennium (pp. 647–?672). Upper Saddle River, NJ: ACM Press.) and, ultimately, digital well-being. In a time when there is a focus on developing global and connected citizens (Greene, M. (1995). Releasing the Imagination: Essay on education, the arts and social change. San Francisco, CA: Jossey-Bass.) we argue that pupils need to be both digitally fluent and values fluent as they negotiate spaces of reality and virtual reality. Both constructs require the learner to engage critically with information and misinformation as presented on ever-changing digital interfaces (Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. American Educational Research Journal, 54, 3–34.) and to make value choices. Given that physical education (PE) has been identified as a significant place for meaning-making (Spracklen, K. (2015). Digital Leisure, the Internet and Popular Culture: Communities and Identities in a Digital Age. London: Palgrave Macmillan.) and a core site for values-based education (Mccuaig, L., Marino, M., Gobbi, E., & Macdonald, D. (2015). Taught not Caught: Values based Education through physical education and School Sport: Literature Review. AIESEP Partners for WADA, ICSSPE, IOC, Fairplay & UNESCO.) it is identified as a key context in which to examine some of the challenges posed for students and educators with regard to values-based practices in digitally-mediated spaces. Within this conceptual paper, we propose a praxis model of values fluency to help PE teachers to support young people to recognise and successfully navigate hybrid spaces, to critically engage with sociotechnical capital and become adept at transferring and translating values across and between social contexts.  相似文献   

Strong,Beautiful and Modern: National Fitness in Britain,New Zealand,Australia and Canada, 1935–1960     

Fiona McLachlan 《国际体育史杂志》2013,30(9):1204-1205

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