Play For All at Chicago Children's Museum: A History and Overview     

Tamara Golden  Lynn Walsh 《Curator: The Museum Journal》2013,56(3):337-347

In 2004, Chicago Children's Museum founded the Play For All initiative, which creates a community where play and learning connect for visitors of all abilities. The Play For All team discovered that families with children with disabilities were looking for an opportunity to explore and enjoy the museum without limitations and the fear of being judged. CCM also learned that being ADA compliant was not enough; being accessible and inclusive meant going above and beyond the ADA. Children's museums are a rare treat where almost everything should be interactive and ready to be played with. The Play For All team has made significant changes to the exhibits, staff training, and programming at Chicago Children's Museum by working with local families with disabilities and partner organizations. A culture shift has taken place within CCM. Play For All is now a top priority when decisions are being made.  相似文献   

Internet in the Classroom: Effects on Reading Comprehension,Motivation and Metacognitive Awareness     

Carina Weinmann  Charlotte Löb  Tamara Mattheiß 《Educational Media International》2013,50(3):149-161

This study examined the potential of entertainment-education (E-E) for promoting engagement with a science issue. It was assumed that certain entertaining features of a media experience increase viewers’ perceived knowledge about an issue. Drawing on different theoretical models of E-E and on persuasive effects of narrative media messages, three hypotheses and one research question were assessed in a survey among 103 participants, who were shown a movie about genetic engineering beforehand. Results suggested that the higher viewers’ transportation, identification, and enjoyment were, the more they actually felt informed. Viewers’ degree of transportation, though, revealed to be sufficient to explain their perceived knowledge.  相似文献   

Networks of Passing: Experiences of Undocumented Latin American Immigrants’ Identity Negotiation     

Audrey Scranton  Tamara Afifi  Walid Afifi  Katlyn Gangi 《Journal of Intercultural Communication Research》2016,45(6):449-469

Undocumented Latin American immigrants are one of the fastest-growing populations in the United States, and they are one of the most vulnerable. Due to constant fear of deportation, these immigrants have to communicatively “pass” for documented in a variety of situations, and they might be likely to use informal network ties (social capital) to do so. Through eight diverse focus group interviews of undocumented immigrants, this study explores how this population passes. Undocumented immigrants used talk, the body, or documents to pass either individually or through network members. Implications for both theory and practice are discussed.  相似文献   

“We Need a Song”: Sustaining Critical Youth Organizing Literacies Through World Humanities     

Tamara Butler 《Equity & Excellence in Education》2017,50(1):84-95

This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring attention to human sex trafficking. Findings show that students are introduced to and given the space to engage in “critical youth organizing literacies” through their class project. Therefore, through similar projects, classrooms become sites where young people learn to select and critique texts in order to mobilize peers and community members.  相似文献   

Evolution of the birth plan          下载免费PDF全文

Kaufman T 《The Journal of perinatal education》2007,16(3):47-52

Many birth professionals are discarding the birth plan as an outdated and ineffectual document. This column discusses the past limitations and present uses of the birth plan in an effort to enhance current teaching on how expectant parents can write and use this important document. Encouraging expectant parents to prepare two separate, but corresponding, birth plans-the "Discussion Birth Plan" and the "Hospital Birth Plan"-is proposed. Teaching suggestions and possible implications are explored in order to give childbirth educators practical information to share with their class members.  相似文献   

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives     

Tamara van Gog  Nikol Rummel 《Educational Psychology Review》2010,22(2):155-174

Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions.  相似文献   

A rapid evidence‐based service by librarians provided information to answer primary care clinical questions     

Jessie McGowan  William Hogg  Tamara Rader  Doug Salzwedel  Danielle Worster  Elise Cogo  Margo Rowan 《Health information and libraries journal》2010,27(1):11-21

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.  相似文献   

Physical Therapy Management of a Patient on Portable Extracorporeal Membrane Oxygenation as a Bridge to Lung Transplantation: A Case Report     

John D. Lowman  Tamara K. Kirk  Diane E. Clark 《Cardiopulmonary Physical Therapy Journal》2012,23(1):30-35

Introduction

Although the life expectancy for patients with cystic fibrosis (CF) has increased dramatically in the preceding decades, often the final therapeutic option for patients with end-stage CF is lung transplantation. Prior to transplantation, patients with severe disease may require mechanical ventilation. Those refractory to mechanical ventilation may require extracorporeal membrane oxygenation (ECMO). The purpose of this case report is to describe the physical therapy management of a patient who received ECMO as a bridge to lung transplantation.

Case Presentation

A 16-year-old girl with severe acute respiratory failure due to a CF exacerbation eventually required ECMO to maintain adequate gas exchange. While on ECMO, she received physical therapy interventions ranging from therapeutic exercise, manual therapy, and integumentary protection techniques in addition to airway clearance techniques. Prior to her transplant, she was standing multiple times per day with moderate assistance, was sitting on the edge-of-bed, as well as taking steps to transfer to/from a chair. She successfully received a bilateral lung transplant after 8 days on ECMO.

Conclusion

Physical therapy interventions, including out-of-bed mobility, can be safely provided to patients on portable ECMO as a bridge to lung transplantation. These interventions were focused on preventing the negative sequelae of bed rest, increasing her strength and endurance, as well as improving her level of consciousness and psychological well being in preparation for lung transplantation.Key Words: extracorporeal membrane oxygenation, lung transplantation, physical therapy, exercise  相似文献   

School improvement plans and student learning in Jamaica     

Marlaine Lockheed  Abigail Harris  Tamara Jayasundera   《International Journal of Educational Development》2010,30(1):54-66

A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

Tertiary Education and Management (TEAM)     

Tamara Welschot 《Tertiary Education and Management》2005,11(4):369-375

Instructions for Authors

Tertiary Education and Management (TEAM)  相似文献