Legitimizing the Wound: Mapping the Military's Diagnostic Discourse of Traumatic Brain Injury     

Tom Lindsley 《Technical Communication Quarterly》2015,24(3):235-257

Following reports spanning from the beginning of the OEF (Operation Enduring Freedom) and OIF (Operation Iraqi Freedom) conflicts to the early 2010s, this rhetorical investigation analyzes the U.S. military's diagnostic practices used to identify mild traumatic brain injury (mTBI) in blast-affected troops. Considering the notion of “wound/injury” as a possible boundary object, this paper discusses how the conceptual framing of “invisible” injuries may produce interruptions of distrust that inhibit effective diagnosis.  相似文献   

Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System     

Tom G. Griffiths  Euridice Charon Cardona 《欧洲教育》2015,47(3):226-241

International education is seen as an effective form of soft power. This article reviews one of history’s largest and most ambitious attempts to achieve global influence through university education, and to reshape the world—the Soviet university aid program, 1956–91. Drawing on existing research and Soviet archival materials, we lay out and contextualize characteristic features of the Soviet education aid program. Specifically, we identify its focus on students from “developing” and newly independent countries, and its ambition to form graduates who would return home to become national leaders sympathetic to Soviet socialism. We conclude by approaching the program from a world-systems perspective. Here, we highlight the intended catch-up style modernization and national economic development for countries through their participation in the Soviet university aid program as well as the intended development of the human capital of participant countries. The complex impacts on participants throughout the world and their subsequent worldview are the subject of ongoing research by the authors.  相似文献   

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years     

Samantha Plate  Lisa Yankowitz  Leslie Resorla  Meghan R. Swanson  Shoba Sreenath Meera  Annette Estes  Natasha Marrus  Meredith Cola  Victoria Petrulla  Aubrey Faggen  Juhi Pandey  Sarah Paterson  John R. Pruett Jr.  Heather Hazlett  Stephen Dager  Tanya St. John  Kelly Botteron  Lonnie Zwaigenbaum  Joseph Piven  Robert T. Schultz  Julia Parish-Morris  IBIS Network 《Child development》2022,93(2):468-483

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.  相似文献   

Conditions for mental health in education: Towards relational practice     

Tom Billington  Sarah Gibson  Penny Fogg  Jamal Lahmar  Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.  相似文献   

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education     

Tomás-Miquel  José-Vicente  Capó-Vicedo  Jordi 《Higher Education》2022,83(5):1143-1162

Higher Education - Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their...  相似文献   

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales     

Cathryn Knight  Zoe Clegg  Carmel Conn  Matt Hutt  Tom Crick 《British Journal of Special Education》2022,49(1):6-23

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.  相似文献   

Robot carers,ethics, and older people     

Tom Sorell  Heather Draper 《Ethics and Information Technology》2014,16(3):183-195

This paper offers an ethical framework for the development of robots as home companions that are intended to address the isolation and reduced physical functioning of frail older people with capacity, especially those living alone in a noninstitutional setting. Our ethical framework gives autonomy priority in a list of purposes served by assistive technology in general, and carebots in particular. It first introduces the notion of “presence” and draws a distinction between humanoid multi-function robots and non-humanoid robots to suggest that the former provide a more sophisticated presence than the latter. It then looks at the difference between lower-tech assistive technological support for older people and its benefits, and contrasts these with what robots can offer. This provides some context for the ethical assessment of robotic assistive technology. We then consider what might need to be added to presence to produce care from a companion robot that deals with older people’s reduced functioning and isolation. Finally, we outline and explain our ethical framework. We discuss how it combines sometimes conflicting values that the design of a carebot might incorporate, if informed by an analysis of the different roles that can be served by a companion robot.  相似文献   

Exploring athletic identity in elite-level English youth football: a cross-sectional approach     

Tom O. Mitchell  Mark Nesti  David Richardson  Adrian W. Midgley  Martin Eubank 《Journal of sports sciences》2014,32(13):1294-1299

Abstract

This study is the first empirical investigation that has explored levels of athletic identity in elite-level English professional football. The importance of understanding athletes’ psychological well-being within professional sport has been well documented. This is especially important within the professional football industry, given the high attrition rate (Anderson, G., & Miller, R. M. (2011). The academy system in English professional football: Business value or following the herd? University of Liverpool, Management School Research Paper Series. Retrieved from http://www.liv.ac.uk/managementschool/research/working%20papers/wp201143.pdf) and distinct occupational practices (Roderick, M. (2006). The work of professional football. A labour of love? London: Routledge). A total of 168 elite youth footballers from the English professional football leagues completed the Athletic Identity Measurement Scale (AIMS). Multilevel modelling was used to examine the effect of playing level, living arrangements and year of apprentice on the total AIMS score and its subscales (i.e., social identity, exclusivity and negative affectivity). Football club explained 30% of the variance in exclusivity among players (P = .022). Mean social identity was significantly higher for those players in the first year of their apprenticeship compared to the second year (P = .025). All other effects were not statistically significant (P > .05). The novel and unique findings have practical implications in the design and implementation of career support strategies with respect to social identity. This may facilitate the maintenance of motivation over a 2-year apprenticeship and positively impact on performance levels within the professional football environment.  相似文献   

MAPPING ADULT EDUCATION     

Tom Nesbit 《Educational theory》1999,49(2):265-279

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Indian adult education and the post‐colonial legacy     

Tom Steele  Richard Taylor 《International Journal of Lifelong Education》2013,32(6):457-464

Under the Raj education concentrated on reproducing a small Anglicized elite capable of administering the country. Adult education was minimal and confined to a few urban centres. After Independence Indian adult education was burdened with the project of modernization as India under Nehru and the nationalist movement desperately tried to industrialize the state according to western and soviet models. Despite the relative success of the first Five Year Plan's literacy programme, levels of funding dropped while bureaucracy and falsification of figures increased. Despite Gandhi, Indian education also suffered from elitist discourses inherited from the British Raj which assumed a ‘trickle‐down’ effect and resulted in the over‐balancing of the system towards higher education. Western experts (with the honourable exception of Frank Laubach) have tended to confirm the bias, but even Laubach's agenda raised suspicion. Only with the coming of the NAEP in 1978 was a serious attempt to redress the balance made. Subsequent radical educationists have once again taken up the banner of ‘Gandhi’ in the cause of educating the very poor and the project of modernization has given way to more needs‐based programmes.  相似文献