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The primary aim was to examine the criterion and construct validity and test–retest reliability of the Lifesource XL-18 pedometer (A&D Medical, Toronto, ON, Canada) for measuring steps under controlled and free-living activities. The influence of body mass index, waist size and walking speed on the criterion validity of XL-18 was also explored. Forty adults (35–74 years) performed a 6-min walk test in the controlled condition, and the criterion validity of XL-18 was assessed by comparing it to steps counted manually. Thirty-five adults participated in the free-living condition and the construct validity of XL-18 was assessed by comparing it to Yamax SW-200 (YAMAX Health & Sports, Inc., San Antonio, TX, USA). During the controlled condition, XL-18 did not significantly differ from criterion (P > 0.05) and no systematic error was found using Bland–Altman analysis. The accuracy of XL-18 decreased with slower walking speed (P = 0.001). During the free-living condition, Bland–Altman analysis revealed that XL-18 overestimated daily steps by 327 ± 118 than Yamax (P = 0.004). However, the absolute percent error (APE) (6.5 ± 0.58%) was still within an acceptable range. XL-18 did not differ statistically between pant pockets. XL-18 is suitable for measuring steps in controlled and free-living conditions. However, caution may be required when interpreting the steps recorded under slower speeds and free-living conditions.  相似文献   
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The annotation of texts in the school English classroom is central to the curriculum, examination and the history of English as a school subject. In this paper we explore ‘the way it is done’ across two different classrooms. We focus on the relationship between official definitions of annotation offered by national policies and examination syllabuses and its actualization in particular classrooms. The article takes a multimodal approach: attending to all modes of representation and communication in the teaching of English including image, gesture, gaze and the spatial organization of the classroom.  相似文献   
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Herein, we describe the development of a novel primer system that allows for the capture of double-stranded polymerase chain reaction (PCR) amplification products onto a microfluidic channel without any preliminary purification stages. We show that specially designed PCR primers consisting of the main primer sequence and an additional “tag sequence” linked through a poly(ethylene glycol) molecule can be used to generate ds-PCR amplification products tailed with ss-oligonucleotides of two forensically relevant genes (amelogenin and human c-fms (macrophage colony-stimulating factor) proto-oncogene for the CSF-1 receptor (CSF1PO). Furthermore, with a view to enriching and eluting the ds-PCR products of amplification on a capillary electrophoretic-based microfluidic device we describe the capture of the target ds-PCR products onto poly(dimethylsiloxane) microchannels modified with ss-oligonucleotide capture probes.  相似文献   
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ABSTRACT

As an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying narratives were analyzed, yielding three categories of results: (1) camp community and responsibility (2) Jewish experience at camp; and (3) challenges and opportunities. Results are discussed in terms of enhancing the experience of inclusion at camp for all campers.  相似文献   
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The Secret Garden revisited   总被引:1,自引:0,他引:1  
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Globalisation,Literacy and Society: Redesigning pedagogy and assessment   总被引:2,自引:0,他引:2  
This paper draws together various strands of argument in the emerging field of 'New Literacy Studies' to put forward the view that we need to re-evaluate how literacy is conceptualised, taught and assessed. Three central themes form the basis of the argument. First, the paper points to the emergence of the so-called new economy and globalisation, and argues that the skills and knowledge base required to cope effectively with the demands of work and the demands of everyday life are increasingly changing, and differ in important ways from some of the basic skills associated with the current literacy curriculum. Second, the paper argues that society is becoming increasingly plural and diverse, and, as such, forefronts many different ways in which people make shared meaning. Yet assessment apparently requires a single standard by which meaning is validated and this, it seems, calls into question the democratic basis of learning and teaching. In the final section of the paper, we argue that we can learn from new theoretical understandings of cognition and human action in order to develop a roadmap for redesigning pedagogy and assessment.  相似文献   
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