Forgetting ACT UP     

Alexandra Juhasz 《Quarterly Journal of Speech》2013,99(1):69-74

The struggle over credit for the discovery of penicillin is a powerful case study of the ability of scientific narrative to establish reputation. This paper examines the ways Alexander Fleming and Howard Florey told the story of the discovery and development of penicillin, each providing provenance for the drug and enhanced claims for personal recognition. Fleming's version incorporated familiar narratives of the intervention of chance and divine favor, heroic scientists, and the need to extract good from evil. This account, echoing themes found in British home front stories of the “Blitz,” the Battle of Britain, and the miracle of Dunkirk, appealed to a public imagination already stimulated by a wartime press. By contrast, Florey used a conventional chronology typical of scientific literature to tell his version of the discovery of penicillin, placing his work at the end of a sequence of investigations on antibiotic substances that started in the 19th century. This view of scientific development as building on the work of predecessors was an account of the penicillin story satisfying to an audience of scientific peers. That Fleming is credited in the public mind as the discoverer of penicillin is partially a result of his construction of a narrative of discovery that invited popular participation and appealed to a beleaguered nation at war.  相似文献   

Exploring influences on later life learning     

Alexandra Withnall 《International Journal of Lifelong Education》2013,32(1):29-49

Academic debate about education and ageing issues has hitherto been based largely on provider and practitioner concerns. Here, the first stage of a two‐year research project that aimed to move the focus to older learners themselves is discussed. The aim in this initial stage was to construct a conceptual model of life course influences on older people’s learning that could be tested in a subsequent stage of the research. The method used involved ten focus group discussions with very different groups of learners, all of whom were ‘post‐work’ and based in different parts of the UK. The intertwined themes that emerged from the discussions related to discontinuity and change, situational and institutional influences on education and learning and the possible influence of personality factors and values as well as issues of gender, class and race. The efficacy of using focus groups in this context is briefly discussed, together with implications for the next stage of the project and for further research.  相似文献   

Assessing rugby place kick performance from initial ball flight kinematics: development,validation and application of a new measure     

Alexandra Atack  Grant Trewartha  Neil E. Bezodis 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(5):457-469

The appropriate determination of performance outcome is critical when appraising a performer’s technique. Previous studies of rugby place kicking technique have typically assessed performance based on ball velocity, but this is not the sole requirement. Therefore, a mathematical model of rugby place kick ball flight was developed to yield a single measure more representative of true performance. The model, which requires only initial ball flight kinematics, was calibrated and validated using empirical place kick data, and found to predict ball position with a mean error of 4.0% after 22 m of ball flight. The model was then applied to the performances of 33 place kickers. The predicted maximum distance, a single performance measure which accounted for initial ball velocity magnitude and direction, and spin, was determined using the model and was compared against ball velocity magnitude. A moderate association in the rank-order of the kicks between these two measures (ρ = 0.52) revealed that the relative success of the kicks would be assessed differently with each measure. The developed model provides a representative measure of place kick performance that is understandable for coaches, and can be used to predict changes in performance outcome under different ball launch or environmental conditions.  相似文献   

Successful campus outreach for academic libraries: Building community through collaboration,P. Keeran,C. Forbes (Eds.), Rowman & Littlefield,Lanham, MD (2018), (250 pp. $95.00. ISBN 978-1-5381-13701)     

Alexandra Simons 《The Journal of Academic Librarianship》2019,45(5)

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Trends in mobile and outreach services     

Alexandra Yarrow  Stephen McAllister 《Public Library Quarterly》2018,37(2):195-208

ABSTRACT

This paper reports on results of a questionnaire distributed to North American public libraries to determine what types of services they are providing to populations experiencing barriers to using bricks-and-mortar branches. The results indicate that many are offering homebound delivery and that bookmobiles remain popular, particularly in libraries serving large geographic areas. Some libraries are exploring kiosk, or vending machine style services. Lastly, new trends are emerging, notably pop-up libraries, vans, and book bikes.  相似文献   

Discursive negotiations of Kenyan LGBTI identities: Cautions in cultural humility     

Dustin Bradley Goltz  Teresa Mastin  Alexandra G. Murphy 《Journal of International and Intercultural Communication》2016,9(2):104-121

This study identifies and analyzes sites of discursive negotiation regarding sexual and gender minority identities in Kenya. A demonizing master narrative of homosexuality is constructed through cultural myths prevalent in Kenyan media yet challenged by claims of innate identity through strategic essentialism and glocalized naming practices. Using participant observation and creative focus group methodologies with lesbian, gay, bisexual, trans*, and intersex community members and journalists in Nairobi, Kenya this research project demonstrates the necessity of cultural humility while addressing contemporary absences in the study of queer identities in intercultural scholarship and communication research within African contexts.  相似文献   

Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods     

Alexandra Ursache  Kathleen Kiely Gouley  Spring Dawson-McClure  R. Gabriela Barajas-Gonzalez  Esther J. Calzada  Keith S. Goldfeld  Laurie M. Brotman 《Child development》2020,91(6):e1249-e1266

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M_age = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.  相似文献   

The Wisdom of Crowds     

Alexandra Shiu 《Roeper Review》2013,35(5)

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Librarians,Historians, and New Opportunities for Discourse: A Guide for Clio's Helpers,Joel D. Kitchens,Libraries Unlimited,Santa Barbara (2012), 120 pp. $50.00, ISBN: 978-1-59884-625-6     

Alexandra Simons 《The Journal of Academic Librarianship》2012,38(6):412-413

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Word reading aloud skills: their positive redefinition through ageing          下载免费PDF全文

Marianne Chapleau  Maximiliano A. Wilson  Karel Potvin  Alexandra Harvey‐Langton  Maxime Montembeault  Simona M. Brambati 《Journal of Research in Reading》2017,40(3):297-312

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