The Accuracy of Students' Reports of Course Taking in the 1994 National Assessment of Educational Progress     

Richard G. Niemi  Julia Smith 《Educational Measurement》2003,22(1):15-21

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Children versus Childhood: Writing Children into the Historical Record, or Reflections on Paula Fass's Encyclopedia of Children and Childhood in History and Society     

Julia Grant 《History of education quarterly》2005,45(3):468-490

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Editorial     

Julia Hodgeon 《English in Education》1994,28(3):1-2

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Self-help groups and depression     

Julia West 《International journal for the advancement of counseling》1981,4(2):161-164

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Do ankle braces provide similar effects on ankle biomechanical variables in subjects with and without chronic ankle instability during landing?     

Songning Zhang  Michael Wortley  Julia Freedman Silvernail  Daniel Carson  Maxime R. Paquette 《运动与健康科学(英文)》2012,1(2):114-120

PurposeThe purpose of this study was to examine effects of a sport version of a semi-rigid ankle brace (Element?) and a soft ankle brace (ASO) on ankle biomechanics and ground reaction forces (GRFs) during a drop landing activity in subjects with chronic ankle instability (CAI) compared to healthy subjects with no history of CAI.MethodsTen healthy subjects and 10 subjects who had multiple ankle sprains participated in the study as the control and unstable subjects, respectively. The CAI subjects were age, body mass index and gender matched with the control subjects. The arch index and ankle functions of the subjects were measured in a subject screening session. During the biomechanical test session, participants performed five trials of drop landing from 0.6 m, wearing no brace (NB), Element? brace and ASO brace. Simultaneous recording of three-dimensional kinematic (240 Hz) and GRF (1200 Hz) data were performed.ResultsThe CAI subjects had lower ankle functional survey scores. The arch index and deformity results showed greater arch deformity of Element? against a static load than in NB and ASO due to greater initial arch position held by the brace. CAI participants had greater eversion velocity than healthy controls. The ASO brace reduced the first peak vertical GRF whereas Element? increased 2nd peak vertical GRF. Element? brace reduced eversion range of motion (ROM) and peak eversion velocity compared to NB and ASO. In addition, Element? reduced dorsiflexion ROM and increased peak plantarflexion moment compared to NB and ASO.ConclusionResults of static arch measurements and dynamic ankle motion suggest that the restrictions offered by both braces are in part due to more dorsiflexed ankle positions at contact, and higher initial arch position and stiffer ankle for Element?.  相似文献   

What citizenship responsibility means to Botswana's young adults: implications for adult education     

Julia Preece  Dama Mosweunyane 《Compare》2006,36(1):5-21

Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions were analysed in relation to theories of social capital citizenship and learning. The findings suggest that the influences of globalisation are producing a shift from traditional communitarian citizenship values to ones of ‘enlightened self interest’. However, civil society is under‐developed and needs nurturing through an educational strategy that encourages participatory approaches to development. Some of the arguments articulated here are elaborated on in a book (Preece & Mosewunyane, 2004 Preece, J. and Mosweunyane, D. 2004. Perceptions of citizenship responsibility amongst Botswana youth., Gaborone: Lentswe La Lesedi.  [Google Scholar]).  相似文献   

Redefining Successful Interpretation in Art Museums     

Daryl Fischer  Lisa Levinson 《Curator: The Museum Journal》2010,53(3):299-323

Abstract This article aims to capture the spirit and content of a lively exchange among museum staff members at the Denver Art Museum. It began as a conference call and continued as an online dialogue about how definitions of success have evolved with advances in technology and changing expectations of visitors. Together we explored how DAM staff encourage more active participation in the museum and the creative tension that ensues between visitor co‐creation and institutional control. Woven throughout this conversation are examples that demonstrate the need to move fluidly between high tech and low tech interpretives, onsite and online experiences, and the impact of environments that break down museum stereotypes. It is our hope that this discussion will spark similar dialogues among colleagues in individual institutions and in the profession at large. Readers are encouraged to respond through the blog at Curator’s new website: http://www.curatorjournal.org .  相似文献   

Exploring the effects of a 14 week person-centred counselling intervention with learning disabled children     

Beverley Flitton  Julia Buckroyd 《Emotional and Behavioural Difficulties》2013,18(3):164-177

Abstract

This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group.  相似文献   

Developing sexual competence? Exploring strategies for the provision of effective sexualities and relationships education     

Julia Hirst 《Sex education》2013,13(4):399-413

School‐based sexualities and relationships education (SRE) offers one of the most promising means of improving young people's sexual health through developing ‘sexual competence’. In the absence of evidence on whether the term holds the same meanings for young people and adults (e.g. teachers, researchers, policy‐makers), the paper explores ‘adult’ notions of sexual competence as construed in research data and alluded to in UK Government guidance on SRE, then draws on empirical research with young people on factors that affect the contexts, motivations and outcomes of sexual encounters, and therefore have implications for sexual competence. These data from young people also challenge more traditional approaches to sexualities education in highlighting disjunctions between the content of school‐based input and their reported sexual experience. The paper concludes by considering the implications of these insights for developing a shared notion of what SRE is trying to achieve and suggestions for recognition in the content and approaches to SRE.  相似文献   

Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献