Deaf people communicating via SMS, TTY, relay service, fax, and computers in Australia     

Power MR  Power D  Horstmanshof L 《Journal of deaf studies and deaf education》2007,12(1):80-92

Despite the expansion of Deaf people's use of communication technology little is published about how they use electronic communication in their social and working lives and the implications for their concepts of identity and community. Australia is an ideal research base because the use of a range of technologies is widespread there. To gain access to a wide age range of people who identify as Deaf, members of the national organization, the Australian Association of the Deaf, were surveyed by mail. Results showed that Short Message Service (SMS), telephone typewriters (TTY), voice/TTY relay services, fax, and e-mail were used regularly. Deaf users are discerning of the purposes for which they use each method: SMS for social and personal interactions, TTY for longer communications and (via the relay service) with people and services without TTYs, fax for business and social contact, and computers for personal and business e-mails as well as Web browsing, accessing chat rooms, word processing, games, and study.  相似文献   

Adult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements     

Manon Wyn Jones  M. Louise Kelly  Martin Corley 《Reading and writing》2007,20(9):933-943

We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner, 2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology on the conclusions that are drawn about dyslexic reading ability.

Manon Wyn JonesEmail:

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The effects of speech production and vocabulary training on different components of spoken language performance     

Paatsch LE  Blamey PJ  Sarant JZ  Bow CP 《Journal of deaf studies and deaf education》2006,11(1):39-55

A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.  相似文献   

Challenges and possibilities of Holocaust education and critical citizenship: An ethnographic study of a fifth-grade bilingual class revisited     

Jennings  Louise B. 《Prospects》2010,40(1):35-56

This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility, which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close examination of one teacher’s approach to teaching about the Holocaust, the study highlights the importance of long-term engagements, a layered curriculum that supports children in building understandings over time, and varied opportunities for making meaning together. This approach included empathy-building, a focus on rescue and resistance and the bystander response, building a knowledge base about the Holocaust, stories of individual experiences, and opportunities to make personal connections. Drawing on samples of student talk, writing, and art, the article illustrates how children built upon academic and social practices established from the first days of school to expand their repertoire of meanings, language, and actions of (in)tolerance, gaining more complex understandings of the social, political, and moral implications of the Holocaust. Students in this bilingual class also developed individual and social actions in speaking out against social injustice in their own communities. The author argues that this classroom experience supported students as critical citizens who conscientiously and compassionately participate in the day-to-day building of more equitable communities.  相似文献   

‘We raised it with the Head’: the educational practices of minority ethnic,middle‐class families     

Louise Archer 《British Journal of Sociology of Education》2010,31(4):449-469

This paper discusses findings from a small‐scale empirical exploration of the views, experiences and educational practices of middle‐class minority ethnic families in the United Kingdom. It draws on semi‐structured interviews conducted with 36 parents, pupils and ‘young professionals’. Analyses consider to what extent generic class resources, as identified by the US work of Lareau, are evident within the educational practices of British middle‐class, minority ethnic families. It is argued that generic class resources and practices were evident to the extent that parents expressed a desire for personalised education, felt comfortable voicing their opinions and concerns to schools, and were willing to climb the ladder of authority to get their voices heard. However, it is also argued that ‘race’ plays a significant and complicating role that calls for a qualification (but not a negation) of Lareau’s theorisation.  相似文献   

Social justice storytelling and young children's active citizenship     

Louise G. Phillips 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):363-376

This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children's actual practice of citizenship. A case is argued for acknowledgement of young children's political identities and capacity to act as communitarian citizens.  相似文献   

Late Resolution!     

Louise Louis 《The Educational forum》2013,77(2)

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IDEAS     

Louise Darcy 《The Educational forum》2013,77(4)

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Harvest     

Louise Darcy 《The Educational forum》2013,77(4)

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The impact of chronic carbohydrate manipulation on mucosal immunity in elite endurance athletes     

Alannah K. A. McKay  David B. Pyne  Peter Peeling  Avish P. Sharma  Megan L.R. Ross  Louise M. Burke 《Journal of sports sciences》2019,37(5):553-559

Carbohydrate (CHO) availability could alter mucosal immune responses to exercise. This study compared the effect of three dietary approaches to CHO availability on resting and post-exercise s-IgA levels. Elite race walkers (n = 26) adhered to a high CHO diet (HCHO), periodised CHO availability (PCHO) or a low CHO/high fat diet (LCHF) for 3 weeks while completing an intensified training program. HCHO and PCHO groups consumed 8.0–8.5 g.kg^?1 CHO daily, with timing of ingestion manipulated to alter CHO availability around key training sessions. The LCHF diet comprised 80% fat and restricted CHO to < 50 g.day^?1. A race walk test protocol (19 km females, 25 km males) was completed at baseline, after adaptation, and following CHO restoration. On each occasion, saliva samples were obtained pre- and post-exercise to quantify s-IgA levels. Resting s-IgA secretion rate substantially increased ~ two-fold post-intervention in all groups (HCHO: 2.2 ± 2.2, PCHO: 2.8 ± 3.2, LCHF: 1.6 ± 1.6; fold-change± 95% confidence limits), however, no substantial differences between dietary treatments were evident. Post-exercise, substantial 20–130% increases in s-IgA concentration and 43–64% reductions in flow rate occurred in all dietary treatments, with trivial differences evident between groups. It appears that high volume training overrides any effect of manipulating CHO availability on mucosal immunity in elite athletes.  相似文献