Sharing the cost: health information licensing programmes in Canada     

Vivian Stieda  Marijana Bačić 《Health information and libraries journal》2009,26(4):322-330

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Civic Knowledge,Engagement, and Participation Narratives of Youth of Color in Urban Schools     

Vivian L. Gadsden  Wintre Foxworth Johnson  Samiha Rahman 《Peabody Journal of Education》2019,94(1):78-96

The issues associated with students’ civic knowledge, engagement, and participation have been heightened in intellectual debates and public discussions. However, these discussions have not focused heavily on urban youths’ civic identities or the locations of these identities within the youths’ personal narratives of ethnicity, race, class, and gender. This article presents the narratives of four urban high school youths of color, selected from a larger study about youths’ experiences in school and society and the ways in which classroom learning encouraged their inquiry, assessment of their social worlds and personal goals, and emerging personal and civic identities. Our purpose was to gain insights regarding the youths’ sociopolitical perspectives on local educational and social issues affecting them and to understand their multiple literacies in the context of their civic engagement, increasing youth advocacy, and larger political tensions. The theoretical framing of this investigation is grounded in democratic education and sociopolitical consciousness and draws upon research that focuses on civic participation and democratic society. Four dominant themes emerged from the analysis: educational inequality, social media, schooling, and race and mass incarceration. This article contributes to an expansive framing for civic education by examining the civic knowledge of urban youths of color and offers implications for research, practice, and policy.  相似文献   

Outdoor play in early childhood education settings: Is it safe and healthy for children?     

Satomi Izumi Taylor Ph.D.  Vivian Gunn Morris 《Early Childhood Education Journal》1996,23(3):153-158

Outdoor play is an important and integral part of a high-quality early childhood education curriculum. Outdoor play environments should have equipment that is safe and developmentally appropriate for the children served. The appropriate adult-child ratio should be maintained to prevent unnecessary accidents as well as provide the interaction needed to assist children in developing outdoor physical, social, and language skills. Each facility should have teachers with up-to-date CPR and first-aid training to take care of emergency situations.  相似文献   

Content-driven Faculty Development in Community College Early Childhood Education Programs     

Mark M. D’Amico  Bob Algozzine  Karen M. Algozzine  Vivian I. Correa  Reem Muharib 《Community College Journal of Research & Practice》2019,43(1):74-79

Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.  相似文献   

Reflections on infusing evidenced-based inclusion practices in early childhood community college programs through a collaborative professional development model     

Mark M. D’Amico  Vivian I. Correa  Reem Muharib  Kate Algozzine  Bob Algozzine  Katie Swart 《Journal of Early Childhood Teacher Education》2020,41(1):65-84

ABSTRACT

Inclusion means that students with disabilities have access to high-quality and effective instruction, as well as specialized services as needed, within least restrictive environments. We believe there are no limits on who can or should participate in and benefit from inclusion and we were interested in perceptions resulting from professional development designed to support including young children with disabilities in classrooms with their natural neighbors and peers. We present reflections from application of a community of practice model in which university-based faculty worked closely and collaboratively with community college instructors to infuse ideas, concepts, and content from the field of special education into associate degree early childhood education coursework.  相似文献   

Metabolic Syndrome in Childhood: Rare Case of Alstrom Syndrome with Blindness     

Afzal Ahmad  Benedicta D’Souza  Charu Yadav  Ashish Agarwal  Anand Kumar  M. Nandini  Vivian D’Souza  A. M. Poornima  Nutan Kamath 《Indian journal of clinical biochemistry : IJCB》2016,31(4):480-482

Alstrom’s syndrome (AS) is a rare autosomal recessive ciliopathic condition affecting 1:10,00,000 children. It’s a single gene disorder of ALMS1 on chromosome 2 with multisystem involvement with cone-rod retinal dystrophy causing juvenile blindness, obesity, insulin resistance, type 2 Diabetes mellitus, hypogonadism and sensorineural hearing loss. Till now only 800 patients with this disorder has been identified so far. In this report, we describe the case of a 9-year old male boy from south India. He had been initially referred for polyphagia, polyuria, polydipsia, generalized weakness from 1 weeks. On examination he was demonstrated features suggestive of AS, including blindness, obesity, type 2 diabetes, altered lipid profile, hypogonadism, acanthosis nigricans, seborrheic dermatitis, right ear discharge and episodes of respiratory tract infections. So, diagnosis of AS is critical as it can easily be overlooked because of the many features associated with metabolic syndrome starting at age 7, a relatively early age.  相似文献   

Enhancement of myeloperoxidase activity in WBCS in oral cancer patients treated with Granulocyte Macrophage Colony Stimulating Factor (GM-CSF)—A pilot study     

N. Ananth  Ganesh B. Balaji  D. M. Vasudevan MD  FRC  Vivian D’Souza  Ashalatha V. Rao  Dinesh Nambiar 《Indian journal of clinical biochemistry : IJCB》1998,13(2):126-128

In a pilot study with five oral cancer patients undergoing radiotherapy (RT) three were given Granulocyte Macrophage Colony Stimulating Factor (GM-CSF) as a protective agent to reduce the mucosal inflammation during radiotherapy. The myeloperoxidase (MPO) enzyme activity in WBC was quantitated. The three patients showed a significant increase in the MPO activity when compared with two untreated controls indicating the efficacy of GM-CSF as a protective agent. It is suggested that further detailed studies with larger number of patients would be useful.  相似文献   

AGING: CONCEPTS AND CONTROVERSIES (5th Edition), By Harry R. Moody     

Reviewed by Vivian W. Mott 《Educational gerontology》2013,39(6):538-539

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‘Let's Talk Autism' –a school‐based project for students to explore and share their experiences of being autistic     

Kathryn Stevenson  Katie Cornell  Vivian Hinchcliffe 《Support for Learning》2016,31(3):208-234

Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication inherent in autism. This article describes a therapeutic media project within an ASD school that attempted to support young people to reflect together about what autism meant for them and create resources to share with others. The process is described and main themes of discussions analysed using thematic analysis. Main themes emerged of making sense of diagnosis, experiences of difference and transition to adulthood. Various strategies to manage diagnosis and negotiate identity also emerged. Issues around informed consent and confidentiality and the therapeutic value of such groups are discussed.  相似文献   

Podcasting as Transformative Work     

Vivian Maria Vasquez 《理论付诸实践》2015,54(2):147-153

Although technology is most often heralded an intrinsic efficiency, the process of using technology to create a text is full of opportunities to learn new information, create and distribute knowledge, and engage in identity work. This article explores how the production of 1 such technological text, a podcast, offered students opportunities to engage in sophisticated research practices and draw upon their cultural and semiotic resources in ways that are not possible through traditionally print-centric texts. Using the production of a podcast series in a diverse, urban second-grade classroom, this article seeks to provide insights into not only podcast creation with young learners, but also into the intense and meaningful literacy work possible during their production.  相似文献