New Directions,New Relationships: The Smithsonian's Twenty‐first Century Learning in Natural History Settings Conference and the Natural History Museum,London     

Brad Irwin  Emma Pegram  Honor Gay 《Curator: The Museum Journal》2013,56(2):273-278

The Twenty‐first Century Learning in Natural History Settings Conference at the Smithsonian Institution, Washington, D.C. (2012) has been more influential than similar conferences, resulting in new work streams and international collaborations for the Learning Research and Evaluation team at the Natural History Museum, London (NHM). The conference offered a rare opportunity to discuss issues relevant to our unique workplace and to be surrounded by an instant peer group. Although the event itself brought personal and professional satisfaction, it is the impact of the conference on our institution that has been most fulfilling. The conference has enabled us to think bigger—to think about the sector as a whole and the role the NHM can play as a large national museum.  相似文献   

Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution     

Emma Sumner  Vincent Connelly  Anna L. Barnett 《Reading and writing》2013,26(6):991-1008

It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently.  相似文献   

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships   总被引：2，自引：1，他引：1  

Sheila Degotardi  Naomi Sweller  Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.  相似文献   

The integration of composition and the short story     

Emma Mae Vickrey 《Peabody Journal of Education》2013,88(4):182-191

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Beyond the ‘learning society’: what have we learnt from widening participation research?     

Stephen Gorard  Emma Smith 《International Journal of Lifelong Education》2013,32(6):575-594

This article emerges from a recent review of evidence, conducted by the authors and others, on the lifelong barriers to widening participation in higher education in England. This has led us to a consideration of the quality and relevance of the research activity in this large field of endeavour, and to the creation of a typology of the kinds of widespread problems we then encountered. These include pseudo‐research, poor quality reporting of research, deficiencies in datasets, analytical errors, a lack of suitable comparators, obfuscation, a lack of scepticism in general, and the regular misattribution of causal links in particular. The article discusses each of these, and illustrates them using generally high‐profile research studies and publications. We found a substantial proportion of non‐empirical pieces. Of the remainder, we found a substantial proportion that did not report sufficiently well their methods or their findings. Of the remainder that were empirical and did explain their methods and findings sufficiently, we found a substantial proportion in which the findings could not support the conclusions drawn from them. The article ends with a plea for a great deal more ‘learning’ and openness to new ideas among those engaged, lifelong, in researching lifelong learning.  相似文献   

The Image of Edessa     

Emma Loosley 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(3):318-319

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On the uses of carbolic acid for engineers     

John Eyre Ashby 《Journal of The Franklin Institute》1862,74(4):275-276

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Person centred planning ‘in action’: exploring the use of person centred planning in supporting young people's transition and re‐integration to mainstream education     

Emma Corrigan 《British Journal of Special Education》2014,41(3):268-288

This study, by Emma Corrigan of the Plymouth Excellence Cluster and Community Psychology Service, explores the use of person centred planning (PCP) in supporting young people who have experienced school exclusion, in their transition and re‐integration to mainstream settings. Young people of different ages participated in the PCP process and multiple stakeholder perspectives provided insight into the implementation and outcomes of PCP over time. Reported findings indicate a positive impact upon young people's social‐emotional well‐being, attendance in school, and educational achievement, and highlight a range of ‘supports’ and ‘barriers’ that can facilitate and/or obstruct the use of PCP in practice. This research contributes towards practice‐based evidence at a time when legislative reform advocates a broader use of PCP to support special educational needs in the UK. Potential gains, pitfalls and further actions are considered to support a wider application of PCP within the new statutory framework and to inform implications for future practice and further research.  相似文献   

Cow's milk as a post-exercise recovery drink: implications for performance and health     

Lewis J. James  Emma J. Stevenson  Penny L. S. Rumbold  Carl J. Hulston 《European Journal of Sport Science》2019,19(1):40-48

Abstract

Post-exercise recovery is a multi-facetted process that will vary depending on the nature of the exercise, the time between exercise sessions and the goals of the exerciser. From a nutritional perspective, the main considerations are: (1) optimisation of muscle protein turnover; (2) glycogen resynthesis; (3) rehydration; (4) management of muscle soreness; (5) appropriate management of energy balance. Milk is approximately isotonic (osmolality of 280–290?mosmol/kg), and the mixture of high quality protein, carbohydrate, water and micronutrients (particularly sodium) make it uniquely suitable as a post-exercise recovery drink in many exercise scenarios. Research has shown that ingestion of milk post-exercise has the potential to beneficially impact both acute recovery and chronic training adaptation. Milk augments post-exercise muscle protein synthesis and rehydration, can contribute to post-exercise glycogen resynthesis, and attenuates post-exercise muscle soreness/function losses. For these aspects of recovery, milk is at least comparable and often out performs most commercially available recovery drinks, but is available at a fraction of the cost, making it a cheap and easy option to facilitate post-exercise recovery. Milk ingestion post-exercise has also been shown to attenuate subsequent energy intake and may lead to more favourable body composition changes with exercise training. This means that those exercising for weight management purposes might be able to beneficially influence post-exercise recovery, whilst maintaining the energy deficit created by exercise.  相似文献   

L'azeotropie,La Tension De Vapeur Des Malanges De Liquides. Bibliographie: Par Maurice Lecat. 127 pages, 16 × 25 cms., paper. Bruxelles,Maurice Lamertin,Editeur, 1942     

Emma Ewing 《Journal of The Franklin Institute》1945,240(6):506

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