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This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming,
motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched
control groups. Participants were 51 children attending mainstream English elementary schools in Quebec. All participants
completed measures of IQ, word and nonword reading fluency, elision, nonword decoding, rapid naming, bead threading, peg moving,
toe tapping, postural stability, and muscle tone. Results from both group contrasts and analyses at the individual case level
did not provide support for claims of motor–cerebellar involvement in either typical or atypical reading acquisition. Results
were more consistent with a phonological core process account of both typical reading and reading difficulty. Phonological
deficits for children with dyslexia compared to RA-matched controls were, however, only evident in group contrasts. Findings
thus also have important implications for identifying at-risk readers among their same-aged peers. 相似文献
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Andre´ P. Grace Patricia A. Gouthro Shahrzad Mojab 《Studies in Continuing Education》2013,35(1):51-73
In this paper we research our roles as academic adult educators who worked with 40 graduate students during a 10 day summer institute, which we developed using the theme "Culture and Diversity in Education for Adults". We discuss how we framed the development and delivery of this summer institute in the context of a transgressive and transformative learning journey that heeds Paulo Freire's (1998) call to "think the practice" by reading and comprehending the word and the world critically. From this perspective, we examine our positionalities that situate us as present, sometimes strong, yet sometimes vulnerable educators who use insurgent theories and positional pedagogies to shape alternative learning experiences. We also examine how these positionalities impact our conceptions of pedagogy and multiculturalism, and we explore how they helped to shape the inclusive teaching-learning interactions that we designed to query being, acting, becoming, belonging, and surviving in education and the larger Canadian and global cultures. In this regard we investigate how our learning journey emerged as one deeply textured by engagements with issues of educator and learner positionalities as well as matters of context, disposition, relationship, and affiliation. We explore how our learning journey with institute participants took us into the uneasy intersections of the personal, professional, and political where pedagogical practices and associated challenges, risks, possibilities, and liabilities emerge. 相似文献
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Information Retrieval Journal - In this work, we study recent advances in context-sensitive language models for the task of query expansion. We study the behavior of existing and new approaches for... 相似文献
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Shahrzad Mohammadi 《Sport in Society》2019,22(6):1082-1099
AbstractThis study examines the potential and limitations of a community sport initiative in fostering social inclusion of newly arrived adult female asylum seekers and refugees in Germany. It contains three parts: the first and second part aim to assess the perceived opportunities and barriers of riding a bicycle in the participants’ homeland and Germany and to provide empirical evidence about the outcomes of the project at a micro level by prioritising the participants’ accounts and experiences. In the third section, through an examination of the programme’s structure and provision, its perceived impact is investigated. Bourdieu’s theory of practice was deployed as an analytical tool in the study. The findings revealed the importance of need-based, informal and intercultural provisions and practices to foster participation of physical recreation of the target group in their new setting. However, to facilitate social inclusion, the participants’ prolonged and sustained engagement in the programme as volunteers was crucial. 相似文献
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Bacterial aggregation and patchiness play an important role in a variety of ecological processes such as competition, adaptation, epidemics, and succession. Here, we demonstrate that hydrodynamics of their environment can lead to their aggregation. This is specially important since microbial habitats are rarely at rest (e.g., ocean, blood stream, flow in porous media, and flow through membrane filtration processes). In order to study the dynamics of bacterial collection in a vortical flow, we utilize a microfluidic system to mimic some of the important microbial conditions at ecologically relevant spatiotemporal scales. We experimentally demonstrate the formation of “ring”-shaped bacterial collection patterns and subsequently the formation of biofilm streamers in a microfluidic system. Acoustic streaming of a microbubble is used to generate a vortical flow in a microchannel. Due to bacteria''s finite-size, the microorganisms are directed to closed streamlines and trapped in the vortical flow. The collection of bacteria in the vortices occurs in a matter of seconds, and unexpectedly, triggers the formation of biofilm streamers within minutes. Swimming bacteria have a competitive advantage to respond to their environmental conditions. In order to investigate the role of bacterial motility on the rate of collection, two strains of Escherichia coli bacteria with different motilities are used. We show that the bacterial collection in a vortical flow is strongly pronounced for high motile bacteria. 相似文献
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ABSTRACTThis article is an exploration in the mode of thinking of refugee youth on the relations of ‘democracy’ and ‘dictatorship.’ Tracing the geopolitical relations of authoritarian and democratic forms of governing we demonstrate the manner in which these political forms are socio-historically interdependent yet appear as politically distinct, which we understand as an ideological form of consciousness. Expanding out from interviews and focus groups conducted with refugee youth from the Middle East and North Africa who arrived in Canada to resettle, our analysis attempts to go deeper than that simply creating space for the voices of refugee youth. Instead, we want to theorise from the data to reconceptualise the social and economic projects that have been named as democratisation or youth at-risk. The conscious reproduction of democracy and dictatorship as distinct political forms requires that refugee youth learn to live in and act upon their world through an ideological mode of consciousness that furthers the relations of global capitalism and encourages young people to align their aspirations with neoliberalism. We, therefore, aim to reorient theorisations of democracy and dictatorship, and in doing so, challenge the forms of consciousness and praxis that arise from the bourgeois regime of political rights. 相似文献
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