Just picking it up? Young children learning with technology at home

We describe a two year empirical investigation of three‐ and four‐year‐old children's uses of technology at home, based on a survey of 346 families and 24 case studies. Using a socio‐cultural approach, we discuss the range of technologies children encounter in the home, the different forms their learning takes, the roles of adults and other children and how family practices support this learning. Many parents believed that they did not teach children how to use technology. We discuss parents' beliefs that their children ‘pick up’ their competencies with technology and identify trial and error, copying and demonstration as typical modes of learning. Parents tend to consider that their children are mainly self‐taught and underestimate their own role in supporting learning and the extent to which learning with technology is culturally transmitted within the family.     

Breast motion asymmetry during running

Breast asymmetry is common in females, despite a similar driving force; dynamic activity may result in asymmetrical breast motion. This preliminary study investigated how breast categorisation (left/right or dominant/non-dominant) may affect breast support recommendations and its relationship with breast pain. Ten females ran on a treadmill at 10 kph in three breast supports (no bra, everyday bra, sports bra). Five reflective markers on the thorax and nipples were tracked using infrared cameras (200 Hz) during five running gait cycles in each breast support. Multiplanar displacements of both breasts were calculated relative to the thorax. Although the maximum individual participant difference was 2.4 cm (mediolaterally) between the left and right breast, no left/right differences were found in any direction or support condition. Notably, correlations between breast pain and anterioposterior breast displacement were stronger with the left breast (r = 0.614) and moderate with the right breast (r = 0.456). Following participant categorisation according to the greatest magnitude of superioinferior breast displacement (dominant breast), results showed significant differences in displacement for all directions across different breast supports. When using breast kinematic data to examine relationships with breast pain or to recommend breast support requirements, data on both breasts should be collected.     

Magnitude of multiplanar breast kinematics differs depending upon run distance

Recommendations for breast support, dynamic breast pain assessment, and implications for sports performance have been made within breast biomechanics research; however, these studies have been based upon short exercise protocols (2–5 min). The aim of this study was to investigate the effect of breast support on multiplanar breast kinematics over a 5-kilometre run. Ten female participants (34D or 32DD) conducted two 5-kilometre runs, in a low and high breast support. Relative multiplanar breast kinematics were averaged over five gait cycles at six intervals of a 5-kilometre run. Increases in multiplanar breast kinematics were reported from the start to the end of the run, with the greatest rate of increase in breast kinematics reported within the first two kilometres of running. The greatest relative increases in breast range of motion (34%), velocity (33%), and acceleration (41%) were reported in the superioinferior direction at the fifth kilometre (33 min of running) in the high breast support. Key findings suggest that the run distance, and therefore run duration, employed for both fundamental research and product validation protocols should be carefully considered and it is suggested that running protocols for assessing breast biomechanics should exceed 7 min.     

Game playing and fluctuations in emotional climate

The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.

     

‘It’s not what it looks like. I’m Santa’: Connecting Community through Film

The lived experiences of young people are becoming increasingly marginalised within the narrowly defined curricula of neoliberal contexts. Many young people are also cast within the media according to deficit discourses of youth, which contributes to the fragmentation of communities and the limitation of interaction between generations. This article describes a film project in which young people living in an ex-mining community in the Midlands of England worked in and with their community to create a representation of where they live. As part of the process, the young filmmakers did more than connect to other people’s memories as repositories of information; both as process and as product, their film can be seen to connect shared narratives of people and place, across time and space. We argue that this project offers a timely opportunity to reflect upon the ways in which we understand learning in and out of English classrooms.     

THE GERIATRIC INTERDISCIPLINARY TEAM APPROACH: CHALLENGES AND OPPORTUNITIES IN EDUCATING TRAINEES TOGETHER FROM A VARIETY OF DISCIPLINES

The special health needs of older persons and the organization of managed care systems necessitate interdisciplinary team health care. However, there is a paucity of training or familiarity with team care among most health care professionals. This article describes one nationwide initiative, funded by the John A. Hartford Foundation, in which eight sites trained health care workers from different disciplines to participate as interdisciplinary geriatric health care team members. Although the goal of the initiative was to develop trained interdisciplinary team participants, a major concern of the programs was the initial overcoming of challenges to training professionals from different disciplines together. Both benefits and challenges are identified and several training modalities and techniques to meet the challenges are discussed. These include case studies, standardized patients, cross-discipline role-playing, glossaries, and use of the DISC Personality Profile. The benefits of each of these modalities are examined, and potential pitfalls and perils to be avoided are emphasized.     

Investigating students’ perceptions of instructional strategies to establish social presence

Social presence is a popular construct used to describe how people socially interact in online courses. Online educators continue to try different ways to establish and maintain social presence in online courses. However, research to date has not identified which strategies, or types of strategies, are best for establishing social presence. We investigated student perceptions of various strategies of establishing and maintaining social presence using a mixed methods case study approach in two different fully online courses. Results suggest that students are more interested in connecting with their instructor than their peers; different students like different social presence strategies; and students have different overall social presence needs. Various strategies and implications for practice are addressed throughout.     

Comparing Models of Nature of Science Dimensionality Based on the Next Generation Science Standards

Instruments measuring understanding of the nature of science (NOS) are required if educational institutions intend to use benchmarks or examine the effects of interventions targeting students’ NOS development. Compared to other constructs, NOS understanding is complex, having been the subject of debate among scholars in both its substance and its dimensionality. This complexity invites challenges in defining what is to be measured. Drawing from the perspective that policy reform documents provide pragmatic consensus-based definitions of NOS, this study investigated how well the dimensionality described in the NOS component of the Next Generation Science Standards (NGSS) framework matched the empirical structure of data collected from a set of secondary-school students’ responses to an NOS instrument comprising multiple-choice and Likert-scale items. Using multidimensional item response modeling to compare structures of NOS dimensionality, we found that treating NOS as comprising multiple dimensions—as defined by the themes in the NGSS NOS framework—resulted in a better fitting model than when treating NOS as a single dimension. The multidimensional model also had fewer poorly functioning items and revealed NOS profiles that otherwise would have been masked in a model treating NOS as a single dimension. These results provide support for the NOS NGSS framework and contribute to the ongoing discussion about the dimensionality of NOS.     

Global health social technologies: Reflections on evolving theories and landscapes

This paper has two core purposes. First, building on Nelson and Sampat's work, we outline the social technology conceptual framework and explain why we favour using it to explore two global health initiatives. Second, we discuss the evolution of those initiatives through the lens of the interaction between social technologies, physical technologies and general institutions. Thus we reflect both on evolving conceptual landscapes on the one hand and organisational and institutional terrains on the other.The first section of the paper presents an intellectual journey and outlines our understanding and adoption of the social technology conceptual framework. This framework we argue has a number of advantages over alternative theoretical approaches and perspectives. The second section describes the context in which product development partnerships (PDPs), a type of global health initiative based on a public–private partnership (PPP), have arisen. The third section develops case studies of the International AIDS Vaccine Initiative (IAVI) and the Malaria Vaccines Initiative (MVI) as social technology experiments and looks at the complex dynamics between organisation, management, scientific and R&D success and general institutional environments. We look at these social technologies as having ‘integrator’ and ‘broker’ roles; classifications which we argue are useful in analysing the different roles taken on by these PDPs. In the conclusion we reflect on the useful ways in which the concept of social technologies can shed light on complex and networked initiatives.