Women's recreational surfing: a patronising experience

Research analysing the operation of power within sport and physical activity has exposed the marginalisation and exclusion of women's sport in explicit and institutionalised ways. However, for women in recreational and alternative physical activities like surfing, sporting experiences lie outside institutionalised structures, thus requiring alternative surfing of conceptualising the processes of exclusionary power. In this paper, we focus on the voices of women recreational surfers to explore the changes which may or may not be occurring at smaller, more localised levels of women's engagement with surfing culture. An ethnographic methodology was employed to ask women how and why they engage in surfing and what it means for them, rather than asking questions based on existing assumptions. In presenting the data we draw upon the double meaning afforded by the term ‘to patronise’ as a means of framing the complex ways that women continue to be differentiated in surfing culture, and the ways they respond to this. In the final section, we employ a Foucauldian analytic lens to explore the subtle normalising practices in which women are incited to recognise and undertake the practices of the valued masculine ideal of the ‘good surfer’ through caring acts and advice offered by male surfers. This post-structuralist perspective offers space to think outside of simple resistance and reproduction, instead considering a complex space where women and men negotiate power in a range of ways from contextual, subjective positions. In conclusion, we argue that women recreational surfers are enacting alternative ways of operating within the power relations that circulate in the waves, creating ever-changing spaces for new ways of doing and knowing surfing to emerge.     

Isolation and manipulation of living adherent cells by micromolded magnetic rafts

A new strategy for magnetically manipulating and isolating adherent cells with extremely high post-collection purity and viability is reported. Micromolded magnetic elements (termed microrafts) were fabricated in an array format and used as culture surfaces and carriers for living, adherent cells. A poly(styrene-co-acrylic acid) polymer containing well dispersed magnetic nanoparticles was developed for creating the microstructures by molding. Nanoparticles of γFe(2)O(3) at concentrations up to 1% wt.∕wt. could be used to fabricate microrafts that were optically transparent, highly magnetic, biocompatible, and minimally fluorescent. To prevent cellular uptake of nanoparticles from the magnetic polymer, a poly(styrene-co-acrylic acid) layer lacking γFe(2)O(3) nanoparticles was placed over the initial magnetic microraft layer to prevent cellular uptake of the γFe(2)O(3) during culture. The microraft surface geometry and physical properties were altered by varying the polymer concentration or layering different polymers during fabrication. Cells plated on the magnetic microrafts were visualized using standard imaging techniques including brightfield, epifluorescence, and confocal microscopy. Magnetic microrafts possessing cells of interest were dislodged from the array and efficiently collected with an external magnet. To demonstrate the feasibility of cell isolation using the magnetic microrafts, a mixed population of wild-type cells and cells stably transfected with a fluorescent protein was plated onto an array. Microrafts possessing single, fluorescent cells were released from the array and magnetically collected. A post-sorting single-cell cloning rate of 92% and a purity of 100% were attained.     

Consultation-based programming: instituting the collaborative ethic in schools

Consultation-based programming is widely supported as a logical augmentation to the current educational service delivery system. However, despite increasing advocacy for formats that foster collaborative efforts of multidisciplinary personnel, implementation of these program formats in schools remains sporadic. This article (a) discussed a number of the conceptual principles which underpin program development, (b) proposes informal standards for ecological evaluation of specific-formats, and (c) identifies factors that maximize the potential for successful installment of consultation-based programs in schools.     

Language and the Deaf: an interactive microcomputer-based approach

This paper reviews some of the language problems faced by deaf children in the light of psycholinguistic research, and considers several requirements for the provision of a meaningful language learning environment for the deaf. The utility of computer-aided instruction (CAI) in the education of the deaf is discussed, and a language manipulation program (entitled JUMBLE), designed to meet the specified requirements, is described. Preliminary findings using this program are presented, and implications for the future development of the approach advocated are discussed.     

Examining the Relations of the Home Literacy Environments of Families of Low SES with Children’s Early Literacy Skills

This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children’s early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children’s Title Checklist (CTC) but low correlations were found among items. Children’s expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children’s receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers’ frequency of shared reading and the age when parents began reading to children. Children’s letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children’s early language and literacy skills.     

Multiplicities in Motion: A Turn to Transliteracies

ABSTRACT

In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group’s (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the mobile and emergent aspects of meaning making. We work through a classroom example to consider the contours of literacies and learning practices for making meaning on the move. We argue that in a mobile and digitally networked world, a pedagogy of transliteracies draws much needed attention to people and things connecting, relating, and intersecting, and also to how these connections, relations, and intersections occur in unequal ways that support some learners and disenfranchise others.     

A decade of research with dyslexic college students: A summary of findings

The major findings of several research projects that investigated dyslexic college students are summarized in this paper. Consistent findings of these investigations led to the following conclusions. 1) Developmental dyslexia is a syndrome made up of the following four symptoms: slow rate of reading, error-prone oral reading, poor written spelling, and grammatically incorrect writing; 2) all these symptoms could be traced to a poor mastery of the grapheme-phoneme relational rules; 3) developmental dyslexia can be found in subjects who appear to have adequate oral language skills; 4) ex-dyslexics who appear to be “poor spellers but good readers” have subtle reading deficits; and 5) the 20 dyslexic subjects investigated appear to constitute a homogeneous group which raises questions regarding dyslexia subtypes.     

Editorial

This case study evaluates the efficacy of Intensive Interaction in developing the social and communication ability of a young boy with severe learning difficulties. The Intensive Interaction approach is based on the model of caregiver–infant interaction and underpinned by theoretical foundations of psychological literature of early development. A multiple‐method approach was adopted mixing quantitative and qualitative data. An intricate system of behaviour coding was devised so that progress could be measured via video‐recorded observation. Findings showed that substantial progress was made in sociability and communication, with some new behaviours such as eye contact emerging. Stereotypy was also observed to reduce substantially.