Using video technology in emancipatory research

The writers of this paper are currently engaged in research concerning the lives of young adults who are multi-sensory impaired; they are particularly interested in the areas of communication and the development of meaningful relationships. Part of their fieldwork has involved the use of video recordings. The paper considers the use of video technology in qualitative research, together with the technical issues and ethical sensitivities which might be involved. The issue of emancipatory research is explored, with a particular focus on how this might be applied to research with people who have pronounced and complex disabilities and who use modes of communication which are idiosyncratic and mainly non-verbal. Finally, the writers describe their own work-in-progress in this area.     

An Approach for Evaluating the Technical Quality of Interim Assessments

Increasing numbers of schools and districts have expressed interest in interim assessment systems to prepare for summative assessments and to improve teaching and learning. However, with so many commercial interim assessments available, schools and districts are struggling to determine which interim assessment is most appropriate to their needs. Unfortunately, there is little research-based guidance to help schools and districts to make the right choice about how to spend their money. Because we realize the urgency of developing criteria that can describe or evaluate the quality of interim assessments, this article presents the results of an initial attempt to create an instrument that school and district educators could use to evaluate the quality and usefulness of the interim assessment. The instrument is designed for use by state and district leaders to help them select an appropriate interim assessment system for their needs, but it could also be used by test vendors looking to evaluate and improve their own systems and by researchers engaged in studies of interim assessment use.     

Effect of bovine colostrum on anaerobic exercise performance and plasma insulin-like growth factor I

In this study, we examined the effects of bovine colostrum on peak vertical jump power (VJpeak), peak cycle power (CPpeak), alactic anaerobic work capacity, resistance exercise one-repetition maxima (1-RM) and plasma insulin-like growth factor I (IGF-I) concentrations. Using a randomized, double-blind, placebo-controlled, parallel design, 51 males completed 8 weeks of resistance and plyometric training while consuming 60 g x day(-1) of bovine colostrum (n = 26) or concentrated whey protein powder (n = 25). Peak vertical jump power, peak cycle power, alactic anaerobic work capacity, 1-RM and plasma IGF-I were not different between groups at baseline (P > 0.33). Peak vertical jump power and peak cycle power were still not significantly different between groups by week 4 (VJpeak: bovine colostrum, 7231 +/- 488 W; whey protein, 7214 +/- 530 W; P = 0.99; CPpeak: bovine colostrum, 1272 +/- 202 W; whey protein, 1232 +/- 208 W; P = 0.99). By week 8, however, peak vertical jump power (bovine colostrum, 7370 +/- 503 W; whey powder, 7237 +/- 481 W; 95% confidence intervals, 54 to 170 W; P < 0.01) and peak cycle power (bovine colostrum, 1400 +/- 215 W; whey protein, 1311 +/- 192 W; 95% confidence intervals, 20 to 61 W; P < 0.01) were significantly higher in the bovine colostrum condition. Alactic anaerobic work capacity and 1-RM increased (P < 0.001), but the increases were not different between groups (P > 0.08). Plasma IGF-I did not change in either group (P = 0.55). We conclude that bovine colostrum supplementation during training significantly increased peak anaerobic power, but had no effect on alactic anaerobic work capacity, 1-RM or plasma IGF-I.     

在体育教学中实施素质教育的探讨

阐述了以往体育教学的弊端及现行体育教学改革的必要性和重要性。认为 ,在当前实施的素质教育中 ,体育教学应围绕体育教育目标进行 ,同时也要体现出素质教育的全体性、全面性和主动性 ,并全面发展学生的个性     

Neurological basis of language and reading

The central theme of this article is that contemporary neuroanatomical-neurolinguistic models which conceptualize language and reading as multidimensional, interactive functional systems are more able than earlier localizationist viewpoints to contribute to our understanding of individual differences. After providing a theoretical rationale for this position based on Luria (1973,1980), three modern neuroanatomical-neuroloinguistic models, derived from the extensive case study literature of adult asphasia, alexia, and acquired dyslexia, are discussed. Specifically, the Geschwind-Dejerine model of reading which stresses involvement of classical perisylvian structures in the left hemisphere, Bastian's (1898) competing model which postulates more bihemispheric involvement in reading, and a neurolinguistic model to account for the different ways surface, phonological, and deep dyslexics access meaning, are critically evaluated in terms of their empirical validation, utility, and limitations for understanding individual differences. Finally, suggestions for future research are offered.     

Publishing in Scotland: Reviewing the Fragile Revival

A comparison of analyses of the Scottish publishing industry carried out in 1992, 2002 and 2007 underscores the fragility of the sector within a small country within the English-language community. A number of indices reveal either stability or stagnation and the picture emerges of the remarkable tenacity of publishing in Scotland. Although there is already a significant and vital element of state support for publishing in Scotland, further intervention will be necessary to ensure fulfilment of its potential.

Mary just hit tommy—again!

Early Childhood Education Journal -