Mapping International Health onto Domestic Health: A Pentadic Cartography of Kathleen Sibelius’s Global Health Strategy

Pentadic cartography is a useful way to examine the motivational vocabularies of discourses and to provide alternative vocabularies for negotiating rhetorical terrains. Pentadic cartographers have used Kenneth Burke’s principles to examine and critique the motivational vocabularies of texts as their vocabularies compete against one another. This article expands the application of pentadic cartography by exploring maps as “overlays” or when two pentadic vocabularies do not necessarily compete but can complement one another. This study examines two potential competing mappings present in former Secretary of Health and Human Services Kathleen Sibelius’s (2012) speech outlining a new global health strategy, as well as an overlay map that negotiates domestic and global health. Each mapping is assessed for its abilities to open and to close the universe of discourse. The possibility of overlays as a supplement to pentadic cartography is outlined.     

Physical activity profiles and selected muscular fitness variables in English schoolchildren: A north–south divide?

The aim of the study was to compare and contrast habitual physical activity (PA) profiles and muscular fitness in schoolchildren from northern and southern regions of England. Data were collected from two secondary schools in the north east (NE) of England. The study procedures followed methods employed by the East of England Healthy Hearts Study in 10–16-year-old boys and girls based in the south east (SE) region of England and data were compared. Habitual physical activity (PAQ-A), vertical jump test, and hand-grip (HG) strength were assessed. We converted raw scores from all assessments to age- and sex-normalised z-scores. We recruited 597 children (58% boys) in the NE and compared findings to 597 age- and sex-matched boys and girls from the SE. Boys in the SE had significantly stronger HG scores, jumped higher, were more powerful (mean peak power: 2131?W vs. 1782?W; P?P?P?相似文献   

Optical engineering for children – a structured approach

The present paper focuses on the application of a structured template, maximum impact flow (MIF), in order to encourage young students in the area of optics and optical engineering. MIF introduces a template in terms of individual steps and linked functionality and is shown to fuse separate learning tools together into a cohesive unit. Prioritization and teaching structures are also discussed with the promotion of technology identified as a key factor.     

PÄdagogische Zeitschriften Westdeutschlands

Ohne Zusammenfassung     

Changes in students' educational attitudes: A study of an experimental living-learning program

This study highlights the longitudinal changes in educational attitudes of students during the freshman year of college, with the prime focus on comparisons between students in a living-learning program (N=95) and students in the regular curriculum (N=89) at the University of California, Davis. The Student Orientations Survey was used in a pre-post design, and major results were (1) students who selected the experimental program held somewhat different attitudes from their peers in the regular curriculum prior to the start of the academic year and (2) compared to changes in attitudes of their peers, the experimental-program students, by the end of the academic year, had significantly decreased their desire for lectures and formalized education, expressed greater interest in self-directed independent study, desired a more significant role in educational decision-making, and viewed education more as a way of exploring various academic areas rather than solely preparing for a vocational future. Coupled with findings from student interviews, various implications of the results were discussed.     

The development of the ability to recognize the meaning of iconic signs

Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed.     

WHAT IS AV DOING IN A HUMANITIES DEGREE?

The Communication module of the B.A. (Hons) Humanities modular degree at Bristol Polytechnic involves non‐Art & Design students in practical audio‐visual media work through ‘live’ projects undertaken for ‘clients’ in the community ‐‐ schoolteachers, social workers, charities, etc. ‐‐ the work being carried out in teams of between 2 and 5.

The theoretical base of the course is face‐to‐face interaction in real‐life situations such as the classroom and the television interview. The method of assessment here is to present examinees with selected communicative events on videotape and call for analysis and comparison, and evaluation of the theoretical approaches employed. This places a premium on students being able to apply theory directly to real‐life situations, rather than rehearse those theories in essay form.

The course is both intended by the staff and perceived by the students to be distinctly different from the other modules of an otherwise book‐based degree in providing for the essentially practical application of ideas and a basic introduction to alternative modes of communication. By means of the projects, drawn from a variety of sources far removed from the degree course and the institution, the analytical, research, and design skills of the students are applied in a realistic way to broaden their own perspectives and to be of lasting benefit within the community.     

Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.