A brave new world?—Understanding U.S.-China coproductions: collaboration,conflicts, and obstacles

The unprecedented growth in U.S.-China film coproductions and Chinese companies’ high-profile investment in Hollywood studios and U.S. cinemas signal a shift in global power relationships and a reshaping of the global media structure. Combining textual and document analysis with interviews of policy makers and film professionals in China and Hollywood, this article explores the implications of U.S.-China coproduction for global communication. The article proposes three ways of understanding coproductions: as a market-driven and profit-seeking partnership, as a policy and power negotiation, and as a brave experimental adventure. This article contends that the current state of U.S.-China coproduction manifests the contradiction between desire and reality. Although coproductions have the potential to create a space for a new global culture, to develop innovative communication models, and to achieve a China-U.S. consensus, the fulfillment of these potentials will require a steadfast effort and the commitment of more than one generation of filmmakers from both China and the U.S.A. Nevertheless, a global culture and a reshaping of the global media structure are in the making.     

Three-dimensional analysis of a lofted instep kick by male and female footballers

There is a paucity of data describing the lofted instep kick and little information on the kinematic differences between male and female footballers. This study provides a preliminary investigation into the differences in motion patterns between the sexes. A four-camera motion analysis system videoed 13 amateur footballers (7 female and 6 male) attempting a standardised task that represented a lofted instep kick of approximately 35 m. Footballers performed 20 kicks, with the three trials categorised closest to the standardised distance retained for statistical analysis. Three-dimensional motion patterns for kicks of 35 m illustrated that female footballers produced greater fluctuation in movement patterns for pelvic, hip joint and thoracolumbar spine motion in the frontal plane; thorax and hip joint transverse rotation; and ankle dorsiflexion/plantarflexion motion. Peak hip extension (P = 0.018), impact hip abduction (P = 0.032), impact ankle plantar flexion (P = 0.030) and resultant ball velocity (P = 0.004) differed significantly between sexes. Principle component analysis highlighted associations between kinematic variables related to ball velocity and sex including a reduced hip abduction and increased internal rotation approaching impact, and greater peak knee flexion, respectively. In summary, increased variation in direction of segment motion, increased backswing and formation of a tension arc by females compared to males, may be related to anthropometric, strength and muscle activation differences. Specifically, this exploratory study indicates future research would benefit from exploring trunk, pelvis and hip kinematics and kinetics, and whether training the trunk, pelvis and hip musculature assists female footballers.     

Investigating the Consequential Aspects of Validity: Who Is Responsible and What Should They Do?

Where do we stand today as the concept of the consequential aspect of validity gains maturity? What are the implications for the various stakeholders in the measurement enterprise?     

Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words

Previous research has suggested that learning to read irregular words depends upon knowledge of a word’s meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5–7 years were randomly assigned to an intervention or control group. Children in the intervention group participated in a 4-week programme in which they were taught to correct mispronunciations of spoken words as well as being taught the meanings of those words. Children in the control group received no additional teaching. The intervention group made significant gains in their ability to correct mispronunciations and to read and define the taught words; these gains also generalised to a comparable set of untaught control words. Children can be taught to correct errors in the pronunciation of irregular words, and this may produce generalised effects on learning to read.     

Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories

The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.     

Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a “Slowmation” (abbreviated from “Slow Animation”), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 985–1009, 2011