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Descriptors:
Social Capital; Communities of Practice; Expertise; Immigrants; Self Concept; Empowerment; Mexican Americans; Females; Needle Trades; Guidelines; Correlation; Sewing Instruction; Clothing; Spanish Speaking

Abstract:
This article demonstrates how one woman's identity changed as she was empowered through her participation in a sewing cooperative community of practice. A community of practice framework allows examination of participation in ongoing negotiated interactions in which people construct expert and novice identities as they work together. Identity, as we define it here, is not static, but a constantly shifting set of identities, or aspects of identity, that are constructed in ongoing interaction. What this study adds to such an understanding of identity is that particular aspects of identity are also not static but show shifts over time as people negotiate place and gain the social capital associated with skills, expertise, and competencies. In the case of the woman, Diana, considered here, the multiple aspects of identity under negotiation shift as she becomes a more experienced, expert member of the sewing cooperative, and these shifts are illuminated in discourse. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Popular Culture; Sport Psychology; Athletic Coaches; Student Experience; Educational Trends; Clothing; Trend Analysis; Television; Films; Teaching Methods; Educational Technology

Abstract:
The use of pop culture as a tool for learning and instruction is paramount. Therefore, it is imperative for teachers to be aware of, and incorporate, trends that are popular and reflect the student experience. This article addresses the pop culture trends that can positively affect teaching, coaching education, and sport psychology practice. Specifically, three different constructs--technology, television and movies, and athletic fashion trends--are discussed. Within each category, a number of examples are provided. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Activity Level; Clothing; Fire Protection; Males; Psychomotor Skills; Physical Characteristics

Abstract:
We investigated the relationship between baseline physical training and the use of firefighting thermal protective clothing (TPC) with breathing apparatus on functional balance. Twenty-three male firefighters performed a functional balance test under four gear/clothing conditions. Participants were divided into groups by physical training status, and task performance was analyzed. There was an effect of equipment and training status on performance with the group reporting both aerobic and resistance training performing better than the group reporting no physical training. In conclusion, firefighters walk more slowly as a strategy to maintain balance when wearing TPC, which may be suboptimal given the emergent nature of fire suppression. This result was most prominent in the group reporting no physical training. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Health Education; Adolescents; Clothing; Foreign Countries; Health Promotion; Cancer; Case Studies; Safety; Climate; Surveys; Measures (Individuals); Health Behavior; Incidence; Females; Regression (Statistics); Correlation; Social Networks

Abstract:
Objective: To determine differences in sun-protection behaviours, and incidence of sunburn, between Australian adolescent female fake tan users and non-users. Design: Cross sectional survey. Method: 398 adolescent females aged 12 to 18 years participated in a survey at public venues, schools, and online. The main outcome measures were self-reported fake tan usage in the past 12 months, frequency of sunburns and habitual sun-protection behaviours. Setting: Surveys were completed in New South Wales, Australia. Results: The prevalence of self-reported use of fake tanning products in the past 12 months among Australian adolescent females was 34.5%. Female fake tan users were significantly less likely to report wearing a hat, wearing a shirt with sleeves or wearing pants covering to the knees. There was no difference between fake tan users and non-users in use of sunscreen, seeking shade, wearing sunglasses or avoidance of peak ultraviolet (UV) hours. Logistic regression modelling, when accounting for age, desire for a tan and skin type, revealed fake tan users were more likely to experience frequent sunburns and less likely to wear protective clothing. Conclusions: Our findings show that fake tan use among Australian female adolescents is associated with decreased sun protection, specifically reduced use of both upper and lower body protective clothing. Fake tan users were significantly more likely to experience repeated sunburns, after controlling for skin type. These findings provide impetus for the development of health education programmes targeting a new sub-group of adolescents with distinct tanning behaviours. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Clothing; Industry; Sewing Instruction; Patternmaking; Clothing Instruction; Skill Development; Economic Opportunities; Expertise; International Trade; Employer Employee Relationship; Work Environment; Labor Conditions; Context Effect; Adjustment (to Environment); Entrepreneurship; Females; Informal Education; Ethnography; Lifelong Learning

Abstract:
This article examines the relationship between skill acquisition and the constitution of economic selfhood in Trinidad. Drawing on ethnographic fieldwork among garment workers in a context of industrial decline, I show how their formal, informal, and illicit means of acquiring sewing skills are inextricably linked to the fragmented and unstable economic opportunities available to them. Learning to sew means learning to be a flexible economic actor, which helps workers survive but disadvantages them in waged labor relationships. By investigating the role of pleasure in self-training, I emphasize the neglected importance of emotion for understanding livelihood strategies. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cancer; Prevention; Resource Allocation; Ethnic Groups; Foreign Countries; Followup Studies; Mail Surveys; Scores; Evidence; Health Promotion; Health Behavior; Clothing; Barriers; Costs; Accreditation (Institutions); Curriculum; Educational Policy

Abstract:
Before the 2005 launch of the New Zealand SunSmart Schools Accreditation Programme (SSAP), 242 randomly sampled primary schools completed a mail survey about sun protection policies, practices, curriculum and environment. A 2009 follow-up included 189 (78%) and their mean Total Accreditation Score (TAS = total SSAP requirements met, range 0-12), increased by 0.8 (95% CI 0.5-1.2, P less than 0.001) from 7.8 (95% CI 7.4-8.1) to 8.6 (95% CI 8.3-8.9) with evidence changes differed between regions (P = 0.024). The 2009 mean TAS varied by region (range 7.9-9.4, unadjusted P = 0.004, adjusted P = 0.013) with no clear pattern, but likely resource allocation association. TAS of schools acknowledging input from Health Promoting Schools demonstrated a tendency towards being statistically significantly higher by 0.5 (95% CI -0.1 to 1.1, P = 0.082), but statistically significantly higher by 1.1 (95% CI 0.5-1.7, P less than 0.001) for schools acknowledging Cancer Society input. Lowest attainment was for the clothing (43%), shade (52%) and curriculum (55%) criteria. Key perceived barriers were cost, particularly of shade and limited support by parents and others. Schools which had not applied for accreditation identified lack of programme awareness and "other priorities' as barriers; further information, better resourcing and training assistance as key needs. Observed positive change justifies increased support to consolidate gains and achieve sustainable universality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Music Education; High School Students; Singing; Performance Based Assessment; Majors (Students); Undergraduate Students; Graduate Students; Achievement Rating; Interrater Reliability; Clothing; Gender Bias; Context Effect

Abstract:
The purpose of this study was to examine the effect of differentiated performance attire and stage deportment on adjudicators' ratings of high school solo vocal performances. High school choral students (n = 153) and undergraduate (n = 97) and graduate music majors (n = 32) served as adjudicators (N = 282). Adjudicators rated recorded solo vocal performances displayed in audio-only and four audiovisual presentation conditions with differentiated combinations of performance attire and stage deportment. Performance quality ratings were affected significantly by soloists' performance attire and stage deportment and adjudicators' academic level. Significant two-way interactions were identified: adjudicator gender by academic level for comparisons of performance ratings assigned in four of the five presentation conditions and adjudicator gender by academic level when differentiated attire was isolated from presentation conditions. Adjudicators assigned significantly higher ratings to performances presented in the audio-only condition. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Researchers; Role; Ethics; Urban Schools; School Districts; Research Methodology; Ethnography; Low Income Groups; Clothing; Professional Identity; Teacher Role; Identification (Psychology); Classroom Environment; Role Conflict

Abstract:
Though researcher dilemmas are not new to the pages of "Qualitative Inquiry," we argue that the current contemporary context has both altered and intensified issues associated with conducting qualitative research within sites most affected by more recent social, political, and economic shift. Navigating such sites as researchers poses new questions and new "speed bumps," going well beyond those highlighted by Weis and Fine more than ten years ago. In this article, the authors revisit and extend the work by Weis and Fine using a set of informed reflections on engaging ethnographic research inside an iconic and beleaguered, large Northeastern, urban school district, a context that, we argue, establishes an increased range of new and largely unanticipated "speed bumps." (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Associations; English Teachers; Presidents; Females; Biographies; Recognition (Achievement); Politics of Education; Professional Identity; Social Networks; Communication Skills; Power Structure; Resistance (Psychology); Accountability; Community Action; Gender Issues; Rhetoric; Change Strategies; Empowerment; Clothing; Gender Bias; Age Differences

Abstract:
This essay reveals the importance of investigating mundane internal documents, particularly when considering muted rhetors, who may use such texts strategically in an attempt to subvert the status quo. It does so by examining the first and second women presidents of NCTE and their efforts to professionalize the organization and to strengthen the voice of the president. (Contains 17 notes.)

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Foreign Countries; Writing Instruction; Grade 7; Academic Standards; High Achievement; School Culture; Anxiety; Politics of Education; Self Evaluation (Individuals); School Role; School Effectiveness; Collegiality; Teacher Recruitment; Student Attitudes; Student Teachers; Teacher Educators; Educational Change; Language Role; Identification (Psychology); Teacher Student Relationship; Classroom Environment; Clothing; Muslims; Christianity; Teaching Conditions

Abstract:
We offer this piece as an essay, a dialogic, many-voiced attempt to represent the tensions and contradictions in our work and the work that goes on in London schools. Locating our work within a polyphonic, narrative-based tradition of inquiry into practice (Burgess & Hardcastle, 1991; Doecke & McClenaghan, 2011; Parr, 2010; van de Ven & Doecke, 2011), we start with two stories arising out of our work as teacher educators. These stories provide insights into the effects of standards-based reforms on the lived experiences of school pupils and their teachers in England. We argue that they show something of the ways in which these changes in schooling are profoundly reshaping social relationships and subjectivities. To chart the effects of these changes is important in our view. And yet, for all the discursive and institutional power of the standards-based reforms, they fail to provide an adequate account of the complexity of what goes on in English classrooms. The agency of teachers and learners, effaced by the dominant discourse, is continually being reasserted, continually threatening to undermine the false simplicities of the standards. Questions of identity, of how learners and teachers alike are situated--and situate themselves--in history and culture, though absent from the dominant discourse, cannot so easily be dismissed. These questions are ones that we encourage our student teachers to take seriously and to address in their writing. We include in this piece substantial extracts from the writing of one of these students: Leila's reflexive contribution speaks back to the standards-based reforms, offering a very different account of her own learning and that of her pupils. We do not pretend to offer a neat resolution to these conflicting discourses; what Leila's account provides, however, is a reason to be hopeful. (Contains 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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