Linear kinematic air bearing

Bearing provides continuous, smooth movement of the cat's-eye mirror, eliminating wear and deterioration of bearing surface and resulting oscillation effects in servo system. Design features self-aligning configuration; single-point, pivotal pad mounting, having air passage through it; and design of pads that allows for precise control of discharge path of air from pads

Frictionless universal joint Patent

Universal joints for connecting two displaced shafts or member

Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development

The purpose of this exploratory sequential mixed-methods study is to investigate a group of middle-school aged Latinx English learners (ELs) in a rural town in the Midwestern United States and to facilitate their narrative writing development via a mobile-assisted language learning (MALL) environment from a funds of knowledge perspective. In particular, we first explored the existing funds of knowledge sources drawing from the ELs’ lived experience and cultural practice through a multimethodological approach over a span of three months. We conceptualized the explored funds of knowledge sources into ELs’ narrative writing practice through the integration of mobile-based writing tools (MBWTs). Second, we employed a multiple pre-and post- non-experimental design for the ELs to complete two non- funds of knowledge and three funds of knowledge-featured narrative writing activities over ten weeks using Google Docs as an MBWT. Results showed a statistically significant positive learning effect of funds of knowledge as an intervention for developing the ELs’ literacy skills in narrative writing within a collaborative MALL environment

Challenging empowerment: AIDS-affected southern African children and the need for a multi-level relational approach

Critics of empowerment have highlighted the concept's mutability, focus on individual transformation, one-dimensionality and challenges of operationalisation. Relating these critiques to children's empowerment raises new challenges. Drawing on scholarship on children's subjecthood and exercise of power, alongside empirical research with children affected by AIDS, I argue that empowerment envisaged as individual self-transformation and increased capacity to act independently offers little basis for progressive change. Rather it is essential to adopt a relational approach that recognises the need to transform power relationships at multiple levels. This analysis has implications for our wider understanding of empowerment in the 21st century. © The Author(s) 2013.This research was funded by DFID

Beings in their own right? Exploring Children and young people's sibling and twin relationships in the Minority World

This paper examines the contributions that the sociological study of sibship and twinship in the Minority World can make to childhood studies. It argues that, in providing one forum within which to explore children and young people's social relationships, we can add to our understanding of children and young people's interdependence and develop a more nuanced understanding of agency. As emergent subjects, children, young people and adults are in a process of ‘becoming’. However, this does not mean that they can ‘become’ anything they choose to. The notion of negotiated interdependence (Punch 2002) is useful in helping us to grasp the contingent nature of children and young people's agency

Papillary and follicular thyroid carcinomas show a different pattern of ras oncogene mutation.

Papillary and follicular thyroid carcinomas show a different pattern of ras oncogene mutation

"Driven to distraction?" Children's experiences of car travel

This is an Author's Accepted Manuscript of an article published in volume, 4, issue 1, pages 59-76 in Mobilities 2009. Copyright @ 2009 Taylor & Francis, available online at: http://www.tandfonline.com/doi/abs/10.1080/17450100802657962.Cars have become increasingly significant features in the lives of many children and adults in the UK and elsewhere. Whilst there is a growing body of research considering how adults experience automobility, that is the increasingly central role of cars within societies, there has been little equivalent research exploring children's perspectives. Drawing upon a variety of methods including personal diaries, photographs, in‐depth interviews and surveys amongst schools within Buckinghamshire and North London, the paper contributes to filling this gap in existing research through exploring how cars are not only journey spaces for children, but are also sites for play, relaxation, homework, companionship, technology and the consumption of commodities. Using a Foucauldian analysis of power, insights into wider familial processes relating to mobility are provided by exploring how cars are sites of conflicting power relations between parents and children. The paper also explores how children's everyday experiences of cars were framed by wider sets of power relations, including car corporations which design and manufacture these spaces, and the role of capital which commodifies everyday activities in cars. In doing so, the paper challenges existing research on automobility for only focusing upon adults' experiences of cars and begins to theorise a more inclusive account of automobility which incorporates children and young people

Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem

Understanding children’s constructions of meanings about other children: implications for inclusiveeducation

This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults’ way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults’ influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices.<br/