688 research outputs found
Land of the Free, Home of the Racist: Exploring the Narrative of America’s Racial Prejudice
No full text“Land of the Free, Home of the Racist: Exploring the Narrative of America’s Racial Prejudice” by Jillian Fox, ’19. Fox uses a racist incident that occurred at Denison University in the late 1970s to explore the work of womanist theologian and Denison University graduate Kelly Brown Douglas. After recounting the incident, she explores Douglas’ response at the time as well as her later work, much of which stems from ancient notions of national exceptionalism, ethnocentrism, and white racial pride. Fox continues to discuss the implications of exceptionalism as it pertains to Manifest Destiny, which the author in turn connects to current racial attitudes, divides, and injustices in the United States. Fox concludes with an exhortation to overturn the white supremacy that has so harmed black people as well as those who do not conform to the royal consciousness, against which God must be situated
My bawdy myself
No full textThere are certain topics that we’re taught from an early age not to talk about in “polite company.” Chief among them: our bodies. From sex to scatology, illness to death, it’s the subjects that most clearly and directly concern us that are considered off-limits from normal conversation. This work seeks to encourage dialogue around our bodies, our health, our psychological and physical and sexual [dys]functions, through the author’s recounting of her own often unbelievable personal, physical, and medical history.M.F.A.by Jillian Ive
The Death Studies Podcast Dr. Jillian A. Tullis
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This is an interview featured on The Death Studies Podcast. This interview is with Dr Jillian A. Tullis. You can find out more about the guests and hear the full episode including an addendum with John about his mother’s death at www.thedeathstudiespodcast.com or listen to the full episode wherever you find your podcasts.
Please cite as:
Tullis, J. A. (2022) Interview on The Death Studies Podcast hosted by Michael-Fox, B. and Visser, R. Published 1 October 2022. Available at: www.thedeathstudiespodcast.com, DOI: 10.6084/m9.figshare.21251421</p
Young Children's Mathematical Patterning
No full textYOUNG CHILDREN'S MATHEMATICAL PATTERNING\ud
Jillian Fox\ud
Queensland University of Technology, Brisbane, Australia\ud
Mathematical patterning is fundamental to the development of mathematics. Steen (1990), in fact, argued that "Mathematics is the science and language of patterns" (p. 5). The years prior to formal schooling (pre-compulsory education and care services) are widely recognised as a period of critical development where the salient role of patterning features significantly.\ud
In a multi-case study children’s engagement in mathematical patterning experiences was investigated as was the teachers’ involvement in, and influence on these experiences. The study was conducted in one preschool and one preparatory year setting. These sites were typical learning environments for Queensland children in the year prior to compulsory schooling. Multiple sources of data were collected. These data comprised semi-structured interviews with each teacher, copies of their daily programs and video-taped observation of the classes. Ten episodes of mathematical patterning were identified and categorised as teacher-planned, teacher-initiated, or child-initiated. Two episodes were initiated by children and the other eight were guided by the teachers. The nature of the teacher intervention in the child-initiated activities was of particular interest. Frameworks were developed to guide the examination of these episodes, with these frameworks being informed by the conceptual framework of Stein, Grover and Henningsen (1996). \ud
The findings of this case study suggest that child-initiated episodes containing mathematical patterning are productive learning occurrences. During unstructured play times, children initiated activities that explored repeating patterns, pattern language, and the elements of linear patterns. These episodes were rich opportunities where children shared, refined, and developed their knowledge of patterns. Thus, child-initiated experiences can be powerful learning opportunities with the potential to develop children’s knowledge of mathematical patterning in meaningful contexts. \ud
The findings also suggest that teachers’ understanding of patterning as well as their engagement in, and influence on child-initiated episodes impacts significantly on the outcomes of the event. Teachers play a myriad of salient roles to assist the development of mathematical patterning. The role of the teacher in questioning, providing resources, being involved, and offering encouragement has the potential to enrich mathematical patterning experiences and extend the children’s existing knowledge. Likewise, teachers’ limited knowledge of patterning concepts and processes, and the confines of their teaching competencies can hinder the outcomes of patterning events. \ud
The poster will illustrate some of the above findings and will include a focus on how teachers’ intervention can either extend or inhibit children’s development of mathematical patterning. \ud
Many early childhood professionals now agree that children should be "guided if not taught" to do some mathematics (Ginsburg et. al., 1999). When teachers understand what to teach, when to teach, and how to teach, they can provide rich opportunities for children to engage in patterning experiences, and capitalise on child-initiated learning activities. \ud
Ginsburg, H. P., Inoue, N. & Seo, K. H. (1999). Young children doing mathematics: Observations of everyday activities. In J. Copely (Ed.). Mathematics in the early years (pp.88-99). Reston, VA. National Council of Teachers of Mathematics.\ud
Steen, L. A. (Ed.). (1990). On the shoulders of giants: New approaches to numeracy. Washington DC: National Academy Press in Stein, M. K., Grover, B. W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Education Research Journal, 33, 455-488
International perspectives on early years mathematics
No full textIn recent decades the development of mathematical proficiency has been recognised as a key issue for children and their education. The purpose of this paper is to identify key international perspectives that influence Australian mathematics education in the early years especially those that are in a similar state of technological development to Australia. There are four key trends deserving of discussion: (1) development in the early years, (2) mathematical proficiency in the early years, (3) mathematics policy and curriculum designed for young children, and (4) the existing research evidence-base. In recent decades there has been universal interest in the benefits surrounding early childhood education and the crucial role early childhood development plays in societies economic and social growth has been internationally recognized and acknowledged (Dodge, 2004). This commitment to early childhood education and care is evident in the report Starting strong: Early childhood education and care (OECD, 2001, 2006). Policy-makers have “recognised that equitable access to quality early childhood education and care can strengthen the foundations of lifelong learnin
Insatiable
No full textJillian Werner is sophomore majoring in writing and art history. Her favorite author is Chuck Palahniuk. She believes party-hiking is the greatest sport ever invented
Investigating the impact of helminths on mercury in Arctic foxes
No full textMercury (Hg) pollution in the Arctic poses a growing threat to the health of local wildlife, yet many factors behind Hg bioaccumulation remain poorly understood. Primarily ingested through diet, Hg bioaccumulates in animal tissues and can impair neurological and reproductive functions. Intestinal helminths have demonstrated the ability to take up Hg while residing in their hosts and have consequently been suggested to benefit their hosts through mitigating toxin exposure. In this study, I used Arctic foxes harvested over five years from Churchill, MB to analyze fox muscle total mercury concentrations ([THg]) (ng/g), intestinal helminth [THg], and helminth biomasses to determine if (i) helminth group (taxa and size)
influences helminth Hg uptake, and (ii) helminths benefit their host by decreasing host Hg uptake. Results showed that [THg] did not significantly vary with fox sex, age, or harvest year. Cestodes demonstrated higher [THg] than nematodes, though size did not influence [THg] for either taxon. Both cestodes and nematodes demonstrated [THg] increases relative to host [THg], though only the cestodes had significantly higher [THg] than their hosts, and no significant effect
was seen for either cestode or nematode biomass on fox [THg]. Overall, this study provides valuable insight into host-helminth-Hg dynamics. Further research is needed to elucidate the mechanisms and significance of helminth Hg uptake to help understand their potential applications in mitigating toxin exposure in wildlife.Manitoba Fish and Wildlife Enhancement Fund,
Natural Sciences and Engineering Research Council of Canada,
University of Manitoba Fieldwork Support Program,
Churchill Northern Studies Centre Northern Research Fun
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Review: The Rediscovery of the Wild
No full textCopyright (c) 2014, Jillian Slater. This review is available for non-commercial, educational use, provided that the user identify the author and the publication listed as the place of first publication, along with the volume and the year of the work\u27s publication
Re-thinking discourses of teacher professionalism in early childhood education: An Australian perspective
No full textThe professionalism of early childhood teachers has been the subject of increasing attention globally for over a decade (Moss, 2006; Osgood, 2012; Urban, 2010. In order to understand ways pre-service early childhood teachers make sense of professionalism, this chapter examines some of the discourses of early childhood teacher professionalism, and focuses on qualifications as one way in which being professional is discursively produced. In particular, the chapter makes visible some of the discursive tensions involved in student intentions to pursue careers in primary school teaching/specialist early childhood teacher in primary school, rather than in the child care sector. In doing so, it makes visible some of the effects of particular discourses of professionalism and the ways they may be taken up by students as they make important career decisions
Reconceptualist work in a colonising context: Challenges for Australian early childhood education
No full textReconceptualist work in early childhood education remains fluid and challenging. Since the early 1980s, the Reconceptualist movement has provided new forms\ud
of praxis, particularly in response to critiques of developmental frameworks and universal ideas about quality that negate local and diverse articulations of early education and care. In the past decade in particular, reconceptualist work has bought into focus issues around colonialism, Indigenous education and decolonising approaches to research and practice. The theorising of Soto (2000), Soto and Swadener (2002) and Ritchie (2007) are some examples of reconceptualist work that highlight how colonialism produces historical silences and political and social invisibility for Indigenous peoples, and how centring Indigenous knowledge frameworks and perspectives in research and practice supports decolonising early education and care. As explored in this chapter, issues around colonialism are central to reconceptualist work in the Asia-Pacific context, particularly in Australia which remains a colonising context to the present day. In Australian early childhood education, reconceptualising requires engagement with interrelated concepts of colonialism, whiteness and racism. Exploration of these concepts is challenging for many educators due to their socialisation and gaps in education and training. Such challenges hinder the development of skill sets necessary for new forms of scholarship and activism that underpin reconceptualist work
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