The communication rights in the information society (CRIS) campaign: Applying social movement theories to an analysis of global media reform

Social movement theories offer useful conceptual and analytical tools to the study and research of global media reform movements. This article is a critical analysis of the Communication Rights in the Information Society (CRIS) campaign. It explores its successes and blind-spots in the light of social movement theory, in particular resource mobilization theory (RMT), and offers practical directions for the movement to move on from where it is to where it ought to be.

Kinematic analysis of jaw function in children following traumatic brain injury

Primary objective: To investigate jaw movements in children following traumatic brain injury (TBI) during speech using electromagnetic articulography (EMA). Methods and procedures: Jaw movements of two non-dysarthric children ( aged 12.75 and 13.08 years) who had sustained a TBI were recorded using the AG-100 EMA system (Carstens Medizineletronik) during word-initial consonant productions. Mean quantitative kinematic parameters and coefficient of variation ( variability) values were calculated and individually compared to the mean values obtained by a group of six control children ( mean age 12.57 years, SD 1.52). Main outcomes and results: The two children with TBI exhibited word-initial consonant jaw movement durations that were comparable to the control children, with sub-clinical reductions in speed being offset by reduced distances. Differences were observed between the two children in jaw kinematic variability, with one child exhibiting increased variability, while the other child demonstrated reduced or comparable variability compared to the control group. Conclusions: Possible sub-clinical impairments of jaw movement for speech were exhibited by two children who had sustained a TBI, providing insight into the consequences of TBI on speech motor control development.

Using multivariate analysis to predict the behaviour of soils under effluent irrigation

Onsite wastewater treatment systems aim to assimilate domestic effluent into the environment. Unfortunately failure of such systems is common and inadequate effluent treatment can have serious environmental implications. The capacity of a particular soil to treat wastewater will change over time. The physical properties influence the rate of effluent movement through the soil and its chemical properties dictate the ability to renovate effluent. A research project was undertaken to determine the role that physical and chemical soil properties play in predicting the long-term behaviour of soil under effluent irrigation and to determine if they have a potential function as early indicators of adverse effects of effluent irrigation on treatment sustainability. Principal Component Analysis (PCA) and Cluster Analysis grouped the soils independently of their soil classifications and allowed us to distinguish the most suitable soils for sustainable long term effluent irrigation and determine the most influential soil parameters to characterise them. Multivariate analysis allowed a clear distinction between soils based on the cation exchange capacities. This in turn correlated well with the soil mineralogy. Mixed mineralogy soils in particular sodium or magnesium dominant soils are the most susceptible to dispersion under effluent irrigation. The soil Exchangeable Sodium Percentage (ESP) was identified as a crucial parameter and was highly correlated with percentage clay, electrical conductivity, exchangeable sodium, exchangeable magnesium and low Ca:Mg ratios (less than 0.5).

A sociocultural analysis of learning to teach

This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers' professional identities emerge in practice. The framework adapts Vygotsky's Zone of Proximal Development, and Valsiner's Zone of Free Movement and Zone of Promoted Action, to the field of teacher education. The framework is used to analyse the pre-service and initial professional experiences of a novice secondary mathematics teacher in integrating computer and graphics calculator technologies into his classroom practice. (Contains 1 figure.) [For complete proceedings, see ED496848.]