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Purpose: In recent years a sub-group of minimalist runners have emerged who aim to perform physical exercise more naturally in an attempt to reduce running-related injuries. Here we aimed to determine the effect that running with minimalist footwear in a prolonged run has on foot-impact accelerations. Method: Seventeen runners ran with minimalist and conventional shoes (MS and CS, respectively) in two separate sessions; the participants had experience with both footwear types. We measured the length and frequency of each stride, as well as the tibial and head impact acceleration every 5 minutes during a prolonged run (30 minutes at 80% of each individual's maximum aerobic speed). Results: There were significant differences in the acceleration rate in the tibia (CS: 516.1 ± 238.47 G/s and MS: 786.6 ± 238.45 G/s; p = 0.009) and head (CS: 73.3 ± 23.65 G/s and MS: 120.7 ± 44.13 G/s; p = 0.000). Our data indicate that the type of footwear increased the stride frequency and decreased length and that the impact acceleration is increased with MS compared to CS (p < 0.05 in both cases). However, the effect of prolonged run was not significantly different between CS and MS (p < 0.05). Conclusions: The peak tibia acceleration and headtibia acceleration rate indicate that the use of MS may be related to a higher risk of injury. These differences remained independently of the runners' fatigue state.

Little studies have been conducted on the question of the use of augmented reality technology in the education field. The effects of augmented reality technology on the educational environment of tertiary students need to be further explored. Therefore, the present study aimed to investigate the effectiveness of augmented reality technology in developing students' fashion design skills. The participants were 54 tertiary students. They were randomly divided into two groups, each group involved 27 students. Data collected from a three-aspect questionnaire namely, the functional, aesthetic and creative were analyzed to address the research issues. Findings showed that fashion products of students who were taught via the use of augmented reality technology achieved higher success and acceptance in all aspects (the functional, aesthetic, creative), and the fashion design skills as a whole ones than the products of students who learnt via the traditional teaching method supported by educational videos provided by the learning management system. The findings provide important evidence for the augmented reality benefits in research and development of educational technology.

Sociologists consistently try to activate students' sociological imagination even as they focus on teaching substantive and methodological information and skills. Teaching international development and other global topics pose particular challenges for engaging students actively in the local context while teaching about global and macro processes and outcomes. In this article, we connect international development and object-based learning at a university museum to describe a semester-long project of object analysis of Kuna textiles, the "mola," in a topical seminar course on the sociology of international development. We detail how the approach can be adapted to local and online museum collections. Using student reflections, open-ended questionnaires, discussions, and student projects and analyses, we demonstrate how this active learning approach can provide important grounding and skills for a sociological approach to international development.

Background: Surgical and respirator masks are worn to reduce the risk of droplet and airborne transmission of viral respiratory disease. As a result of the novel coronavirus (COVID-19) pandemic, mask wearing has been designated mandatory for healthcare professionals working in UK hospitals for the foreseeable future. It is thus timely to consider the long-term implications of mask wearing on communication within healthcare settings, from both a patient and a clinician perspective. Aims: The primary objective is to identify research evidence that corresponds to the mask-wearing experiences of healthcare professionals working on the ground. By drawing together a summary of the literature illustrating the potential challenges associated with mask wearing, it is possible to make an application to various clinical cohorts and to formulate a set of preliminary, evidence-based support strategies. The paper additionally explores the role for the Speech and Language Therapist (SLT) in supporting communication in the context of mask wearing. Methods & Procedures: Through a scoping review of the relevant literature, this paper reflects holistically on the prospective challenges associated with mask wearing across a variety of healthcare settings and patient populations. The subsequent conclusions have been used to inform the proposed clinical guidelines for safe and effective practice. Outcomes & Results: There is a current research gap with regards to mask wearing in non-medical and non-clinical healthcare workers, and the impact this may have on both a professional and a personal basis. In the absence of preliminary data, the development of associated communication support strategies is hindered. This paper draws upon a variety of clinically conceivable issues faced by healthcare professionals, outlines important practical and ethical considerations, and proposes evidence-based solutions to some of the challenges identified. Future research is required to gather evidence with regards to actual clinical experiences of mask wearing to substantiate hypotheses. Conclusions & Implications: Although undoubtedly essential in protecting the health of staff and patients, there are numerous logistical, physiological, psychological, social and economic complications associated with the wearing of masks. The ability of healthcare staff to successfully communicate with patients and with colleagues is jeopardized, which may adversely affect the efficiency, effectiveness, equitability and, most notably, safety of therapeutic intervention. The SLT has a distinct role in facilitating communication in order to safeguard the provision, accessibility and efficacy of services.

There is a growing need to teach management students about the diverse gender identities they may face as managers and leaders in the workplace. Management educators are generally ill-equipped to teach transgender issues, even in diversity management courses. In this article, we provide two activities for supplementing education about transgender experiences in management education courses. The first is an experiential exercise that works best as an introduction to the transgender experience. The second activity, which can be used both in classroom or online learning environments, offers a series of mini case studies (with suggested discussion questions and teaching notes) to help inform and guide students through more advanced reflection and discussion about real-world scenarios involving transgender employees in the workplace. A supplemental set of slides is also available to help management educators better understand transgender issues.

Like most Western nations and regions, Flanders and Québec are characterized by increasing religious diversity and secularization. Accordingly, 'learning to live together' is a main objective in their public education programmes. In spite of this similarity, both regions seem to interpret the concept of 'living together' in a different way and especially when it comes to wearing religious symbols and organizing religious education in governmental schools, there is a huge difference between the Flemish and Québec policy. In this article, we will have a closer look at both policies and try to find out which one is to be preferred in their present educational contexts.

A lot of new science has been inspired by common phenomena and even by old traditions practiced in our daily lives. Eventually, after deep exploration, this may engender unexpected new technologies. In this paper, inspired by the wearing of a traditional cloth called a "sarong," by the community in South East Asian countries and others, we investigate the behavior of sheets folded in the same way as the rolling of the "sarong" around the stomach. Simple equipment was designed to qualitatively collect the data which was combined with simple modeling. The rolling of the "sarong" around the stomach generates a joining force between two sheets, increasing proportionally to the square of the number of rolls. This finding can potentially be applied for developing a method for strongly joining sheets by simply rolling them and releasing the join by unrolling. This work can also be simply duplicated elsewhere, so it is worthy of teaching materials at undergraduate level. Both the scientific and the teaching contents can be extracted simultaneously.

This article presents an approach to creating sources of inspiration through a collaborative concept design that was developed and observed during a future visioning concept design project concerning the theme of "performance wear," which was conducted at the University of Helsinki for second-year textile student teachers. During the project, the students created future scenarios; used the functional, expressive, and aesthetic (FEA) consumer needs model for apparel design (Lamb and Kallal in Cloth Text Res J 10(2):42-47, 1992) when considering what performance wear could be like in a future scenario; and created digital collages (eCollages) to present their concepts. In the course that followed the concept design project, the students designed and made actual clothes using the concepts developed during the concept design project as one of their sources of inspiration. The outcomes of the process are described in this article through four research questions: (1) What type of future scenarios did the teams create, what types of eCollages did the teams make, and how did the teams use information and communication technologies (ICT) in their collages? (2) How did the use of eCollages enrich the concept presentations? (3) How were the three dimensions of the FEA model utilized and presented in the eCollages and team presentations? (4) How did the future visions of the concepts and the eCollages act as sources of inspiration in the students' clothing designs? Five of the six teams studied created a global future scenario that envisioned the world as a dystopia. The high level of technical and visual executions of all the eCollages was surprising. The ECollages played an important role in every team presentation and enriched them considerably. The FEA model, on the other hand, both provided a supporting framework for the concepts and guided the students to direct their attention to apparel within their future scenarios, as well as to consider different dimensions of it. The concepts especially inspired students to create aesthetic elements to their design and to consider the expressiveness and functionality of the garments from the concept's perspective. The students also challenged themselves to find technical solutions to design ideas they created through being inspired by the concepts. Furthermore, the students often described gaining inspiration from the story or atmosphere of the concept or other non-visual elements of it, and thereby it seems that our approach indeed succeeded in promoting multi-sensory inspiration.

University faculty and a local community group collaborated on an event that involved raising funds for a scholarship while bringing awareness to the university's historic costume collection. As part of this program, students created an original design inspired by one of the collection's garments that was featured in a fashion show. Feedback about the event revealed that the majority of students thoroughly delighted in seeing their creations come to life. Students also realized the amount of dedication one must have to successfully organize a fashion show. Overall, they felt accomplished and connected to their peers and community. In addition, the event inspired a continued relationship between the community and the university.

Background: Foot problems have been reported to be a very common health issue in adults with intellectual disabilities; foot problems in children and young people are, however, poorly understood. The aim of this study was to explore foot care needs of children and young people with intellectual and developmental disability. Methods: An exploratory, cross-sectional online survey was undertaken across a four-month period. A purposive snowball sampling approach was adopted. The survey tool was piloted before launch and comprised three sections. The first section elicited information relating to parent/caregiver status, diagnosis, secondary diagnoses and age of child/young person. The second domain explored foot care and sought to obtain information about foot problems, access to health services and existing knowledge about foot health. The third domain focussed on footwear. Ethical approval was granted from the host institution, and all participants provided electronic consent before completing the survey. Results: Data were collected from 49 parents/parental caregivers reporting on behalf of their children (mean age 7 years of age; SD 4.5 years of age). Parents reported foot problems to be very common (75%), and pes planus was the most frequent concern (51%). Twenty-four parents reported difficulties with finding shoes (48%). A mismatch between foot shape and the shoe (30%) or complications with orthotic devices (14%) within the shoe were highlighted. Conclusion: The results demonstrated that the burden of foot problems in children and young people with intellectual and developmental disabilities is considerable. The findings highlight the importance of access to foot care services for these children.

This article focuses on a sequence of learning experiences designed to raise children's awareness about weaving using yarn, which is one aspect of fibre and production technologies. The technologies context of the fibre production allows children to learn about the chemistry concepts related to the materials. An explicit focus on the properties and methods of joining and manipulating fibres is required for the science to be appreciated. This learning sequence incorporates weaving to help young children learn about the use of animals and plants in fibre production. Designed for Years 1-2, some Year 4 biology (life cycles) and physics (contact forces) concepts are also touched on.

The paper analyzes the collections of the Peter the Great Museum of Anthropology and Ethnography (MAE RAS) and the Russian Ethnographic Museum (REM) (St. Petersburg, Russian Federation). Their study is of great importance both in the scientific-theoretical and practical aspects. In theory, their study is of particular interest, since at the turn of XXth century customs of the Kazakhs underwent dramatic changes, many traditions, which remained intact for centuries, were perceived as archaisms. The museum collections became the material and information basis, which could be used to reliably reconstruct the traditional way of life of the Kazakhs. The main objective of this paper is to study the collections of traditional Kazakh clothing (19th century), describing specific features of its national ornaments, comparison of modern and traditional ornamentation (19th century). Relevance of the problem being under study is amplified in the context of universal cultural globalization. Against this background, the uniqueness and originality of the Kazakh ethnic culture are threatened with extinction. This study reveals key tendencies related to the cultural impact of globalization on the ethnic and cultural identity of the modern Kazakh society by the example of studying national ornaments on traditional clothing. The authors conclude that some of the decorative motifs, presented in modern renovated clothes are applied incorrectly. The paper provides analysis of the factors that caused this phenomenon and recommendations to improve cultural background of the population.

To facilitate the design process in every art form, there are certain guidelines that all professional designers should use. These are known as elements and principles of design. This study is a survey carried out to assess the knowledge of dressmakers about basic design in the Ho Municipality of Ghana. Sixty dressmakers were randomly sampled for the study. A combination of questionnaires and purposive interview were used to collect data for analysis. It was found out that all the dressmakers had an idea about only one element of design, which is, line. Lack of formal education in fashion design was a major contributive factor to their knowledge deficit. The study concludes that, basic design has a positive impact on the designer's performance and therefore serves as an important tool used to attain competitive advantage in the fashion design industry.

The purpose of this work was to explore the effectiveness of an educational intervention aimed at reducing weight bias. Senior fashion students (n = 11) enrolled in a 16 week special topics course, "plus-size swimwear design," completed assignments of selected obesity related educational readings and guided critical reflection. Student assignments were analyzed for qualitative evidence regarding weight bias. The Beliefs About Obese Persons scale was administered before and after the intervention with mean scores tested for statistical significance. The intervention increased student perceptions that genetic and environmental factors play an important role in the cause of obesity and decreased students' negative stereotypes regarding obese consumers. Educational reading and critical reflection was effective in improving fashion students' beliefs and stereotypes regarding obese people. This widely accessible and easily replicable program can serve as a model and springboard for further development of educational interventions to reduce weight bias among fashion related students.

The purpose of the present study is to elucidate the relationship between performance impacts of red and blue colors on uniforms of young boxers and competition results. The study universe was consisted of 650 competitions organized in the scope of 2005-2006 Sakarya City Young Men Boxing Championship by the Turkey Boxing Federation. Sampling of the study was constituted by 562 competitions which were selected randomly from the universe. In terms of data collection, video analyses of preliminary selection, semi-final and final competitions were conducted so that x2 test evaluation could be performed for the numbers of wining of sportsmen in blue and red color uniforms based on the competition results. According to the results obtained through this research; when general total result of the competitions and preliminary selection results is considered, it was found that sportsmen in blue uniform are more successful against the ones in red uniform. When semi-final and final competitions were considered, it was found that wearing blue and red color uniforms is not significantly relevant with the competition results of the sportsmen.

The purpose of this study was to understand the college students' perceptions of slut-shaming discourse. The research indicated that there was a strong correlation between cultural expectations and slut-shaming. According to the results, the perceptions of slut-shaming are influenced by aspects such as: class, culture, media, gender, feminism, ethnicity, religion, and sexuality. Overall, college students were found to be on crossfire of slut-shaming discourse on a college campus. It was concluded, based on the research, the participants have significantly identified with judging a woman by the way she dresses. It is recommended that further research be devoted to slut-shaming perceptions in different: cultures, groups, regions, religions, organizations, media and institutions. Furthermore, counselors will be able to explore efficacious methods of advocacy which are geared more to prevention of SSD (Slut-Shaming Discourse) than just treatment. Creating a multicultural awareness of this adverse social phenomenon will shed light on the subject and encourage more research to be done.

This article is based on a study that examined how students from refugee backgrounds cope with victimization and bullying in three urban high schools in the United States. Qualitative methods of data collection and analysis were employed. Twelve high school students from refugee backgrounds participated in the study, which involved focus group interviews. Data were analyzed using the process of coding. Students reported a wide range of victimization and bullying experiences from verbal to physical assaults. Further, students reported multiple ways of coping with victimization and bullying. The study provides practical lessons for teachers and administrators to mitigate bullying among refugee students.

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher trainees' behaviors and knowledge of subject content as well as teaching methods they use. Secondly, to find out how teacher trainees' relate to both teaching and non-teaching staff in the schools where they posted and to the students they teach. Thirdly, to assess teacher trainees' participation in extra-curricular activities and any other issues relating to their stay in the schools. Questionnaires and focus group discussions were used to collect data. Results show that practicing teachers perceive teacher trainees as follows; they are fairly good regarding professional ethics, they dress well except some girls who dress poorly, the majority of teacher trainees do not exhibit masterly of the subject matter in their respective subjects and most of them participate in school activities if assigned to do that. Researchers recommend that teacher trainees need more subject matter guidance from their subject lecturers and support from the subject teachers in schools where they do school practice. The idea of team work should be instilled in teacher trainees so that they support one another in schools where they practice from. The School of Education should intensify its relationship with practicing teachers in the process of preparing teachers. The course on professional ethics for teachers should be more practical so that the teacher trainees are properly guided before they graduate.

Deaf students are visual learners, and technology should be part of every bilingual classroom. However, deaf students need to learn to manipulate the hardware and software that allows them to express themselves and to advance their knowledge. Students need to understand what is meant when they are referred to "ASL text" or "video-text." They need to understand how to effectively express American Sign Language (ASL) and capture it on video, and they need to understand that these ASL presentations can require the same intensive care and attention as any printed work. While the field of ASL publication is still new to K-12 education, this article describes a six-step look at how to use video to develop students' skills in technology and narrative along with improving their understanding and use of ASL by: (1) defining the purpose; (2) discussing the content; (3) identifying the audience; (4) planning a format; (5) following the "text development" process; and (6) evaluation. Additional pointers are provided for helping students to create better quality video-texts. Of course, all of this technological support cannot be achieved without professional development with experts who know how to use the technology in a way that best benefits Deaf learners. Training needs to be allocated for updates in current software, locating quality resources, creating videos, categorizing and tagging videos, and identifying and recording new bilingual strategies. With technology, advancements in bilingualism and in deaf education can provide complete access for Deaf students.

The purpose of this study was to investigate the health care practices for medical textiles in government hospitals Enugu State, Nigeria. Specifically, the study determined the availability and maintenance of medical textiles in government hospitals in Enugu State, Nigeria. A sample of 1200 hospital personnel were studied. One thousand two hundred copies of questionnaire were distributed to the respondents and were filed and collected completely. Data collected were analyzed using frequency and mean. The findings include that medical textiles are not enough and the few medical textiles available in the government hospitals are not properly maintained. The findings of the study will create awareness to the hospital management in the provision and maintenance of medical textiles. Federal government should sponsor and monitor the provision of medical textiles in the hospitals, there should also be regular supervision by medical supervisors to ensure that the medical textiles supplied in the government hospitals are properly cared for.

The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same time the Australian Federal Government's review of base funding has recommended a detailed assessment of the costs of providing student placements across all disciplines - in particular health and education. Data collected from over a thousand Australian Collaborative Education Network (ACEN) student scholarship applicants indicate travel, accommodation, food, clothing, equipment and loss of income are of major concern especially for students on mandatory, lengthy placements involving relocation. We present a range of data from the five-years of the scholarship to inform discussion of costs from the student perspective which highlighted major concerns. The implications for ACEN are described and recommendations made to improve practice.

In this study, Lev Vygotsky's (1978) Zone of Proximal Development (ZPD) provides inspiration for a teaching approach for sustainability in a social science discipline, where students often lack or have widely varied levels of foundational understanding. This qualitative case study describes intellectual processes and aspects of the educational experience of student participants experiencing such an approach. This study suggests that this approach is useful for filling gaps in understanding about this inherently complex concept while maintaining student engagement, useful in disciplines where the integration of sustainability is slow or in transition.

This essay explores the issue of dress of teachers of Druze heritage. The Druze, among whom the rules of religious dress are rather specific, do not teach religion in schools, since the Druze religion is secret. The teacher acts as a gatekeeper and model. At the same time, Druze young people are becoming increasingly secular and may relate better to teachers who appear to be part of the modern world. This discussion examines the role of dress in teacher modeling, and the part Druze teachers may have to play in sustaining a small religion in rapidly changing times.

This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender roles and physical attractiveness that reinforce classed and raced norms of beauty. The selfies, which idealize the southern lady [McPherson, Tara. 2003. "Reconstructing Dixie: Race, Gender, and Nostalgia in the Imagined South." Durham: Duke University Press], characterize a particularly regionalized type of self-promotion in the visual economy facilitated by Instagram. Drawing on theorizations of postfeminism, the authors describe how the hyperfemininity performed in these selfies can be interpreted within the morass of neoliberal discourses that on one hand encourage women's adoption of traditional gender practices while at the same time discourage the critique of systems that marginalize women.

Somali girls who veil are often misrepresented as being oppressed by a patriarchal culture. Research gathered from a critical ethnographic study with sixth grade Somali girls sheds light on their understanding of the hijab and their experiences with anti-Muslim discrimination. Findings reveal that the hijab provided a source of strength from which they embraced, contested, and negotiated sometimes-competing American and Somali gender norms. Wearing hijab also functioned as an act of resistance to the overt sexualization and Islamophobia they experienced in the mainstream culture. Furthermore, wearing hijab may be advantageous because immigrants who maintain strong ethnic identities and close connections to their home culture often achieve better educational outcomes than immigrants who rapidly assimilate.

The aim of this qualitative study was to increase understanding of the business competencies necessary for established ecopreneurs to foster green growth. The results imply that the ecopreneurs need specific business competencies to succeed: in particular, an ability to make green values a part of their business operations, product offerings, and business relationships. It is essential to have competencies in developing high value-added products reflecting green values and communicating them to the consumers. When developing a business training program for the ecopreneurs, it is also crucial to consider competencies related to sustainable development and frame the program with its values.

Although the recent annual growth rate in the U.S. paramedical field has been 4%, Latino and African American men have been significantly underrepresented in the field compared to their proportion in the U.S. population at large. This problem threatens both the quality and quantity of available emergency health care. The purpose of this study was to describe how Men of Color (MOC) in community college paramedical programs experienced their awareness, interest, and proactive choice of paramedicine as a course of study. Using a qualitative phenomenological approach and Social Cognitive Career Theory as a theoretical framework, I interviewed 23 MOC enrolled during one semester across three community college paramedical programs in the southwestern U.S.: 9 Latino and 14 African American, aged 18-29 with mean age 22 years. The focus of the interview questions was the participants' lived experiences at various career points, as well as the enablers and disablers they had encountered (Appendix A). I identified three metanarratives that were useful in enhancing recruitment of MOC to the paramedic field, specifically, the need for external sources of information, ongoing support, and external validation. Identified areas for further research included the recruitment dynamics of female paramedics, MOC persistence issues, and MOC job satisfaction assessments.

Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to develop ILS. The current study used a repeated-measures-intervention approach to examine the development of the ILS of dressing (ILSD) with novel intervention materials in young children. Participants (N = 27: age range 5;05-10;02 years) were drawn from three groups: VI (n = 9; age range 5;05-10;02 years); DS (n = 9; age range 5;05-10;00 years) and Typically Developing (TD) (n = 9; age range 6;05-8;00 years). The effectiveness of the intervention materials was measured over a period of 10 weeks. Clear and systematic verbal instruction combined with motor activities was useful in supporting ILSD. The assessment of the longer-term effectiveness was carried out at 1 and 3 months post-intervention. This paper reported that the novel intervention materials supported the development of ILSD in all three groups. The findings could form a model for future work regarding the development of ILS in other skill areas and generalised to other developmental disorders.

Electric potential is one of the most challenging concepts taught in high school physics classes due to the abstract nature of the concept. When taught, electric potential is often taught using a poorly triangulated set of instructional analogies, each possessing different strengths and limitations. Within this paper we share our learning from a two-week electronic textiles (e-textiles) unit designed to help students in an AP high school physics course improve their understanding of electric potential through the construction of a project entitled "The Slouching T-shirt" (STS) (Fig. 1). The STS project was part of a larger instructional unit on electricity and energy that seeks to make connections between energy, electric potential, and computer programming central to student learning.

Within studies of education-related identities, the connections between gendered identities, place, and teachers' bodies and dress have been under-examined. This ethnographic interview study begins discussing these connections by examining the experiences of three women who travelled to South Korea as English language teachers and their initial gendered experiences within this 'new place' and its figured worlds of bodies and dress. In these initial encounters with Korean figured worlds, these women experienced unexpected and unfamiliar meanings being given to women's dress and bodies, and unexpected and unfamiliar spoken interactions regarding women's dress and bodies. These two distinct phenomena challenged and disrupted long-held feelings and understandings of bodies, dress, and gender, with implications for these teachers' classes and careers. This study highlights the importance of bodies and dress on teacher identities, and how challenges to gendered identities may contribute to the marginalization of some women within English language teaching in East Asia.

Middle- and high school-based programs that affirm diverse sexual orientations and gender identities are related to lower rates of bullying and better mental health for LGBTQ students, yet little is known about how to implement affirming programs for elementary-aged children. This study is among the first to examine how an arts-based curriculum for grades K-5 that embraced expansive understandings of gender was related to children's gender attitudes and beliefs. Structured interviews queried beliefs and attitudes towards activities associated with traditional gender norms with 83 students in a California afterschool program. Following the curriculum, more students reported their gender in expansive terms, specific changes in gender norm beliefs were observed, and attitudes became more positive towards those who engage in gender-expansive roles, activities, and attire (e.g. a boy who becomes a mother). Results suggest that gender-focused arts-based curricula may be associated with increased awareness of gender norms, shifts in understandings of gender, and more positive attitudes toward gender-expansive roles, activities, and attire.

Physical expression is key to transmasculine people's identity, presentation of gender, comfort, and safety. We explored the significance of apparel among transmasculine young adults and the relationships between clothing and well-being via Photovoice, a participatory research method in which transmasculine young adults (N = 16), aged 19-25, used images to define their experiences. Data included photographs, group, and individual interviews. Theme analysis identified key intersections between health and apparel related to chest binding, body image, and health behavior. Findings provide implications for future research and practice to enhance the lives of transmasculine young people.

In the current paper, the author offers a philosophically informed history of the present to address the evolving intersections of gender identity and sexuality within the K-12 student body. The author returns to the case of Lawrence/Leticia/Latisha King, a murdered middle schooler, to unpack the evolving frames that have been developed since King's murder in 2008. To do this, the author addresses the ways King's name and clothing choices were used to frame King's life and death in diverse ways at school. Schools, of course, are a space and time where youth come into presence and where decades of research have documented the less than ideal climate of schools for LGBTQ + students. King's school experiences represent a challenge to the typical narrative of victimization that often frames LGBTQ + issues in education. The author argues engaging King's life contributes to the need to address the everyday agentive practices of youth, particularly queer youth of color, in educational scholarship. As the author argues, King's school experiences represent a challenge to the frame of victimization providing a key inflection point for understanding twenty-first century students.

This article utilises rhetorical analysis as a method to investigate course level marketing communications for undergraduate fashion marketing degrees in England. The purpose of this method is to explore the persuasive appeals of Aristotle's triad of logos, ethos and pathos, how they are used and how these appeals could differ by university type. Sixteen course pages were analysed, with the analysis of course web pages shows a clear distinction between 'types' of university, with Post 92 institutions relying heavily on appeals to emotion (pathos) and giving more focus to 'value for money' that would be a concern to their students. Russell Group and Specialist universities rely more on appeals to ethos (credibility) and logos (fact/data) to market their courses. This research finds evidence of market segmentation, demonstrated through the different use of persuasive appeals to express the course focus, and giving insight to their target audience.

This article adds to the literature on smart girlhood by exploring the topic through Karen Barad's theory of post-human performativity. We focus on the transcripts of two participants from a larger study on girls and academic success in Canada in order to highlight the material, discursive, embodied, and temporal entanglements that co-produce the possibilities for girls' academic subjectivities. Using a diffractive methodology, we highlight the mutually arising agencies of bodies, hoodies, schools, grades, and media constructions of multi-talented 'supergirls.' This analysis highlights the importance of an intersectional approach to academic success alongside an understanding that inequalities, such as sexism, still endure for smart girls. We conclude by emphasizing the power of materiality in girls' everyday lives to shift understandings of self, school, and smartness, as well as the importance of moving beyond dichotomous and decontextualized accounts of girls' high achievement that have circulated for over twenty years.

In recent decades Japanese university students have been characterised as politically apathetic and disinterested in organising for grassroots change. Despite a variety of socio-contextual factors that have contributed to this reality, a student movement known as SEALDs emerged in 2015 and successfully mobilised a substantial number of Japanese youth and shifted public discourse on social activism. By taking a case study approach, this paper analyses the movement and focuses on their unique ability to mobilise the masses through a unique utilisation of what Castells terms 'spaces of autonomy'. The authors argue that while existing in a hybrid of cyberspace and urban space SEALDs was able to resonate with the country through social networking sites, music, fashion, and pop-culture appeal. Unlike other movements that aim to 'radically disrupt the system' SEALDs found success through branding and popular appeal. We suggest the case study of SEALDs offers a novel contribution to the research of student activism worldwide, and highlights the importance of social context in any attempt to understand particular manifestations of student-led activism.

The paper seeks to demonstrate how societal constructions and gender policing inform male teachers' identities in the schooling context of Foundation phase teaching in South Africa. This is a phase that has been historically dominated by women and is often regarded as a 'women only' space. The study was conducted using a case study methodology and a total of nine men from rural schools in the province of Mpumalanga participated. The data was generated using two sessions of semi-structured interview-conversations with the participants. This work was informed by Connell's theory of masculinities. The findings suggest that men are offered positions on the basis of their sex. Male teacher's age, dress and sexuality are policed, questioned and regulated. Such policing results from a paedophilic suspicion and carries homophobic undertones. The findings make a scholarly contribution, while also calling for deeper reflections and conversation on South African teacher recruitment strategies.

"Fashioning Circuits" is a humanities course designed to explore how fashion, electronics, social issues, and makerspaces interact with design and critical theory. Digital humanities scholars and practitioners have seen an emergence of public art and representation beyond the academy, specifically applying interdisciplinary university curricula to youth learners in the community. As this university course expands into the public domain, the social discourse around gender, technology, and fashion are threaded with the "making" opportunities to tinker and design in order to solve real-world problems in the community. This article is an ethnographic case study, which details the "Fashioning Circuits" learning experiences, specifically to understand how open education projects and shared curriculum knowledge can exist within the postsecondary and community learning environments. Through the intersection of media ecologies and contemporary fashion design offers this emerging pedagogical practice asks learners to build artifacts that engage with real-world problems. To encourage critical making, that is, an emphasis on the process rather than the product, it is important to center learning experiences around issues and ideas to find solutions and not focus on end technological outcomes alone.

Recently, the federal government and colleges have sought new remedies to combat campus sexual assault (CSA). Additionally, there have been calls for shifts in college culture. For this reason, an understanding of attitudes about these policies and reforms is needed. To that end, the study examines three questions. First, to what extent does the public view diverse CSA policies at the institutional-level as effective? Second, does the public express confidence in proposed changes to sociocultural facets of the college lifestyle presumed to be related to sexual assault perpetration and/or victimization (e.g., alcohol avoidance, more modest clothing choices, greater respect for women, and fewer casual sexual relationship)? Finally, what factors predict beliefs about the efficacy of these responses and cultural reforms? Using national poll data (N = 1,124) collected at the height of this debate, 2015, we explore these public attitudes. Implications are discussed.

Purpose: The decision by the International Football Association Board in 2004 to approve the use of artificial surfaces in elite football (soccer) competitions remains controversial amongst many players, managers and coaching staff. The aim of this study was to conduct a comprehensive assessment of players' opinions to better understand the influence of playing surfaces on the game of football and identify factors that may contribute to differences of opinion. Method: Qualitative data were collected from 103 elite footballers and 21 coaching staff during a series of interviews and focus groups. A thematic analysis was conducted to identify patterns in the data. Results: Players considered that the type and condition of a playing surface influenced ball-surface interactions, game play, tactics/strategy, footwear selection, movement, risk of injury and fatigue. Together these influence a player's perception of the suitability of a surface and also their mindset, which could ultimately affect their performance. Conclusion: The majority of participants in this study expressed a higher preference for natural grass over artificial turf pitches. A perceived increased risk of injury on artificial turf remains a primary concern despite a lack of supporting evidence in research studies. To address this discrepancy, the reporting of muscle soreness and the effect of constant surface switching merit further consideration. Not all participants shared the same views and player characteristics such as age, surface experience, injury history and playing style/position were found to be potential factors that could account for differences in elite players' opinions regarding the surfaces used in football.

The purpose of this study was to examine any relationships between students' perceptions of the effects of school uniforms and student socioeconomic status. A survey was administered to 182 students in a charter school to gather perception information, and a separate survey was administered to parents to gather socioeconomic status information. An examination of individual survey items revealed older students were more likely to report that school uniforms help to reduce bullying and teasing, and some students of high socioeconomic status reported that uniforms help reduce arguments with parents about clothing. Student responses on 10 survey items were grouped into one factor called School Climate, reflecting student perceptions on how uniforms affect the school's climate. Analyses revealed no significant relationships between the School Climate factor and socioeconomic status. However, Hispanic students reported a significantly more positive response overall than non-Hispanic students. These findings suggest students of various socioeconomic status perceive school uniforms similarly, but older students could be more likely to associate uniforms with a reduction in bullying.

This paper focuses on how female academics in UK universities use dress to construct their professional identity. The paper draws on the current literature on dress, body and academic identity and uses a theoretical framework of Goffman's work of performance and Bourdieu's concepts of cultural capital and habitus to explore these women's attempts to construct themselves as professionals. The aim of this paper is to give insights into these women's perceptions of 'what it takes to dress to impress' for the 'professional project' within a constantly shifting university workplace environment. The themes of analysis include issues such as the challenges of being a female academic and establishing yourself in the class, using dress to establish a feeling of belonging in the department and institution as a whole and a critique of how the various aspects of dress are incorporated in this idea of visual gratification of the 'consuming' students.

This article examines the way a group of Latina girls responded to instances of sexual harassment in a public high school in Madrid (Spain). I begin with a current event: educational reforms seeking to address the 'problem' of youth democratic disengagement. Drawing on ethnographic and genealogical modes of inquiry, I examine the subjective capacities (technologies of the body) that were being developed by these girls in the attempt to respond to instances of sexual harassment--silencing and under-sexualizing their bodies. This study steps back from any straightforward truth-claim about education, citizenship, and responsibility in democratic societies in favour of taking a longer view of how citizens are produced within its situated democratic culture--here, regime of conviviality. This article concludes that these girls' bodily response to instances of sexual harassment in school cannot be dissociated from the historical production of the logics of conviviality that grounds this educational reform, where dissent is displaced from democratic culture. Ultimately, this article transcends notions of the political in human agency that parallels responsible citizenship with resisting social norms to conclude that notions of the political in human agency cannot be dislocated from the historically contingent discursive traditions in which they are located.

Underresourced communities often have limited access to print and materials to promote children's early literacy development. Recognizing that the neighborhood is a unit of social change, organizations that engage families in early reading and learning with their children, therefore, have increasingly become part of the community landscape. Recently, efforts to promote early literacy have found families in a less conventional place: the local laundromat. The authors report on a study of six laundromats in low-income communities, three of which were transformed to include literacy-related play centers and three of which remained business as usual. Results indicated dramatic increases in literacy-related activity among young children as compared with control sites, demonstrating the potential of these sites to enhance children's opportunity to learn.

Making and maker spaces have attracted increasing attention as potential sites for supporting K-12 student learning in science, technology, engineering, and mathematics (STEM) and as a means of competency development for computational and design thinking as well as technological literacy. While interest in making and maker spaces is high, little empirical research has been conducted that evaluates student learning through making in K-12 classroom spaces. In this study, we address this gap examining student learning through a making project: the construction of e-textiles, in this case, wearable hats, in a unit delivered in both a series of after-school workshops and as in-class lessons in a school in Ontario, Canada. Results demonstrated that students increased their understandings of coding and circuitry through making.

This article explores the significance of students' encounters with materiality in general and with crafting materials in particular when learning for sustainability. The aim of the explorative study is to illustrate a research approach that can show what students and the material do in correspondence and what stories emerge from this activity. An explorative analysis is conducted via video recordings of a remake project in a Grade 8 handicrafts class in Sweden. The stories that the students recognise are the material's texture, shape and construction, which emerge from the materiality intrinsic to the crafting process and the intentions of the students, as these are visible in action. These stories provide possibilities, as well as set limits for, what is possible to remake. The stories are elaborated on by threading back to materiality concerns found in historical remake practice to recognise the educational possibilities for remaking pedagogy.

Culture portrayal in ELT materials has developed as one of the popular realms of research in TEFL. To substantiate this, In the first phase, the present research employed Cultural Linguistics investigative framework to analyze Persian Cultural Conceptualisations (CCs) of visuals in EFL textbooks that are locally designed for Iranian high school students of grade 12. In the second stage, through semi-structured interviews with a group of 12 graders aged between 14 to 19, this study attempts to investigate whether CCs of visual artifacts enable students to engage critically with the materials to enhance their communication ability in a multicultural environment. As to the textbook analysis of the study, the results revealed that three themes of Persian cultural schemas of family gathering, hijab, and blood donation emerged from the EFL textbook for grade 12 in Iran. Also, the interview results showed that EFL textbooks in Iran fail to improve students' communication skills and does not fulfill Iranian students' communicative needs. The study concludes by offering practical pedagogical implications for material developers and textbook designers.

Situated learning experiences such as research apprenticeships can help connect girls to the sciences, ultimately helping to achieve gender equity in the science workforce. The material resources available in research apprenticeships--such as research equipment, field gear, etc.--may be particularly consequential for building identification with science, as they are abundant and frequently hold disciplinary authenticity. However, most sociocultural studies of research apprenticeships have focused on cognitive-ideational or social aspects rather than on the material aspects of the learning setting. This paper investigates the association between different types of science-related material resources in the context of a geoscience and biology-focused research apprenticeship program for girls. The study employed a qualitative approach, drawing on theoretical constructs of communities of practice, identity resources, and identity work to inform program design and analysis. Our findings highlight specific ways that instruments, specialized clothing, specimens, artifacts, and physical settings of science intersect with science-related affect, science learning, and a sense of "feeling like a scientist." The results imply that practitioners both in and out of the classroom should privilege agentic use of tools when working with all learners, but especially girls. Further, the types of material resources selected in learning settings are critically important, as different types of material resources afford different types of identity work. In particular, using materials that hold disciplinary authenticity, when coupled with learning about how scientists use those same instruments, helps girls "feel like scientists," an important part of becoming a science apprentice.

The paper explores children and youths' perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students' choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families.