Qualitative Research in Early Childhood Education and Care Implementation

Wendy K. Jarvie 육아정책연구소 2012 International Journal of Child Care and Education Vol.6 No.2

Governments around the world have boosted their early childhood education and care (ECEC) engagement and investment on the basis of evidence from neurological studies and quantitative social science research. The role of qualitative research is less understood and under-valued. At the same time the hard evidence is only of limited use in helping public servants and governments design policies that work on the ground. The paper argues that some of the key challenges in ECEC today require a focus on implementation. For this a range of qualitative research is required, including knowledge of organisational and parent behaviour, and strategies for generating support for change. This is particularly true of policies and programs aimed at ethnic minority children. It concludes that there is a need for a more systematic approach to analysing and reporting ECEC implementation, along the lines of “implementation science” developed in the health area.

Colloquial modernizations in Taiwanese gendered ‘Spouse talk’

Grace Hui Chin LIN,Douglas S. JARVIE 이화여자대학교 아시아여성학센터 2016 Asian Journal of Women's Studies(AJWS) Vol.22 No.2

This study explores conventional and current gendered discourses, showing the impact that feminism has had on use of language. Students in two English classes at a teacher preparation college worked with us as facilitators or observers and collected conversations between spouses with the purpose of investigating the social vicissitudes evident in colloquial expressions of couples. A total number of 53 students cooperated with us as facilitators or observers to observe conversation patterns of spouses or what we refer to as ‘spouse talk’ in their own familial and social circles. Thereafter, we interviewed them and began with the open-ended question, “How do contemporary Taiwanese couples talk to each other?” In these interviews, our facilitators or observers largely used Bem’s (1981) sex role inventory to describe the characteristics of conversations between spouses. However, they suggested seven additional adjectives that were not in Bem’s inventory and these were added to our descriptors. The purpose of this study is to show that Taiwanese spouse talk is part of the present contexts influenced both by feminist ideas and traditionally patriarchal contexts. Indeed, the gap between the attitudes of the younger and older generations is due to differences in their situations. 本研究探討傳統和現今的性別話語, 表現出「女性主義」影響了語言的用法。本研究於一所師範大學的兩個英文班中, 收集資料。學生觀察夫妻間交談的口語表達方式。所衍伸出之主題明顯對映出台灣社會的變遷。共五十三名大一學生與作者們合作以提供資料,參與者專注於觀察配偶間的會話模式, 觀察的對象包括有父母、兄弟姊妹與親戚朋友。研究議題為: 「台灣當代夫妻如何互相交談?」本研究建議以貝姆(1981) 性別角色量表, 來形容夫妻之間的對話特徵。此外, 參與者建議了七個不在貝姆的辭彙庫存的形容詞。本研究目的是要闡明, 台灣配偶談話已被女權主義思想所衝擊, 惟傳統的保守文化影響仍存在至今。事實上, 年輕一輩和老一代的觀念之間差距甚大, 由於年紀, 教育程度, 及經濟環境的差異, 造成對話方式有所不同。本文探討當前重視女權的程度, 以高階與中高級英語水準兩個班級的學生所收集的資料, 反映出六大議題。

Characterization of a Calcitonin Gene-Related Peptide Release Assay in Rat Isolated Distal Colon

Rejbinder Kaur,Celestine T. O'Shaughnessy,Emma M. Jarvie,Wendy J. Winchester,Peter G. Mclean 대한약학회 2009 Archives of Pharmacal Research Vol.32 No.12

The release of calcitonin gene-related peptide (CGRP) plays a key role gastrointestinal tract homeostasis. We aimed to investigate mechanisms that mediate CGRP release from the rat colon in vitro. Colon segments were stimulated and the amount of CGRP released was measured using an enzyme immunoassay. Capsaicin and low pH induced significant increases in CGRP release which was shown to be mediated by TRPV1 activation as demonstrated with the TRPV1 antagonists CTPC and capsazepine. The mast cell degranulator, compound 48/80 significantly increased CGRP release an effect that was blocked in the presence of the mast cell stabilizer, ketotifen and the selective Gi inhibitor benzalkonium chloride. The addition of a mixture of inflammatory mediators containing pro-inflammatory cytokines, 5HT, bradykinin and PGE2 showed no effect at neutral pH but at low pH a significant additive effect was observed. We conclude that CGRP release in the rat distal colon occurs in response to mast cell degranulation, inflammatory mediators, low pH and capsaicin and describe a role for TRPV1 receptors in mediating the response.

The VISTA Deep Extragalactic Observations (VIDEO) survey★

Jarvis, Matt J.,Bonfield, D. G.,Bruce, V. A.,Geach, J. E.,McAlpine, K.,McLure, R. J.,Gonzá,lez-Solares, E.,Irwin, M.,Lewis, J.,Yoldas, A. Kupcu,Andreon, S.,Cross, N. J. G.,Emerson, J. P.,Dalton, Oxford University Press 2013 Monthly notices of the Royal Astronomical Society Vol.428 No.2

Democracy, Debate and Korean Culture : Developing a Theoretical Framework for Argumentation in Korean Society

Jarvis, Jason 용인대학교 대학원 2005 International Symposium on HUMAN & CULTURE Vol.- No.-

Euglycemic diabetic ketoacidosis: a potential pitfall for the emergency physician

Jarvis Paul Richard Edwin 대한응급의학회 2023 Clinical and Experimental Emergency Medicine Vol.10 No.1

Universities as Institutions of Lifelong Learning : Epistemological Dilemmas 인식론적 딜레마

Jarvis, Peter 한국성인교육학회 2001 Andragogy Today : International Journal of Adult & Vol.4 No.3

세계화와 지식사회로의 전환이라는 시대적 흐름은 성인교육과 대학 모두에게 엄청난 변화의 압력을 가하고 있다. 이런 현상은 젊은이들을 대상으로 전통적인 '교육·훈련 중심의 지식전달'에 집중한 몇몇 대학에게 상당한 부담을 주고 있다. 이러한 성인들의 계속교육에 대한 요구는 지식기반 평생학습사회의 도래로부터 야기되고 있다. 대학에서 '젊은 대학생들'보다 '성인학생들'이 차지하는 비율이 점점 더 커짐에 따라, 대학은 평생학습기관으로의 전환을 요구받고 있다. 이 같은 사회적 환경들은 지식의 본질에 대한 질문을 포함한 인식론적 문제들을 야기 시키고 있다. 동시에 이런 딜레마를 통해서 대학은 스스로 지식전달방식과 지식에의 접근방식의 변화를 모색하고 있다. 본고에서는 첫째로, 쉘러(Scheler)의 연구에 기초하여 일반적이고 보편적인 지식의 내용들을 살펴보았고, 둘째로, 보다 더 실천적인 측면에서의 지식을 강조하기 위해 이론과 실천 사이의 관계성을 재정의하였다. 이러한 두 가지 주요한 인식론적 딜레마는 대학의 역할변화를 강조하고 있다. 전통적으로 대학은 이론을 가르쳐왔다. 하지만 이제 대학은 실천적 지식에 대한 사회적 요구에 직면해 있다. 결국, 21세기 성인교육을 위한 하나의 새로운 패러다임은 동시에 고등교육을 위한 하나의 새로운 패러다임으로 자리 매김하고 있다. Both adult education and universities are having to change to respond to globalisation and the pressures of knowledge societies this is proving difficult for some universities that have traditionally taught discipline-based knowledge and whose main student body has been young adults. Now the demands for continuing education for adults are coming from a knowledge- based work force. Universities are being forced to become institutions of lifelong learning having a greater proportion of adult students than young adult undergraduates. These social conditions are generating epistemological problems, including the nature of accepted and legitimated knowledge, which is also changing the way universities teach and assess knowledge. Two major epistemological dilemmas are explored here. First, following the work of Scheler, local and universal (modern) knowledge is examined. Second, knowledge is becoming more practical and the relationship between theory and practice redefined. Universities have traditionally taught theory, but now they are faced with the demand practical knowledge. Consequently, it will be shown here that one of the new paradigms for adult education for the 21 century is also one of the new paradigms for higher education.

Methodological Rigor in the Study of Transfer: Identifying L1 Influence in the Interlanguage Lexicon

Scott Jarvis WILEY-BLACKWELL 2000 Language Learning Vol.50 No.2

Learning to be: from East and West

Peter Jarvis 서울대학교 교육연구소 2009 Asia Pacific Education Review Vol.10 No.2

The argument of this article is that whilst humanity has evolved for millions of years as a single species, different groups have developed their own cultural differences as they live in different parts of the world, and we learn within our cultures. Research has demonstrated that we do learn differently, in East and West, since we are brought up in these different cultures. However, in lifelong learning, we do have to learn to live together.

평생교육기관으로서의 대학

Peter Jarvis 한국성인교육학회 2001 Andragogy Today : International Journal of Adult & Vol.4 No.3

세계화와 지식사회로의 전환이라는 시대적 흐름은 성인교육과 대학 모두에게 엄청난 변화의 압력을 가하고 있다. 이런 현상은 젊은이들을 대상으로 전통적인 ‘교육 · 훈련 중심의 지식전달’에 집중한 몇몇 대학에게 상당한 부담을 주고 있다. 이러한 성인들의 계속교육에 대한 요구는 지식기반 평생학습사회의 도래로부터 야기되고 있다. 대학에서 ‘젊은 대학생들’보다 ‘성인학생들’이 차지하는 비율이 점점 더 커짐에 따라, 대학은 평생학습기관으로의 전환을 요구받고 있다. 이 같은 사회적 환경들은 지식의 본질에 대한 질문을 포함한 인식론적 문제들을 야기시키고 있다. 동시에 이런 딜레마를 통해서 대학은 스스로 지식전달방식과 지식에의 접근방식의 변화를 모색하고 있다. 본고에서는 첫째로, 쉘러(Scheler)의 연구에 기초하여 일반적이고 보편적인 지식의 내용들을 살펴보았고, 둘째로, 보다 더 실천적인 측면에서의 지식을 강조하기 위해 이론과 실천 사이의 관계성을 재정의하였다. 이러한 두 가지 주요한 인식론적 딜레마는 대학의 역할변화를 강조하고 있다. 전통적으로 대학은 이론을 가르쳐왔다. 하지만 이제 대학은 실천적 지식에 대한 사회적 요구에 직면해 있다. 결국, 21 세기 성인교육을 위한 하나의 새로운 패러다임은 동시에 고등교육을 위한 하나의 새로운 패러다임으로 자리 매김하고 있다.