The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term “literacy” within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy, and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead's philosophy of physical literacy and discussion is informed further by Derrida's notion of differance, and Barad's challenge to singular representations of concepts. Once harnessing these concepts, we reach a juncture of an in-between space; entry points of nonidentity (sameness) and points where multiple effects of difference are created. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute toward a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it's translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.
The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.
Osteosarcoma (OS) is a primary malignant tumour of bone occurring predominantly in children and young adults. Despite chemotherapy, relapse is common and mortality remains high. Nontransformed osteoblasts are highly sensitive to glucocorticoids, which reduce proliferation and induce apoptosis. Previously, we observed that OS cells, but not normal osteoblasts, express 11b-hydroxysteroid dehydrogenase type 2 (11b-HSD2). This enzyme inactivates cortisol (active) to cortisone (inactive) and expression of 11b-HSD2 renders OS cells resistant to glucocorticoids. By contrast, the related enzyme 11b-HSD1 converts cortisone to cortisol and reduces OS cell proliferation in vitro. Some synthetic glucocorticoids (e.g. dehydrodexamethasone (DHD), inactive counterpart of dexamethasone (DEX)) have been reported to be activated by 11b-HSD2. We therefore investigated expression and enzymatic activity of 11b-HSD isozymes in human OS tissue, determined whether 11b-HSD expression has prognostic value in the response to therapy, and evaluated the potential use of synthetic glucocorticoids to selectively target OS cells. OS samples expressed both 11b-HSD1 and 11b-HSD2. 11b-HSD1 expression in pretreatment biopsy specimens positively correlated with primary tumour size. Expression and activity of 11b-HSD1 in post-treatment biopsies were unrelated to the degree of tumour necrosis following chemotherapy. However, high 11b-HSD2 expression in post-treatment biopsies correlated with a poor response to therapy. OS cells that expressed 11b-HSD2 inactivated endogenous glucocorticoids; but these cells were also able to generate DEX from DHD. These results suggest that OS treatment response is related to 11b-HSD2 enzyme expression. Furthermore, OS cells expressing this enzyme could be targeted by treatment with synthetic glucocorticoids that are selectively reactivated by the enzyme.
PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.