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Software is developed specifically for children and this often requires them to authenticate themselves, usually by entering a password. Password hygiene is important for children, because the principles they learn in early life will often endure across their life span. Children learn from their parents, siblings, teachers, and peers. They also learn from educational resources, such as children's books. We carried out a content analysis of a range of children's books that aims to educate children about passwords. We used directional coding, as informed by a systematic literature review of methods, such as those used in other content analysis-based studies of children's books. We examined the principles the books taught, and whether these were correct. We also analysed how the books portrayed the genders of characters, in various roles. We found that principle coverage was variable, with books sometimes teaching outdated principles. Genders were evenly represented in the books. Finally, our analysis revealed conflation of the terms "safety" and "security" in the cyber domain. We conclude the paper by justifying the adjectives we use in the title. [ABSTRACT FROM AUTHOR]

Skin cancers are becoming more prevalent even though many can be prevented. Women are more knowledgeable than men about skin cancer, yet they are more likely to sunbathe deliberately and to use artificial tanning equipment. The purpose of this article is to examine messages that women receive about the benefits of a tan. Particularly, we focused on how the indoor UV tanning industry represents the value of a tan to women. We subjected five issues of Smart Tan Canada to thematic analysis. We examined language in advertisements and articles that promote an artificial tan to women. Four themes emerged: Be Beautiful and Sexy; Look Young; Feel Better; and Science, Health, and Nature. These themes are especially effective in a culture that routinely objectifies women and places a high degree of value on their appearance. We suggest that appearance-based interventions, media literacy training, and legislation could counteract the messages in the themes. [ABSTRACT FROM AUTHOR]

Technological supports have the potential to greatly improve the quality of life and independence of adults with severe speech and physical impairments (SSPI). In particular, augmentative and alternative communication (AAC) devices can enable people with little or no speech to communicate with others. However, the rate of rejection of AAC devices is estimated to be as high as 53.3%. It is suggested that a major reason for this rejection is a lack of user-centred design in the development of these devices. As part of a wider study looking at involving adults with SSPI in all stages of user-centred design, this paper looks at the use of focus groups in requirements gathering with this user group. [ABSTRACT FROM AUTHOR]

Abstract: How older adults reminisce about their lives to others depends in part on who is listening, and on the relationship that they and their listeners establish. To support this hypothesis, findings are presented from a narrative analysis of 12 lifestory interviews done by 3 interviewers (4 interviews each: 2 with males; 2 with females) with people 80 and older living in a largely rural area of Eastern Canada. The interviewers have distinctive listening styles and come from significantly different backgrounds. One is a man, and former minister, from the immediate region; another, a woman from a large European city; the third, a younger woman from an urban centre in Western Canada. The paper takes advantage of the opportunity inherent in having 3 interviewers rather than only 1 and compares patterns that characterized the various interviewer–interviewee interactions and the impact of such patterns on how interviewees talked about their lives. Speculations are offered concerning how different listeners might have elicited reminiscences on different themes or of different types from the same tellers. [Copyright &y& Elsevier]

Studies have demonstrated that beginning and poor readers typically comprehend text better after reading orally rather than silently,whereas more advanced readers tend to show superior understanding after silent reading. Recently, researchers have referred to Vygotsky's sociohistorical theory when interpreting these results. The purpose of the present study was to construct in greater detail an explanatory model for these findings using Vygotskian concepts such as internalization and egocentric speech, and to assess and further develop this model with an empirical study. The reading comprehension of 73 children in grades 2, 3, and 4 was determined after they read oral and silent reading passages. In order to separate grade-level and competency-level effects, the children's teachers rated the students' reading competency, and their ratings were used as a covariate. It was expected that grade 2 and 3 children would comprehend text better after oral reading, whereas it was predicted that the grade 4 pupils would show greater understanding after silent reading. The predictions were partially supported. It was found that the grade 2 students' comprehension scores did not differ significantly between the two modes. In contrast, grade 3 and 4 students' comprehension scores were significantly higher after oral reading. Although all of the predictions were not confirmed, it is argued that the findings are consistent with a Vygotskian model of the transition from oral to silent reading.Results are discussed in terms of Vygotsky's ideas, and suggestions for future research are presented. [ABSTRACT FROM AUTHOR]

Investigates the hypothesis that a more field-dependent cognitive style may be adaptive for certain components of second language proficiency. Measures of language proficiency and field dependence-independence (FDI); Maximal performance on the Embedded Figures Test; Bipolar conception of FDI in the context of second language learning.