The rise of the organisational society in Canadian and U.S. textbooks: 1836-2011

ABSTRACT

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors.     

It is changed beyond all recognition: exploring the evolving habitus of assistants in special schools

The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. Using this analytic approach, focus group interviews with Classroom Assistants and Health Assistants explored their current deployment, their interaction with each other and with teachers. Data was collected from 47 participants across 7 special schools, with interviews transcribed and thematically analysed. Findings revealed assistants as a workforce in transition, whose conventional habitus has been steadily disrupted by a supply and demand culture often at variance with the origins of the post. Whilst such divergence has the potential to create a site of struggle, the burgeoning social and cultural capital held by assistants has, instead, re-configured their perceived position within the special school environment, creating more porous professional boundaries and an increasingly fluid professional identity. These explanatory insights offer a fresh perspective for further research into this pivotal yet under-researched group in Northern Ireland.     

Mentoring and sponsorship in higher education institutions: men’s invisible advantage in STEM?

ABSTRACT

This article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM.     

Improving energy expenditure estimates from wearable devices: A machine learning approach

ABSTRACT

A means of quantifying continuous, free-living energy expenditure (EE) would advance the study of bioenergetics. The aim of this study was to apply a non-linear, machine learning algorithm (random forest) to predict minute level EE for a range of activities using acceleration, physiological signals (e.g., heart rate, body temperature, galvanic skin response), and participant characteristics (e.g., sex, age, height, weight, body composition) collected from wearable devices (Fitbit charge 2, Polar H7, SenseWear Armband Mini and Actigraph GT3-x) as potential inputs. By utilising a leave-one-out cross-validation approach in 59 subjects, we investigated the predictive accuracy in sedentary, ambulatory, household, and cycling activities compared to indirect calorimetry (Vyntus CPX). Over all activities, correlations of at least r = 0.85 were achieved by the models. Root mean squared error ranged from 1 to 1.37 METs and all overall models were statistically equivalent to the criterion measure. Significantly lower error was observed for Actigraph and Sensewear models, when compared to the manufacturer provided estimates of the Sensewear Armband (p < 0.05). A high degree of accuracy in EE estimation was achieved by applying non-linear models to wearable devices which may offer a means to capture the energy cost of free-living activities.     

Validity of the activPAL and Height-Adjusted Curvilinear Cadence-METs Equations in Healthy Adults

ABSTRACT

The activPAL is a widely-used measure of sedentary time but few studies have evaluated its ability to estimate physical activity intensity. This study determined the accuracy of the algorithm used by the activPAL to predict metabolic equivalents (METs) from cadence and a curvilinear cadence-METs equation individualized for height. Thirty-six healthy adults (25 ± 6 years) completed a progressive walking protocol. Stepping cadence was video recorded and METs were determined via indirect calorimetry. Manually-counted cadence was input into the activPAL and curvilinear equations. The internal activPAL equation overpredicted METs at slower cadences (<120 steps/minute) but underpredicted METs at faster cadences (>120 step/minute) (proportional bias, p < .001). Conversely, the curvilinear equation exhibited neither fixed (p = .37) nor proportional bias (p = .07), and a lower absolute MET difference [0.87 ± 0.65 (range:0.0–3.2) vs. 0.56 ± 0.45 (range:0.0–2.7) METs]. The linear activPAL equation poorly estimates METs from stepping cadence but these inaccuracies may be lessened through the use of an individualized curvilinear equation.     

Average of trial peaks versus peak of average profile: impact on change of direction biomechanics

ABSTRACT

The aims of this study were twofold: firstly, to compare lower limb kinematic and kinetic variables during a sprint and 90° cutting task between two averaging methods of obtaining discrete data (peak of average profile vs. average of individual trial peaks); secondly, to determine the effect of averaging methods on participant ranking of each variable within a group. Twenty-two participants, from multiple sports, performed a 90° cut, whereby lower limb kinematics and kinetics were assessed via 3D motion and ground reaction force (GRF) analysis. Six of the eight dependent variables (vertical and horizontal GRF; hip flexor, knee flexor, and knee abduction moments, and knee abduction angle) were significantly greater (p ≤ 0.001, g = 0.10–0.37, 2.74–10.40%) when expressed as an average of trial peaks compared to peak of average profiles. Trivial (g ≤ 0.04) and minimal differences (≤ 0.94%) were observed in peak hip and knee flexion angle between averaging methods. Very strong correlations (ρ ≥ 0.901, p < 0.001) were observed for rankings of participants between averaging methods for all variables. Practitioners and researchers should obtain discrete data based on the average of trial peaks because it is not influenced by misalignments and variations in trial peak locations, in contrast to the peak from average profile.     

Round-robin presentations: Increasing opportunities for public speaking in large lectures and beyond

Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects

Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students’ abilities to give concise and focused presentations; to reduce public speaking anxiety.     

Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers

This article examines the use of a range of co‐teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first‐year mathematics classroom of an Irish, urban, mainstream, post‐primary, girls’ school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co‐teaching approaches. The potential and challenges of these are considered in the context of schools generally.