Changing the stability conditions in a back squat: the effect on maximum load lifted and erector spinae muscle activity

The aim of this study was to identify how changes in the stability conditions of a back squat affect maximal loads lifted and erector spinae muscle activity. Fourteen male participants performed a Smith Machine (SM) squat, the most stable condition, a barbell back (BB) squat, and Tendo-destabilizing bar (TBB) squat, the least stable condition. A one repetition max (1-RM) was established in each squat condition, before electromyography (EMG) activity of the erector spinae was measured at 85% of 1-RM. Results indicated that the SM squat 1-RM load was significantly (p = 0.006) greater (10.9%) than the BB squat, but not greater than the TBB squat. EMG results indicated significantly greater (p < 0.05) muscle activation in the TBB condition compared to other conditions. The BB squat produced significantly greater (p = 0.036) EMG activity compared to the SM squat. A greater stability challenge applied to the torso seems to increase muscle activation. The maximum loads lifted in the most stable and unstable squats were similar. However, the lift with greater stability challenge required greatest muscle activation. The implications of this study may be important for training programmes; if coaches wish to challenge trunk stability, while their athletes lift maximal loads designed to increase strength.     

Reading a note, reading a mind: children’s notating skills and understanding of mind

Are children’s understanding of mental states (understanding of mind) related to their notating skills, that is, their ability to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners were presented with a dictation task where they produced some written marks and were later asked to read them back. Understanding of mind was assessed using two tasks. Children’s name-writing and language skills were assessed as covariates. Children’s understanding of their own and other’s mental states was associated with their notating skills. Findings are discussed in light of the reciprocal writer-reader relation: keeping an audience in mind when writing and a writer in mind when reading. This reciprocal relation is central to writing and reading development.     

College aspirations and expectations among new African-American mothers in late adolescence

It is a generally accepted finding in the sociological literature as well as in public discourse that adolescent mothers are less likely than their non-parenting counterparts to graduate high school and to attend college. For several decades, however, researchers have pointed out that the implied causal process from teen motherhood to academic failure has been largely unsupported by empirical research. In fact, scholars have recently argued that motherhood may actually serve as a positive turning point in the lives of young women. Using a sample of young African-American women, this study assesses the degree to which teen motherhood not only affects college aspirations but also expectations. Further, it tests the ability of these effects to explain the well-known educational attainment gap between teen mothers and their non-childbearing peers. Results indicate that, in general, young mothers’ college aspirations are similar to those of non-mothers, but that their generally high aspirations for academic success appear to be effectively countered by their decreased educational expectations.     

Making visible teacher reports of their teaching experiences: The Early Childhood Teacher Experiences Scale

The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co‐constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience constructs: Teacher Efficacy, Job Stress, and School Support. Findings showed differences in teaching practices based on ECTES dimensions in hypothesized directions. Teachers experiencing higher levels of stress spent less time teaching literacy and numeracy and interacting with parents, whereas teachers experiencing higher levels of efficacy spent increased time teaching both cognitive skills and social‐emotional skills and communicating with parents. Analyses of program differences in these measures showed that first grade teachers reported the highest level of stress and that kindergarten and Head Start teachers were more likely to feel efficacious than were first grade teachers or other preschool teachers in child care settings. © 2011 Wiley Periodicals, Inc.     

Reexamining LGBT Resources on College Counseling Center Websites: An Over-time and Cross-country Analysis

Lesbian, gay, bisexual, and transgender (LGBT) students continue to perceive a hostile climate on college campuses. For students facing these challenges, the university college counseling center website (CCW) may serve as a critical resource. This study provides an updated content analysis of the prevalence of LGBT communication on CCWs. Results showed that there remains a lack of LGBT-specific information about services provided on US CCWs. Furthermore, over-time analyses of 2008 and 2013 data showed that there have been no significant increases in any LGBT communication, and CCWs from religious schools continue to provide significantly less LGBT-related communication than nonreligious institutions. Separate analyses of UK CCWs showed that these websites were more likely than US CCWs to make any mention of LGBT issues but less likely to note group counseling services, links to LGBT-specific pamphlets, and educational outreach services offered. Overall, given attractive features of online health information, as well as the extent that students value CCWs, institutions must pursue stronger efforts to promote LGBT-related web counseling information.     

The Persuasive Effects of Audiovisual PSAs to Promote Organ Donation: The Mediating Role of Psychological Reactance

The use of shared experiences and an accurate representation of real life situations is critical to effective speech education. This essay examines the use of role playing and principles of learning applied to the modern speech classroom.     

Framing the Work of Art: Spirituality and Career Discourse in the Nonprofit Arts Sector

Based on qualitative data from participant interviews, this study explores how nonprofit arts managers construct the notion of career, and more specifically, how they frame the nature of their work and career choices. Findings revealed that participants employed a spiritual framework of calling, service, sacrifice, and personal rewards to socially construct, understand, and legitimate their nonprofit careers. These framing devices provided the language for participants to make sense of their career decisions and to define their career successes in terms of their own values instead of traditional measures of extrinsic rewards. As contemporary workers place increasing importance on meaningful work, spiritually centered discourse has implications for career theory and organizational practices in both for-profit and nonprofit sectors.     

Powerless Language in Health Media: The Influence of Biological Sex and Magazine Type on Health Language

Powerless language influences how media consumers perceive the believability and trustworthiness of news sources. Past studies have suggested females use more powerless language, which can negatively influence credibility. However, previous research also suggests powerless language may be preferred in certain contexts. To investigate powerless language use in written health media, a content analysis investigated health-related articles in issues of 12 magazines between October 2008 and September 2009. Analysis compared differences in powerless language frequencies relative to three variables: biological sex of the author, biological sex of the audience, and the magazine's overall topic focus. Female authors and health-focused magazines used more powerless language than male authors and generic-focused magazines, and powerless language was more often directed towards a female audience than a male audience.     

The development of elementary teacher identities as teachers of science

ABSTRACT

The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.     

Exploring student ideas about biological variation

ABSTRACT

An understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.