The emergence of ecology from natural history

The modern discipline of biology was formed in the 20th century from roots deep in the natural-history tradition, which dates from Aristotle. Not surprisingly, therefore, ecology can also be traced to natural history, especially its 19th-century tradition emphasizing the adaptive nature of organisms to their environment. During the 20th century, ecology has developed and matured from pioneering work on successional stages to mathematically rich work on ecosystem energetics. By the end of the century, ecology has made a return to its natural-history heritage, emphasizing the importance of the integrity of ecosystems in considering human interactions with the environment.     

Unit costs of interlibrary loans and photocopies at a regional medical library. Preliminary report

UNIT COSTS OF PROVIDING INTERLIBRARY LOANS AND PHOTOCOPIES WERE DETERMINED BY A METHOD NOT PREVIOUSLY USED FOR LIBRARY COST STUDIES: random time sampling with self-observation. The working time of all appropriate personnel was sampled using Random Alarm Mechanisms and a structured checklist of tasks. The total lender's unit cost per request received, including direct labor, materials, fringe benefits, and overhead, was $1.526 for originals mailed postpaid by lender, and $1.534 for photocopies mailed. Corresponding unit costs per request filled were: originals, $1.932, and photocopies, $1.763.     

Using autobiographical queer life narratives of teachers to connect personal,political and pedagogical spaces

Autobiographical queer life narratives are communicative spaces where queer teachers take up personal issues of being, becoming, and belonging in contextual and relational analyses of their situated experiences. In this work w/e consider the challenges and risks involved in this research, which, when shared and probed in classroom spaces, is a dangerous exposition of the queer self. With these challenges and risks in mind, w/e examine how our narratives provide fugitive knowledge to inform a pedagogy of ‘resist-stance’ that recognizes, respects, and engages queer identity, difference, history and culture. W/e provide examples of this pedagogy, discussing teaching strategies currently being used to connect the personal, the political and the pedagogical in classroom spaces. W/e also speak of the difficulties of living out this pedagogy as transformative teaching to transgress queer erasure in hetero-normative educational practice.     

Distinct in beliefs/united in concerns: Listening to strongly DAP and strongly traditional k‐primary teachers

Abstract

Twelve early childhood teachers in kindergarten/primary grades who hold opposing philosophical beliefs about developmentally appropriate practices (DAP) were interviewed about their perceived barriers to effective practice. Specifically, they were asked to discuss work‐related “things that keep them from being the best teacher they can be.” All teachers selected scored as highly efficacious about education and themselves as teachers and had low occupational stress scores. Half strongly endorsed and engaged in behaviors closely aligned with DAP and half were highly traditional. Interesting differences in terms of the relative influence of preservice education and acceptance of inclusive practices were found across the two groups of teachers, but they united in concern for standardized testing as a barrier to effective practice. Listening to these teachers can and should inform those of us engaged in pre‐ and in‐service education and policy formation and point us in future directions for research into teacher differences. © 2001 Elsevier Science Inc. All rights reserved.     

Acute cardiovascular responses to interval exercise: A systematic review and meta-analysis

ABSTRACT

Interval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations.