An observational investigation of two elementary-age autistic children during free-play

Two observational systems were employed to measure the behavior patterns of two elementary-age autistic children and their classroom peers during a free-play period. Results obtained from the total behavior repertoire system indicated that the subjects spent the majority of the free-play period manipulating various toys and objects. Data obtained from the social interaction system revealed that the subjects' encounters with peers typically were negative. Additionally, the subjects were observed to respond more frequently to vocal-verbal social behavior by peers, than they were to motor-gestural responses. The observational methodology employed and the results obtained were discussed in terms of their significance for the clinical treatment of autistic behavior, and the evaluation of such treatment.     

Winning hearts and minds: A critical analysis of independent media development in Afghanistan

ABSTRACT

Utilizing a political economic framework, this study investigates the development and expansion of independent media in Afghanistan, focusing on one of the largest private media companies in the country, Moby Group. The company's approach to producing media is tied to its complex location as a translocal/transnational media entity. The company serves a unique population and navigates complex relationships locally and globally (operating in an emerging democratic state negotiating neoliberal market imperatives). This paper argues American-backed development of state-independent media and the rise of private companies such as Moby Group are part of larger geopolitical practices that further U.S. interests and the neoliberal agenda globally.     

The physiological cost of velocity coupling during tennis groundstrokes

Abstract

Velocity coupling denotes a perceptual motor behaviour known to occur during coincidence timing tasks. Individuals have been shown to increase their effector limb speed with increases in stimulus speed during interceptive tasks. However, little is known about the physiological effects of velocity coupling. The aim of this study was to determine the physiological cost of velocity coupling during tennis groundstrokes. Eight male and eight female competitive tennis players volunteered to perform three 4-min bouts of continuous groundstrokes against balls projected from a tennis ball machine at speeds of 18, 22, and 27 m · s^?1 (65, 79, and 97 km · h^?1) and a frequency of 14 balls per minute, the order of which was counterbalanced. Breath-by-breath pulmonary gas exchange, heart rate, locomotion time, and limb acceleration were measured throughout each of the 4-min bouts. Capillary blood samples (for blood lactate analysis), rating of perceived exertion, and difficulty rating were taken at the end of each bout. Increasing ball speed did not influence the locomotion time between groundstrokes but did result in a bilateral increase in both the mean upper- and lower-limb acceleration (all P < 0.05). Velocity coupling behaviour increased oxygen uptake, blood lactate concentration, heart rate, rating of perceived exertion, and perceived task difficulty (all P < 0.05). It would appear, therefore, that velocity coupling influenced tennis groundstroke behaviour and indirectly modified the concurrent cardiopulmonary and metabolic responses.     

Development of the children’s active play imagery questionnaire

Abstract

The purpose of the current study was to develop an instrument, the Children’s Active Play Imagery Questionnaire (CAPIQ), to assess imagery use during children’s (7–14 years) active play. Phase 1 involved an assessment of content validity using experts (N = 7), while Phase 2 assessed the factorial validity of the CAPIQ using a sample of children (N = 302). Phase 3 contributed to the factorial validity of the CAPIQ by utilising confirmatory factor analysis among an independent sample of children (N = 252). The final version of the CAPIQ consists of 11 items across three factors: fun, social and capability. Further use of the CAPIQ will aid in identifying types of imagery used among children (7–14 years) in their active play, which may contribute to physical activity interventions.     

Teacher behavior and student outcomes: Results of a European study

This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010–2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn.     

Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity

A common feature of the recent calls for reform of the undergraduate biology curriculum has been for better coordination between biology and the courses from the allied disciplines of mathematics, chemistry, and physics. Physics has lagged behind math and chemistry in creating new, biologically oriented curricula, although much activity is now taking place, and significant progress is being made. In this essay, we consider a case study: a multiyear conversation between a physicist interested in adapting his physics course for biologists (E.F.R.) and a biologist interested in including more physics in his biology course (T.J.C.). These extended discussions have led us both to a deeper understanding of each other''s discipline and to significant changes in the way we each think about and present our classes. We discuss two examples in detail: the creation of a physics problem on fluid flow for a biology class and the creation of a biologically authentic physics problem on scaling and dimensional analysis. In each case, we see differences in how the two disciplines frame and see value in the tasks. We conclude with some generalizations about how biology and physics look at the world differently that help us navigate the minefield of counterproductive stereotypical responses.