Reimagining the Role of Human Services Workers: Staff Experiences of a Social Change Initiative

Despite recognition that social inclusion is a primary goal within the field of human services, people with disabilities continue to live lives of clienthood, marginalisation, and exclusion and human services staff struggle to make social inclusion a priority. The purpose of this study was to explore the perspectives of human services staff about their experiences of an organisationally inspired initiative intended to change the focus of their everyday practices to better facilitate the social inclusion of persons with disabilities. A qualitative case study was used to gather observations, field and reflective notes, semi-structured interviews with staff (n = 15), and reflexive journaling. Thematic analysis of the data led to three themes: (a) challenges, old and new, (b) needing (careful) change, and (c) creating, learning and working together. These findings highlight the complexity of how to create change in the field of human services, but also demonstrate how innovative approaches have the potential to shift and reimagine how human services workers can better support people with disabilities in living meaningful lives.     

The impact of secondary history teachers’ teaching conceptions on the classroom use of computers

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions.     

Oxidative stress in elite athletes training at moderate altitude and at sea level

Using a controlled parallel group longitudinal trial design, we investigated the effects of different training interventions on the prooxidant/antioxidant status of elite athletes: living and training at moderate altitude for 3 (Hi-Hi3) and 4 weeks (Hi-Hi), and for 4 weeks too, living high and training high and low (Hi-HiLo) and living and training at sea level (Lo-Lo). From 61 swimmers, 54 completed the study. Nitrites, carbonyls, and lipid peroxidation (LPO) levels were assessed in plasma. Enzymatic antioxidants glutathione peroxidase (GPx) and glutathione reductase (GRd), and non-enzymatic antioxidants total glutathione (GST), reduced glutathione (GSH) and oxidized glutathione (GSSG) were analysed in the erythrocyte fraction. At the end of the intervention, nitrites levels were similar in all altitude groups but higher than in the Lo-Lo controls (P?=?.02). Hi-HiLo had greater GPx activity than Hi-Hi and Hi-Hi3 during most of the intervention (P?≤?.001). GRd activity was higher in Lo-Lo than in Hi-Hi at the end of the training camp (P?≤?.001). All groups showed increased levels of LPO, except Lo-Lo, and carbonyls at the end of the study (P?≤?.001). Training at altitude for 3 or 4 weeks drives oxidative stress leading to cellular damage mainly by worsening the antioxidant capacities. The GSSG/GSH ratio appears to be related to perceived exertion and fatigue. The stronger antioxidant defence showed by the Hi-HiLo group suggests an inverse relationship between redox alterations and performance. Further studies are required to investigate the role of oxidative stress in acclimatization, performance, and health.     

Water-Based Aerobic Training Successfully Improves Lipid Profile of Dyslipidemic Women: A Randomized Controlled Trial

Purpose: This study aimed to investigate the effects of water-based aerobic training on the lipid profile and lipoprotein lipase (LPL) levels in premenopausal women with dyslipidemia. Method: Forty women were randomly assigned to: aquatic training (WA; n = 20) or a control group (CG; n = 20). The WA group underwent 12 weeks of water-based interval aerobic training twice a week at intensities ranging from 9 to 15 on the Borg Scale of Perceived Exertion. Total cholesterol (TC), triglycerides (TG), high- (HDL) and low- (LDL) density lipoprotein, TC/HDL ratio, LPL levels, and peak oxygen consumption (VO₂peak) were evaluated before and after 12 weeks in both groups. Results: The WA group elicited decreases in TC (9%; effect size [ES] = 0.69; 95% CI [0.05, 1.33]), LDL (16%; ES = 0.78; 95% CI [0.13, 1.42]), and the TC/HDL ratio (17%; ES = 1.13; 95% CI [0.46, 1.79]), as well as increases in VO₂peak (10%; ES = 0.64; 95% CI [0.002, 1.27]) and HDL (10%; ES = 0.28; 95% CI [?0.35. 0.90]), without significant changes in TG (ES = 0.16; 95% CI [?0.46, 1.79]) and LPL (ES = 0.36; 95% CI [?0.27, 0.98]) levels. In the CG, no statistically significant changes in any of these variables were found (TC, ES = 0.19, 95% CI [?0.43, 0.82]; LDL, ES = 0.22, 95% CI [?0.40, 0.85]; HDL, ES = 0.05, 95% CI [?0.57, 0.67]; TG, ES = 0.09, 95% CI [?0.53, 0.71]; TC/HDL ratio, ES = 0.20, 95% CI [?0.42, 0.82]; LPL, ES = 0.02, 95% CI [?0.60, 0.64]; VO₂peak, ES = 0.20, 95% CI [?0.42, 0.82]). Conclusion: Water-based interval aerobic training positively affected the lipid profile in premenopausal dyslipidemic women.     

Sex-differences in elite-performance track and field competition from 1983 to 2015

The purpose of this study was to assess the veracity of the Court of Arbitration for Sport’s assertion that sex-differences in athletic performance in elite-standard track and field competition is of the order of 10–12%. Exponential curves were fitted to the data of selected track and field events of the finals of all IAAF World Championships and Olympic Games from 1983 to 2016. For each curve, the coefficient of determination R² was calculated, in combination the corresponding 95% confidence intervals for the curve constants. Sex-differences were evaluated via differences in the fitted curves between men and women. Mean performances of winners, as well as overall performance means of all participants, were also analyzed. The calculated sex-difference was 8.2 ± 1.0% – 11.8 ± 2.1% for sprints, 10.3 ± 3.3% – 12.8 ± 4.0% for middle and long-distance events, 9.7 ± 2.9% – 13.1 ± 2.9% for relays and 14.2 ± 2.2% – 25.0 ± 4.4% for jumps. This study therefore confirms that the percentage difference accepted by the CAS is appropriate for elite-standard track and field events.     

BRIDGING WORLDS: MEASURING LEARNERS�� DISCURSIVE PRACTICE IN A PARTSIM SUPPORTED BIOLOGY LESSON

We report on a case study that took place in a southwestern culturally and linguistically diverse urban high school science classroom during a grade recovery summer session. The introduction of a technology-infused unit on epidemiology engaged students in a multi-contextual exploration of the spread of diseases. The analysis of the resultant classroom discourse centers on connections made and identities expressed by the students (as students, social beings, avatars, and scientists), with particular attention to how these students use language to bridge worlds (the participatory simulation world, the classroom world, the ‘real’ world (outside the classroom), and the laboratory (science) world). The results indicate that including a participatory technology tool supported students’ learning journey. Specifically, students built on a shared virtual experience in ways that helped them to draw and expand on prior experiences well beyond the classroom in the service of developing science understanding.     

Implications of the My School Website for Disadvantaged Communities: A Bourdieuian Analysis

Abstract

Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than determinism in Bourdieu’s theoretical constructs, the article also suggests ways forward for improving the educational outcomes of students in disadvantaged communities. A transformation of the ‘field’ is central to this.     

Instructors’ teaching styles: relation with competences,self-efficacy,and commitment in pre-service teachers

Instructors’ teaching styles in higher education are an issue of major importance because these interactions affect students’ self-perceptions, involvement, and achievement. This study aimed to test a theoretical model of relations between perceived teaching styles (autonomy support, structure, and control) and competences, self-efficacy, and commitment in pre-service teachers; to assess the invariance of the model in two samples; and to analyze the mediated relations between these variables. Measures were collected from 842 Spanish pre-service teachers. As main research implications, teaching styles predicted acquired competences, competences predicted teaching self-efficacy, and self-efficacy predicted commitment to the profession. This model was equivalent in two samples of childhood and primary education pre-service teachers. Competences and self-efficacy mediated the relationships between variables. As practical implications, this study clearly shows the need for different interventions to enhance adequate instructors’ teaching styles and to foster among novice pre-service teachers the acquisition of professional competences, initial self-efficacy, and a good level of commitment to their profession.