Activity and Behavioral Development in Stunted and Nonstunted Children and Response to Nutritional Supplementation

It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months.     

String tension effects on tennis ball rebound speed and accuracy during playing conditions

The primary aim of this study was to determine whether variations in rebound speed and accuracy of a tennis ball could be detected during game-simulated conditions when using three rackets strung with three string tensions. Tennis balls were projected from a ball machine towards participants who attempted to stroke the ball cross-court into the opposing singles court. The rebound speed of each impact was measured using a radar gun located behind the baseline of the court. An observer also recorded the number of balls landing in, long, wide and in the net. It was found that rebound speeds for males (110.1+/-10.2 km.h-1; mean+/-s) were slightly higher than those of females (103.6+/-8.6 km.h-1; P<0.05) and that low string tensions (180 N) produced greater rebound speeds (108.1+/-9.9 km.h-1) than high string tensions (280 N, 105.3+/-9.6 km.h-1; P<0.05). This finding is in line with laboratory results and theoretical predictions of other researchers. With respect to accuracy, the type of error made was significantly influenced by the string tension (P<0.05). This was particularly evident when considering whether the ball travelled long or landed in the net. High string tension was more likely to result in a net error, whereas low string tension was more likely to result in the ball travelling long. It was concluded that both gender and the string tension influence the speed and accuracy of the tennis ball.     

Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian adoptees study

Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation.     

Age-related incidence curve of hospitalized Shaken Baby Syndrome cases: convergent evidence for crying as a trigger to shaking

OBJECTIVE: To determine whether there is an age-specific incidence of hospitalized cases of Shaken Baby Syndrome (SBS) that has similar properties to the previously reported "normal crying curve," as a form of indirect evidence that crying is an important stimulus for SBS. DESIGN AND SETTING: The study analyzed cases of Shaken Baby Syndrome by age at hospitalization from hospital discharge data for California hospitals from October 1996 through December 2000. PATIENTS: All cases of children less than 18 months (78 weeks) of age for whom the diagnostic code for Shaken Baby Syndrome (995.55) in the International Classification of Disease, Ninth Edition, Clinical Modification was assigned. RESULTS: There were 273 hospitalizations for SBS. Like the "normal crying curve," the curve of age-specific incidence starts at 2-3 weeks, has a clear peak, and declines to baseline by about 36 weeks of age. In contrast to the normal crying curve that peaks at 5-6 weeks, the peak of SBS hospitalizations occurs at 10-13 weeks. CONCLUSIONS: The age-specific incidence curve of hospitalized SBS cases has a similar starting point and shape to the previously reported normal crying curve but the peak occurs about 4-6 weeks later. Of the likely predisposing causes, this pattern is only consistent with the properties of early crying. There are numerous explanations for the lag in the peaks between crying and SBS hospitalizations, including the possibility of repeat shakings prior to hospitalization. The importance of crying as a stimulus to SBS may provide an opportunity for preventive intervention.     

Planning changes to health library services on the basis of impact assessment

Background: Various methods of impact assessment for health library services exist, including a toolkit developed for the UK. The Knowledge, Resource and Information service (KRIS) for health promotion, health service commissioning and public health (Bristol area, UK) commissioned an independent team at Aberystwyth University to provide an impact assessment and evaluation of their services and to provide evidence for future planning. Objective: The review aimed to provide an action plan for KRIS through assessing the impact of the current service, extent of satisfaction with existing services and views on desirable improvements. Methods: Existing impact toolkit guidance was used, with an adapted impact questionnaire, which was distributed by the KRIS staff to 244 users (response rate 62.3%) in early 2009. The independent team analysed the questionnaire data and presented the findings. Results: Users valued the service (93% considered that relevant information was obtained). The most frequent impacts on work were advice to patients, clients or carers, and advice to colleagues. Literature searching and current awareness services saved staff time. Many users were seeking health promotion materials. Conclusion: The adapted questionnaire worked well in demonstrating the service impacts achieved by KRIS, as well as indicating desirable improvements in service delivery.     

Constructing dominant masculinity and negotiating the 'male gaze'

One of the suggested strategies for tackling boys' underachievement is for primary schools to recruit more men teachers to provide boys with positive male role models. However, little is known of how those men teachers already working in primary schools contribute towards the construction of dominant modes of masculinity in schools or how girls engage with those dominant forms. This paper sets out to explore the ways in which two male teachers of one primary class contributed towards the development and maintenance of a particular mode of masculinity. It will be shown that male teachers'attitudes and behaviours were crucial to the construction of a mode of masculinity framed around white, middle-class values (‘intelligence’ and ‘proficiency’) and contextualized within an environment reminiscent of an exclusive men's sports club. It will further be shown how, during the course of the year, the girls devised strategies that challenged the heterosexualized behaviours of one of their male teachers by reversing the ‘male gaze’.     

Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.