Lung Volumes and Maximal Respiratory Pressures in Collegiate Swimmers and Runners

Abstract

To determine whether respiratory muscle strength is related to pulmonary volume differences in athletes and nonathletes, 11 intercollegiate female swimmers, 11 female cross-country runners, and two nonathletic control groups, matched to the athletes in height and age, were evaluated for pulmonary parameters including maximal inspiratory pressure (P_lmax) and maximal expiratory pressure (P_Emax). Swimmers exhibited larger (p < .05) vital capacities (VC), residual lung volumes (RV), inspiratory capacities (IC), and functional residual capacities (FRC) than both the runners or the controls but no difference (p > .05) in either P_lmax or inspiratory flow (FIV_25%-75%). Timed expiratory volumes (FEV Q.5 m and FEV_1.0 were significantly (p < .05) lower in the swimmers than in the controls. These data suggest that an adaptational growth may be responsible, in part, for the augmented static lung volumes demonstrated in swimmers     

A progress report on the development of an instrument to measure communication apprehension in employment interviews

The purpose of this study was to develop an instrument designed to measure communication apprehension in employment interviews. The Personal Report of Communication Apprehension in Employment Interviews (PRCAEI) consists of 5 items. Factor analysis revealed that all 5 items loaded on a single factor with a reliability of 89. The instrument showed reasonable overlap and divergence from the Personal Report of Communication Apprehension. As expected, the PRCAEI was inversely correlated with willingness to communicate and self‐perceived communication competence; Those with relatively high PRCAEI scores also reported entertaining more negative thoughts in imagined interviews than those with relatively low PRCAEI scores. Implications of these findings are discussed at the conclusion of this report.     

Pond life that ‘know their place’: exploring teaching and learning support assistants’ experiences through positioning theory

Teaching and learning support assistants (TLSAs) are notoriously underpaid and undervalued as members of school workforces in England and elsewhere in the world, where the discourse of support has worked to legitimize their poor status. This article reports and explores empirical findings through the lens of positioning theory. This theoretical approach has revealed ways in which the positions occupied by TLSAs are consolidated in social acts and discursive practices that contribute to a narrative that is shared and understood by those positioned and those positioning. The multiplicity of, and sometimes competing, positions occupied by TLSAs are revealed through different readings of the collective storylines of pond life and knowing one’s place that determine a set of social and occupational practices. These serve to illustrate the discursive fights TLSAs were engaged in to assert their professionalism in schools and to challenge their low status.     

MEMORY FOR PICTORIAL INFORMATION AND THE PICTURE SUPERIORITY EFFECT

This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults.     

Celebrating the achievements of sex and relationship peer educators: the development of an assessment process

Young people engaged as peer educators are increasingly important in sex and relationship education (SRE) programmes in a variety of settings and are particularly valued in the APAUSE programme (Rees et al., 1997 Rees JB Mellanby AR Tripp JH (1997) Peer‐led education in the classroom (APAUSE), a collaborative intervention between education, health and young people in: J. Coleman & D. Roker (Eds) Teenage sexuality: risk, health and education (London, Harwood Academic) 137 164  [Google Scholar]). The increase in popularity of peer education raises a need to value the inputs of young people and to give formal recognition to peers. An assessment process focusing on aspects of performance including communication, teamwork and relationships skills has been developed to assess volunteer peer educators on the APAUSE programme that aims to reconcile the typical tension in assessment of showing public recognition of competence and the ability to motivate learners. This paper reports initial findings from a pilot of this assessment process in 28 schools, involving 484 peer educators across England. Initial data suggest this has been extremely well received by teachers and peers. Experience of the process provides teachers with a method of feedback, which, by sharing the language of assessment with peers, enables the young people to be clearer about their tasks, making them more effective as peers and better able to articulate their experiences. These data are used to describe the contributions that an assessment process, focused on assessing performance in authentic situations, can make to SRE.     

Get Your Freak on: How black girls sexualise identity

Despite reported increasing levels of teenage pregnancy, and sexually transmitted infection among African-Caribbean young people in the UK, young Black women express sexual identities that are both over- and non-sexualised and exclude themselves from reference to sexual desire and experience. This article will argue that through engaging in complex processes of denigrating the sexual activity of other peers, young Black women attempt to portray themselves as sexually respectable. In doing so, they become entangled in the tensions created by such positions within school-based discourses of heterosexism. This discussion will explore the processes and implications of hiding/silencing Black female sexuality both for the emerging identities of Black girls and the sex educational discourses which attempt to engage with them.     

Stepping out of our comfort zones: pre-service teachers' responses to a critical analysis of gender/power relations in sexuality education

This paper discusses pre-service teachers' responses to a critical analysis of gender/power relations using examples from a final assessment for an intensive elective unit called Teaching Sexuality in the Middle Years. This unit critically examines gender/ power relations, the production of difference, heteronormativity and pleasure and desire, employing a feminist post-structural framework. Despite the focus on critical thinking, reflection and interrogating structural inequalities in this unit some students were resistant or unable to engage with this approach in their assessments, although appearing to do so in workshops. We consider the broad range of sexuality education discourses mobilised by this unit to try to make sense of what looks like resistance but may be something more complex and difficult to negotiate. The paper ends with a consideration of some of the implications of this approach for practice.     

Elaborated metaphors support viable inferences about difficult science concepts

Instructional metaphors scaffold learning better when accompanied by an elaboration. Applying structure mapping theory, we developed and used an elaborated instructional metaphor (text and illustrations) for introductory chemistry concepts. In two studies (N ₁ = 44, N ₂ = 57), college students with little chemistry background read either the elaborated metaphor, sub‐concept metaphor statements (e.g. an atom is like a tile) only or (Study 2) sub‐concept labels (e.g. atom) only. When asked to write what they knew about the sub‐concept, those in the elaborated metaphor condition wrote more sophisticated domain inferences than those in the other condition(s), p < .05. The elaborated metaphor helped participants construct accurate pre‐conceptual mental models that could prepare them for future learning (i.e. acquisition of new knowledge). The results also suggested that acquisition of high‐level concepts may require active learner transactions with the analogue, as can be had in interactive instructional game worlds.     

Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities

In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular cultural texts, we argue that popular discourses overwhelmingly construct mathematicians as white, heterosexual, middle‐class men, yet also construct them as ‘other’ through systems of binary oppositions between those doing and those not doing mathematics. Turning to the analysis of a corpus of 27 focus groups with school and university students in England and Wales, we explore how such images are deployed by learners. We argue that while learners’ views of mathematicians parallel in key ways popular discourses, they are not passively absorbing these as they are simultaneously aware of the clichéd nature of popular cultural images.     

The development of a mentoring program for university undergraduate women

The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.