Alterations in Body Size and Composition Consequent to Astro-Trimmer and Slim-Skins Training Programs

Tennis is an activity requiring both endurance and anaerobic components, which could have immunosuppressive effects postexercise.

Purpose

The purpose of this investigation was to determine the effect of a simulated tennis match on apoptotic and migratory markers on lymphocyte subsets.

Method

Male high school (n = 5) and college (n = 3) tennis players (M _age = 18.9 ± 3.3 years) completed 10 sets of a tennis protocol including serves, forehand strokes, and backhand groundstrokes with 1-min rest periods between sets. Apoptosis antigen 1 receptor (CD95) and chemokine receptor fractalkine (CX₃CR1) expression was analyzed on helper T lymphocytes (CD4+), cytotoxic T lymphocytes (CD8+), and B lymphocytes (CD19+) twice, at resting baseline and immediately after all 10 sets of the tennis protocol.

Results

An increase was observed in each lymphocyte subtype (p < .02, effect size = .41), and comparison of absolute changes revealed increases in CD4+/CD95+, CD8+/CD95+, and CD8+/CX₃CR1 lymphocytes following the tennis protocol (p < .01, effect size = .43), but not in CD19+ cells.

Conclusions

A simulated tennis match has adequate intensity to induce immune modulations in terms of increased cell death and cellular migration in T lymphocyte subsets. Lymphocytopenia following tennis play is influenced by both apoptotic and migratory mechanisms.     

Bridging the gap: the challenges of employing entrepreneurial processes within university settings

In Australia and elsewhere, universities face increasing pressure to improve research output and quality, particularly through partnerships with industry. This raises interesting challenges for academic staff with considerable industry experience who are ‘new’ to academe. Some of these challenges were faced by the authors who have been successful in generating research, consultancy and executive education funds since joining academe and been somewhat surprised at being described as successful researchers and entrepreneurs. Taking a reflexive look to identify and make explicit our practice through the lenses of social capital and the entrepreneurial process, we identified 10 practices. However, we remain troubled by the dissonance between organisational rhetoric and its rewards for entrepreneurial activities. We offer some considerations for universities to help bridge this gap.     

Differential effects on the achievement of males and females of teaching the particulate nature of chemistry

Chemistry concepts in three 2‐week modules were presented to a treatment and control group of high school students from 10 different high schools. The treatment group was taught using three representations of matter (macroscopic, particulate, and symbolic), whereas only two representations (macroscopic and symbolic) were used with the control group. The treatment group scored significantly higher across the combined score of all three modules. When the data were analyzed for gender–group interactions, females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males. Teaching males the particulate representation did not significantly affect males' achievement. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 911–927, 2002     

A school wide approach to leading pedagogical enhancement: An Australian perspective

This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.     

Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times

This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues.     

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.     

Religion and Science

The authors discuss the challenges of creating an integrated, interdisciplinary team-taught course. This case study focuses on conflict arising from interdependency, when interdisciplinary teams determine course content and negotiate identity, relationship, and process issues. Although no formulaic solutions can resolve such conflicts, the study makes suggestions that can help achieve integration and collaboration when disciplines join forces.     

Educational Media

Dorothy T. Taggart's A Guide to Sources in Educational Media and Technology (Metuchen, N.J.: Scarecrow Press, 1976—$6.00).

Christine L. Wynar's 1974-75 Supplement [to] Guide to Reference Books for School Media Centers (Littleton, Colo.: Libraries Unlimited, Inc., 1976—18.00 in U.S.and Canada, $10.00 elsewhere).

Bernard Chibnall's The Organization of Media (Hamden, Conn.: Linnet Books/Shoestring Press, 1976—$5.50)

Robert D.B. Carlisle's Media and the Adult Student: One Man's Journal (Lincoln, Neb.: Great Plains National Instructional Television Library, 1976—price not known, paper).

Margaret E. Chisholm and Donald P. Ely's Media Personnel in Educational: A Competency Approach (Englewood Cliffs, N.J.: Prentice-Hall, 1976—$12.95)