Early Adolescents’ Food Selection After Evaluating the Healthiness of Remote Peers’ Food Choices

This study investigates whether asking early adolescents to evaluate the food choices of remote peers improves their own food selection. Participants were students from fifth (N = 219, M_age = 9.30 years) and sixth grades (N = 248, M_age = 10.28 years) of varying nationalities living in the United Arab Emirates (race and ethnicity were not collected). Students saw peers’ healthy or unhealthy food choices before picking their own food. In some conditions, students also critically evaluated the healthiness of the peers’ choices. Evaluation of peer choices led to healthier decisions (d = .53) to the point that it offsets the negative impact of observing unhealthy peer choices. This effect is larger for sixth graders compared to fifth graders.     

Educational attainment and HIV/AIDS prevalence: A cross-country study

Using data for a large cross-country sample, a reasonable model is estimated to judge the effect of adult educational attainment on prevalence of HIV. Three main points are noted. First, there is an indication of a significantly negative effect of educational attainment on HIV prevalence. Second, magnitude of the impact appears sizable. Third, a simple test suggests that the model does not have any major specification problem. Three additional aspects may also be interesting. First, the impact of per capita income is negative but statistically weak. Second, the effect of health expenditures lacks significance and does not carry the expected sign. Third, the proportion of population that is Muslim has a significantly negative association with HIV prevalence, perhaps reflecting the widely-shared view that male circumcision lowers acquisition of the disease.     

Against ‘teaching excellence’: ideology,commodification, and enabling the neoliberalization of postsecondary education

ABSTRACT

In this article, the notion of excellence in relation to teaching is removed from its privileged place in order to render it, and its implications, for analysis. We argue that teaching excellence needs to be understood in the larger context of the neoliberal university in which competition is taken for granted, and therefore, metrics for comparison are evermore necessary. Following this argument, we explore excellence as an instrument of neoliberal ideology in higher education. We explore different manifestations of teaching excellence enacted in policies that that are illustrative of five different countries. Implications for further analysis, and for resistance to the expansion of neoliberal ideology through teaching excellence, are presented.     

From #Ferguson to #Ayotzinapa: Analyzing Differences in Domestic and Foreign Protest News Shared on Social Media

This study compares U.S. digital news coverage of recent foreign and domestic protests. Differences in coverage’s framing, sourcing, and device emphases were analyzed for two cases: protests that erupted after the death of Michael Brown and protests demanding justice for the 43 missing students from Ayotzinapa, Mexico. Building on protest paradigm literature, content analysis results show that news articles that appeared on Facebook and Twitter emphasized legitimizing frames for foreign protests more than domestic protests. Foreign protests were framed with the spectacle frame more than domestic protests, which were more often portrayed as confrontational. Digitally native news organizations produced content that deviated from expected paradigmatic norms the most. In addition, this research examines the relationship between content and sharing on Facebook and Twitter. Implications of these findings within the theoretical framework of the protest paradigm are discussed.     

What Evidence Do You Have?

Your evidence constrains your rational degrees of confidenceboth locally and globally. On the one hand, particular bitsof evidence can boost or diminish your rational degree of confidencein various hypotheses, relative to your background information.On the other hand, epistemic rationality requires that, forany hypothesis h, your confidence in h is proportional to thesupport that h receives from your total evidence. Why is itthat your evidence has these two epistemic powers? I argue thatvarious proposed accounts of what it is for something to bean element of your evidence set cannot answer this question.I then propose an alternative account of what it is for somethingto be an element of your evidence set.

1 Introduction

2 Theelements of one's evidence set are propositions

3 Which kindsof propositions are in one's evidence set?

3.1 Doxastic accountsof evidence

3.2 Non-doxastic accountsof evidence

4 Elaboratingand defending the LIE

     

Cultural diversity in community sport: An ethnographic inquiry of Somali Australians’ experiences

Sport organisations aim to grow the participation of culturally and linguistically diverse communities, including newly arrived people from refugee backgrounds. Drawing on multi-sited ethnographic research conducted by the author at community sport organisations in the multicultural city of Melbourne, this paper examines the key factors that affect the sport participation experiences of Somali Australians. It is shown that interpersonal and structural barriers to sport participation predominate, and that the significance of these barriers varies according to age, gender and time in Australia. The paper concludes that in order to foster inclusive sporting environments in which people from refugee backgrounds can participate in a safe, comfortable and culturally appropriate way, refugee settlement needs to be understood as a two-way process of mutual accommodation requiring adaptation on the part of both the migrant and the host society.     

The Validity of Academic Learning Time–Physical Education (ALT–PE) as a Process Measure of Achievement

Abstract

The purpose of this study was to determine whether the ALT–PE system (Version 2) is valid as a process approach to estimate student achievement. Students (N = 60) were randomly selected from a data base that includes pretest and posttest scores for two volleyball skills and seven sessions of videotaped instruction. Videotapes were collected using two cameras with a split-screen generator so most instruction and practice could be seen. ALT–PE data were coded from the videotapes. In addition to normal ALT–PE coding conventions, coders recorded the skill that was the focus of instruction. Combinations of context and learner involvement categories were summed for each skill across the seven class sessions and to form other logical categories (e.g., total motor appropriate intervals). Achievement scores were calculated by posttest on pretest regression for each skill with the residual score used for subsequent analysis. Residual achievement scores were correlated with summed ALT–PE categories. The results indicate for the serve both total motor appropriate and practice–motor appropriate intervals were related to student achievement. For the pass, practice–motor appropriate intervals were related to achievement and the total motor appropriate–achievement correlation failed significance. These results demonstrate the validity of the ALT–PE system as a process measure of achievement can be partially substantiated.     

Women Archetype and Female Physical Education during Franco's Dictatorship

The subject of this paper consists on the ideal of women in Spain during Franco's dictatorship (1939–1975) and how it was transmitted through women Physical Education and female sports, directed by the Women Section. The research focuses on the concepts and values from different fields (political, professional, cultural, religious, etc.) which described women and determined their life during this period, and which showed through physical and sport activities specific to this gender. The research is justified and put into context in the first part of the paper. In the second part of the paper, the female model as proposed by the ideology of the dictatorship is described, and how this model was reflected in female Physical Education – both in the initial training of female teachers and in the proposed practices for Spanish women. In the third part of the paper, some of the contradictions of the Women Section regarding the woman archetype are exposed, as well as the final conclusions of this investigation.     

Understanding Quantum Numbers in General Chemistry Textbooks

Quantum numbers and electron configurations form an important part of the general chemistry curriculum and textbooks. The objectives of this study are: (1) Elaboration of a framework based on the following aspects: (a) Origin of the quantum hypothesis, (b) Alternative interpretations of quantum mechanics, (c) Differentiation between an orbital and electron density, (d) Differentiation and comparison between classical and quantum mechanics, and (e) Introduction of quantum numbers based on electron density; (2) Formulation of five criteria based on the different aspects (a, b, c, d, and e), and (3) Evaluation of 55 freshman college‐level general chemistry textbooks. Results obtained show: Criterion 1, none of the textbooks described satisfactorily that Planck’s role in the origin of the quantum hypothesis was more at the level of an empirical adjustment, whereas Einstein provided the physical significance of the quantum hypothesis; Criterion 2, few textbooks (two satisfactory and four mentioned) included alternative interpretations of quantum mechanics (e.g., Bohm) and thus ignored that most theories are underdetermined by experimental evidence; Criterion 3, none of the textbooks described satisfactorily that orbitals are mathematical constructs and the shapes of the orbitals (s, p, d, f) are not derived from quantum mechanics but instead from electron density measurements; Criterion 4, although, quantum mechanics approaches classical mechanics as a limiting case, none of the textbooks presented a framework to facilitate transition in student understanding from classical to quantum mechanics (28 textbooks made a simple mention); and Criterion 5, few textbooks (one satisfactory, five mentioned) facilitated the introduction of quantum numbers based on experimental determination of electron density (photoelectron spectrum). It is concluded that the inclusion of these criteria in textbooks can facilitate students’ conceptual understanding of quantum numbers and electron configurations.     

Cambio sociocognitivo y organización de las acciones: una aproximación sociocultural a la educación de adultos

Resumen

Se estudia la educación formal y «Literacy» con objeto de analizar diferentes aspectos del desarrollo cultural, así como la influencia de factores socioculturales en el desarrollo cognitivo de los adultos. Son escasos los trabajos realizados en este campo. Se seleccionó un grupo de mujeres pertenecientes al programa de Educación de Adultos de la Junta de Andalucía cuyas edades oscilaban entre 35 y 55 años. Los sujetos estudiados pertenecían a tres niveles educativos: alfabetización, pregraduados y graduados. La acción dirigida a meta es la unidad de análisis escogida y la metodología desarrollada tiene su base en la perspectiva sociocultural iniciada por Vygostsky y desarrollada por algunos psicólogos occidentales. La situación experimental se diseñó con objeto de analizar los componentes de las acciones de memoria que los sujetos podían utilizar para recordar un grupo de estímulos. Estos se podían incluir en diferentes categorías (animales, plantas y objetos). Componentes básicos de este tipo de acciones son: estrategias cognitivas, procedimientos de mediación semiótica y actitud social de los sujetos. A lo largo de las diferentes fases de la investigación fue posible observar transiciones microgenéticas de estos componentes así como cambios en las interacciones entre los mismos, (especialmente entre procesos cognitivos y procedimientos semióticos).