Nausea is associated with endotoxemia during a 161-km ultramarathon

This study explored possible contributing factors to gastrointestinal distress, including endotoxemia, hyperthermia, dehydration and nutrition, during a 161-km ultramarathon. Thirty runners participated in the study and 20 finished the race. At three checkpoints and the finish, runners were interviewed to assess the incidence and severity of 12 gastrointestinal symptoms and to determine dietary intake. Core temperature was measured at the same locations. Runners were weighed pre-race, at the three checkpoints and the finish to monitor hydration status. Blood markers for endotoxemia (sCD14) and inflammation (interleukin-6 and C-reactive protein) were measured pre- and post-race. Gastrointestinal symptoms were experienced by most runners (80%), with nausea being the most common complaint (60%). Runners with nausea experienced significantly greater (P = 0.02) endotoxemia than those without nausea (sCD14 mean increase 0.7 versus 0.5 µg · mL^?1). There was a significant positive correlation (r = 0.652, P = 0.005) between nausea severity and endotoxemia level. Inflammatory response, core temperature, hydration level and race diet were similar between runners with and without nausea. This study links endotoxemia to nausea in ultramarathon runners. Other possible contributing factors to nausea such as hyperthermia, dehydration and nutrition did not appear to play a role in the symptomatic runners in this study.     

Breaking the Constraints of Modernist Psychologizing: Mathematics Education Flirts with the Postmodern

Mathematics education emerged as a field in the height of modernism in science and mathematics. For decades, modernist psychology provided the dominant framework for inquiry in the field. Recently, this framework has started to sustain questions, leading to an ongoing conversation in the literature about the identity of the field. We join this conversation via a critical notice of a volume that proposes to package postmodern theorists for mathematics educators. We argue that the book falls short of providing a substantive contribution to the conversation, and we present an argument for the role of postmodernism in mathematics education.     

Counseling Children in Crisis Based on Maslow's Hierarchy of Basic Needs

This article addresses how Maslow's hierarchy of basic human needs can be used as a framework for cross-cultural counseling with children in crisis; that is, children of the world who are unable to fulfill adequately their basic human needs because of extreme circumstances such as natural disaster, violence, various forms of child abuse, extreme poverty, lack of school and community resources, and emotional abandonment. Assessment of child needs is discussed and counseling strategies are presented; strategies that include supportive counseling techniques, crisis intervention techniques, program development, delivery of social services and resources, referral to helping agencies, and counselor consultation with parents and other significant adults in the lives of children.     

A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors

The mechanisms through which socioeconomic status (SES) influences three-year-old expressive and receptive language abilities were examined in a sample of 1016 families from the NICHD Study of Early Child Care and Youth Development. Hierarchical regression analyses indicated that maternal sensitivity and cognitive stimulation were significant partial mediators of the relation between SES and verbal comprehension, expressive language, and receptive verbal conceptual abilities. Path analyses revealed that a unified model including both parenting factors and distal SES factors demonstrated solid fit indices. Implications for research and intervention are discussed.     

Scientific practice and the tradition of advocacy in special education

The purpose of this discussion is to describe and contrast several tenets of scientific behavior and practice with the behaviors and practices associated with advocacy. We argue that scientists must focus their efforts on solvable problems, consider their efforts to be uncertain, and present their findings dispassionately, so that others might judge the evidence for themselves. Advocates, in contrast, must confront the problems facing the people for whom they have concern over whether the problems appear to be solvable or not. Furthermore, advocacy requires a certainty of conviction that leads to the promotion of particular positions and their adoption by others. We suggest that although special education's roots are more closely aligned with advocacy than with science, its future depends on its ability to adopt a more fully scientific approach to practice. We conclude with a discussion of how the assignment of test accommodations to students with disabilities illustrates the tension between science and advocacy.     

Relationship between language proficiency and growth during reading interventions

Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed.     

Jean-Jacques Rousseau's views on adult education

Although Rousseau describes inÉmile only his scheme for childhood education, he presents us in this work with some direct statements which can be applied to explain more fully the nature of adult education. The author surveys Rousseau's ideas on the role of the general will in adult educational philosophy, subject matter, methodology and negative education, as well as the relationships between the family, student, teacher, community and the state. He concludes that the modern Rousseau would not limit education to males and would recognize that the four Rousseauian periods of educational development — infancy, childhood, youngster, adolescence — is followed by a fifth: adulthood. Adult education is the logical continuation of the four previous phases. Throughout each phase education must permit intellectual and moral growth and always allow for creativity and diversity. Only then can adults become positive contributors to their society.

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Zusammenfassung Obwohl Rousseau inÉmile nur seine eigene Vorstellung der Kindererziehung beschreibt, präsentiert er uns in dieser Arbeit Standpunkte, die auch auf Erwachsenenbildung zutreffen. Der Autor beleuchtet Rousseaus Ideen zur Rolle des generellen Willens sowohl in der Philosophie der Erwachsenenbildung als auch in Inhalten, in Methodologien und in negativer Erziehung, sowie zu den Beziehungen zwischen Familie, Schüler, Lehrer, Gemeinde und Staat. Er schließt, daß der moderne Rousseau Bildung nicht nur auf die männliche Bevölkerung beschränken würde und zudem erkennen würde, daß zu den vier Rousseauschen Phasen der erzieherischen Entwicklung — Kleinkindalter, Kindheit, Heranwachsender und Jugendlicher eine fünfte Phase hinzukommen muß: das Erwachsenenalter. Erwachsenenbildung ist die logische Folge der vier vorangegangenen Phasen. In jeder Phase muß Erziehung intellektuelles und moralisches Wachstum beinhalten und Kreativität und Vielfalt berücksichtigen. Nur dann können Erwachsene Positives zu ihrer Gesellschaft beitragen.

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Resumen Si bien enÉmile, Rousseau describe solamente su idea de la educación de la niñez, en este trabajo nos confronta con algunas afirmaciones directas que pueden aplicarse para explicar con mayor profundidad la naturaleza de la educación de adultos. El autor investiga las ideas de Rousseau relativas a la voluntad general en la filosofía de educación de adultos, en el objetivo, en la metodología y en la educación negativa, así como las relaciones existentes entre la familia, el estudiante, el docente, la comunidad y el Estado. Su conclusión es que el moderno Rousseau no limitaría la educación a los varones y que reconocería que los cuatro períodos que Rousseau ha establecido para el desarrollo educacional: infancia, niñez, pubertad, adolescencia, deben completarse con una quinta etapa: la adultez. La educación del adulto es la continuación lógica de las cuatro fases previas. Desde su comienzo hasta su final, cada una de estas fases de la educación debe permitir el crecimiento intelectual y moral y ofrecer el espacio necesario para la creatividad y la diversidad. Son condiciones indispensables para que los adultos puedan prestar un aporte positivo a la sociedad a la que pertenecen.

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Résumé Bien que Rousseau ne décrive dans l'Émile que son modèle d'éducation de l'enfant, il fait dans cette oeuvre quelques déclarations directes que l'on peut utiliser pour définir plus amplement la nature de l'éducation des adultes. L'auteur présente les idées de Rousseau sur le rôle de la volonté générale dans la philosophie de l'éducation des adultes, les sujets, la méthodologie et l'éducation négative, de même que dans les relations entre famille, apprenant, enseignant, communauté et État. Il en déduit qu'un Rousseau contemporain ne limiterait pas l'éducation aux seuls garçons et reconnaîtrait que ses quatre périodes du développement pédagogique — première enfance, enfance, jeunesse et adolescence — sont suivies d'une cinquième, l'âge adulte. L'éducation des adultes est la continuation logique des quatre phases précédentes. À l'intérieur de chaque phase, l'éducation doit permettre une croissance intellectuelle et morale, et toujours laisser une part à la créativité et la diversité. Ce n'est qu'à cette condition que les adultes peuvent devenir des citoyens qui contribuent de façon positive à leur société.

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Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments

In this study, the effectiveness of learning environments, developed in line with the specifications of the four components instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest–posttest quasi-experimental design. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section, the theoretical, research and practical implications of the results for the instructional design and technology community as well as for educational practice, are discussed.     

Jewish culture,Chinese culture,and mathematics education

Educational Studies in Mathematics - In the past three decades, there has been increased attention on the influence of culture on the teaching and learning of mathematics. Jews and Chinese both...