Energy expenditure in professional flat jockeys using doubly labelled water during the racing season: Implications for body weight management

To formulate individualized dietary strategies for jockeys, it is vital that energy requirements are quantified. We measured total energy expenditure (TEE) over two separate weeks in spring and summer using doubly labelled water in a group of male flat jockeys (n?=?8, 36.9?±?5.7 years, 164?±?8?cm, 54.6?±?2.5?kg). Total energy intake (TEI) was self-recorded, as were all riding and structured exercise activity. Mean daily TEE was 10.83 (±2.3) and 10.66 (±1.76) MJ, (p?=?.61) respectively. Self-reported TEI were 6.03 (±1.7) and 5.37 (±1.1) MJ (p?=?.40), respectively, and were significantly lower than TEE (p?=?.01). Mean race rides were 17 (±6) and 13 (±3; p?=?0.37) and horses ridden at morning exercise were 8 (±6) and 7 (±4; p?=?.77) respectively. Additional structured exercise was 76.25 (±95.1) and 52.5 (±80.9) min per week (p?=?.35), respectively. At the individual level, TEE was related to body mass and the level of non-racing physical activity, but not riding. Physical activity levels for TEE were 1.76 (±0.37) and 1.69 (±0.27; p?=?.59) and appear modest when compared with other athletes, and similar to age-matched non-athletes, suggesting that conventional sport-specific nutritional recommendations do not appear applicable. The large discrepancy between TEE and TEI suggests significant under reporting of dietary intake. These data now provide an appropriate framework from which to formulate jockey nutritional guidelines to promote the ability to achieve the daily weight target and improve athlete welfare.     

Constructivist Learning and Teaching of Optics Concepts Using ICT Tools in Greek Primary School: A Pilot Study

This pilot study documents the design and evaluation results of an innovative teaching approach with the use of ICT regarding the optics concepts of light reflection and diffusion, and vision in Greek primary school. First there was a survey of 140 students to ascertain their initial ideas regarding these concepts. On the basis of the results of that survey, a range of ICT tools were developed, including a multimedia software application and a piece of Greek physics educational software. They were then used in the classroom together with an applet on the Web and printed students’ worksheets, and their effectiveness was evaluated. Teaching was implemented in four Greek primary school classes with 81 students. Another 59 students were taught the subject traditionally. Before and after instruction all students answered a written questionnaire. Data analysis revealed that students of the experimental group achieved statistically better performance and manifested conceptual change whereas students in the control group students presented only a minimal evolution in their initial ideas.     

Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability

Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery.     

Evaluating the metacognitive awareness inventory using empirical factor-structure evidence

Many scholars agree on the general theoretical structure of metacognition, which is what informed the development of the Metacognitive Awareness Inventory (MAI). Although self-report instruments such as the MAI suffer many threats to validity, they continue to be used in research and practice because of their convenience. With the MAI, studies have varied in the way they calculate scores and in their adherence to the intended theory. In this study, we address these shortcomings and propose modifications in calculating MAI scores. Using confirmatory factor analysis (CFA) and multidimensional random coefficients multinomial logit (MRCML) item-response modeling, we examined how well the intended functioning of the MAI matched the data from 622 undergraduate students. The results support scoring the MAI as two dimensions, knowledge and regulation of cognition, but indicate that the 52-item instrument has poor fit. Using iterative CFA and MRCML models, we tested subsets of items that represent the theory and had good fit. We followed up with tests of between-group and time invariance. The results support the use of a 19-item subset for between-group comparisons, with provisional evidence for its use in longitudinal studies.     

Linking early alert systems and student retention: a survival analysis approach

Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the case of an early alert system (EAS) at a regional university engaged in both on-campus and online teaching. Using a total of 16,142 observations captured between 2011 and 2013, we examined the relationship between EAS and the student retention rate. The results indicate that when controlling for demographic, institution, student performance and workload variables, the EAS is able to identify students who have a significantly higher risk of discontinuing from their studies. This implies that early intervention strategies are effective in addressing student retention, and thus an EAS is able to provide actionable information to the student support team.     

The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word‐blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile‐shaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed.     

Transforming “Ecosystem” from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of “ecosystem” is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of “ecosystem” and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge.     

Three Kinds of Political Engagement for Philosophy of Science

In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.