Prevalence of poor sleep quality,sleepiness and obstructive sleep apnoea risk factors in athletes

Purpose: Despite the perceived importance of sleep for athletes, little is known regarding athlete sleep quality, their prevalence of daytime sleepiness or risk factors for obstructive sleep apnoea (OSA) such as snoring and witnessed apnoeic episodes. The purpose of the present study was to characterise normative sleep quality among highly trained team sport athletes.

Methodology:175 elite or highly trained rugby sevens, rugby union and cricket athletes completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Score (ESS) and Quality of Life questionnaires and an OSA risk factor screen.

Results: On average, athletes reported 7.9?±?1.3?h of sleep per night. The average PSQI score was 5.9?±?2.6, and 50% of athletes were found to be poor sleepers (PSQI?>?5). Daytime sleepiness was prevalent throughout the population (average global score of 8.5) and clinically significant (ESS score of ≥10) in 28% of athletes. OSA may be an important clinical consideration within athletic populations, as a considerable number of athletes (38%) defined themselves as snorers and 8% reported having a witnessed apnoeic episode. The relationship between self-rated sleep quality and actual PSQI score was strong (Pearson correlation of 0.4?±?0.1, 90% confidence limits).

Conclusion: These findings suggest that this cohort of team sport athletes suffer a preponderance of poor sleep quality, with associated high levels of daytime sleepiness. Athletes should receive education about how to improve sleep wake schedules, extend total sleep time and improve sleep quality.     

Assistance and Accountability in Externally Managed Schools: The Case of Edison Schools,Inc.

Edison Schools, Inc., is the largest and most visible among a growing number of Education Management Organizations that have entered into contracts to manage public schools, including both conventional and charter schools. Edison's approach to managing schools is comprehensive, and it distinguishes itself from most other school improvement strategies by simultaneously addressing both the resources and assistance provided to schools and the accountability systems under which school staff operate. In this article we explore the ways in which the assistance and resources provided by Edison (including diverse professional development opportunities, materials, technology, and other tools), as well as accountability mechanisms (such as monitoring and rewards), have translated into principal and teacher actions, and the factors that facilitated or constrained educators' efforts to implement the Edison design and improve teaching and learning. Drawing on data gathered from extensive interviews, observations, and document reviews collected during a four-year comprehensive study of Edison schools, we demonstrate how Edison intends to promote not only educators' capacity but also their motivation and opportunity to deliver high-quality instruction. We examine variation that occurs across schools as teachers and principals respond to these system-level efforts. In addition, we identify several important predictors of variation in implementation, including the strength of instructional leadership provided by the principal and the presence or absence of district-imposed constraints such as union contract rules.     

On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice

In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice.     

Independence and Prescription in Learning: Researching the Paradox of Advanced GNVQs

This article outlines the context in which General National Vocational Qualifications (GNVQs) have been developed with particular reference to the independent learning dimension of their principles and practice. It provides an overview of the problems associated with the GNVQ approach from the literature and from a study by the authors of twelve post-16 institutions in the process of implementing Advanced GNVQ programmes. It analyses the dimensions of independent learning and argues that GNVQs provide a hybrid learner experience in which autonomy in the organisation of the individual learning process is mediated by a heavily prescribed GNVQ framework. The article concludes by locating this paradox in four central dilemmas characterising post-16 curricular policy in the UK.     

Research on interventions for children and young people on the autistic spectrum: a critical perspective

Developing, implementing and evaluating programmes of intervention for children and young people on the autistic spectrum are challenging endeavours. In this paper, we adopt a critical approach to research in this area, and attempt to offer an alternative perspective for understanding and interpreting empirical evaluations. We outline and discuss theoretical, methodological and practical issues and limitations associated with the current research body, and provide illustrative examples of gaps in the current literature.     

关于悬链线的一点注记

悬链线是微积分、微分方程、微分几何、变分计算及数值分析中的一个重要课题.本文通过一些诸如方轮自行车、旋转的最小面积等有趣的例子,计算悬链线和相应半圆下面的面积,证明悬链线到处都有,但并不是无处不在.     

Infant educators’ beliefs about infant language development in long day care settings

This study examined infant educators’ beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising ‘insider’ practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators’ perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support.     

Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments

There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance.