Social Media, Power, and the Future of VBAC

The Internet has been called a disruptive technology because it has shifted power and altered the economics of doing business, whether that business is selling books or providing health care. Social media have accelerated the pace of disruption by enabling interactive information sharing and blurring the lines between the "producers" and "consumers" of knowledge, goods, and services. In the wake of the National Institutes of Health Consensus Development Conference on Vaginal Birth After Cesarean (VBAC) and major national recommendations for maternity care reform, activated, engaged consumers face an unprecedented opportunity to drive meaningful changes in VBAC access and safety. This article examines the role of social networks in informing women about VBAC, producing low-cost, accessible decision aids, and enabling multi-stakeholder collaborations toward workable solutions that remove barriers women face in accessing VBAC.     

Quiet eye duration is responsive to variability of practice and to the axis of target changes

We tested the hypothesis that quiet eye the final fixation before the initiation of a movement in aiming tasks, is used to scale the movement's parameters. Two groups of 12 participants (N=24) threw darts to targets in the horizontal and vertical axes under conditions of higher (random) or lower (blocked) target variability. Supporting our predictions, random practice and target changes in the vertical axis led to longer quiet eye duration than did blocked practice and target changes in the horizontal axis. Our data suggest that quiet eye is not simply a mediating factor in accuracy, but is responsive to the task's programming demands, being influenced by the necessity to reparameterize the movement from one trial to the next.     

What Does the Examination for Professional Practice in Psychology Step 2 (EPPP Step 2) Mean for College Counseling: The ASPPB Perspective

We appreciate the opportunity to respond to the Editorial in this issue of the Journal of College Student Psychotherapy by editors Philip Rosenbaum and Ryan Weatherford, who express concerns about the new Examination for Professional Practice in Psychology Step 2 (EPPP Step 2). Our discussion describes the constellation of factors that influenced ASPPB’s decision to develop the EPPP Step 2 at this point in time. We also respond to the concerns expressed about the increasing costs of graduate training and the timing of the EPPP Step 2. Finally this commentary will highlight the difference between the training and licensing processes and will describe how the EPPP Step 2 will help licensing boards fulfill their mandate to protect a vulnerable public.     

Sea Country: navigating Indigenous and colonial ontologies in Australian environmental education

In this paper, we contribute to land education research by focusing on the Torres Strait Islands in the Coral Sea at the far north of tip of Cape York, Australia. We describe the Torres Strait Islander concept of Sea Country and Torres Strait Ailan Kastom (translated as ‘Island Custom’). We then analyse some of the ways in which settler colonisation has challenged these ways of knowing and being. Our inquiry looks at how Sea Country is positioned within two contemporary Australian examples of environmental education: firstly, within the new Australian Curriculum cross-curriculum priorities that mandate that special attention be given to Aboriginal and Torres Strait Islander histories and cultures and also to the concept of sustainability; and secondly, within the Great Barrier Reef Marine Park Authority’s Sea Country Guardians programme This analysis of environmental education curriculum and practice identifies the ways in which the concept of Sea Country and the Indigenous cosmology it represents are simultaneously supported and ignored in the current Australian environmental education context.     

A comparative study of Israeli female students in nontraditional (engineering) and traditional (humanities) fields of study

This study examined the personality characteristics, demographic variables, and sex-role orientation of Israeli women studying engineering as compared to women studying humanities and males studying engineering. Altogether, the sample population consisted of 181 students. The instruments utilized were the Holland's Self-Directed Search questionnaire, a demographic inventory, and the Sex-Role Orientation Attitude questionnaire. Female students in engineering were significantly more feminist in their orientation; most of them had Realistic or Investigative personality types; their parents had a university degree and their fathers had technical occupations. There were no significant differences between male and female engineering students with regard to personality and demographic variables. Implications for female education and policies are discussed.     

Understanding and Supporting Inhibitory Control: Unique Contributions From Proactive Monitoring and Motoric Stopping to Children’s Improvements With Practice

Children struggle to stop inappropriate behaviors. What interventions improve inhibitory control, for whom, and why? Prior work suggested that practice proactively monitoring for relevant signals improved children’s inhibitory control more than practice with motoric stopping. However, these processes were not clearly dissociated. This study tested 162 seven- to nine-year-old children (89 female, 72 male, 1 unreported; 82% White) on the stop-signal task, following monitoring or stopping-focused practice. Both methods improved inhibitory control, supported generalization, and interacted ( = .20–.73). Practice approaches differentially impacted variability ( = .01–.09). Only monitoring benefits showed signs of depending upon proactive control ( = .02). These findings highlight unique contributions of attentional and stopping processes to inhibitory control, suggesting possibilities for tailored interventions.     

Performance Art at Secondary Level

This article considers the far‐reaching potential and the particular characteristics of performance art within the secondary art curriculum. It discusses the means by which an art department has incorporated it into their teaching curriculum at a state secondary school with reference to installations and the work of different performance artists in residence; details of their performances, methods and artistic intentions are discussed. After consideration of the varied responses from staff and students within Trinity Catholic School, the values and significance of direct experience are discussed. In its transience and its reflecting of the performative acts common to ordinary life, performance art offers a challenge to young people's thinking and creativity.     

The new federal definition of educational research: Implications for educators

Abstract

The new federal definition of scientifically based research may have significant implications for educators. This paper describes the new definition, the implementation of the definition, and summarizes the criticisms of this definition. The definition is situated within the context of the great divide that has historically separated educational researchers. Potential implications are discussed concerning stakeholder empowerment, scholarly and practitioner research, the preparation of educators, and university promotion and tenure. Finally, the political context of this definition is discussed in relation to the culture wars.