Interparental conflict as a quadratic predictor of children’s reactivity to interparental conflict and school adjustment: Steeling effects or risk saturation?

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M_age = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25).     

Practice Makes Practice: Learning to Teach in Teacher Education

In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change the preparation of teachers, we argue that it requires teacher education programs to do more than increase the amount of time candidates spend in clinical field placements. It requires, we argue, that teacher educators engage in simultaneous innovation in three related, but distinct aspects of program design and implementation: organizational structures and policies, content and curriculum, and teacher education pedagogy. Without such dynamic engagement, the practice-turn will go the way of many past reforms in teacher education—it will be symbolic but not significant or meaningful.     

Responsible Conduct of Research Assessment of Doctor of Education Candidates,Graduate Faculty,and Curriculum Considerations

The study included an assessment of doctoral students, graduate faculty, and curriculum considerations to determine the degree of infusion of research integrity and responsible conduct of research (RCR) principles within a Doctor of Education program. Study results showed substantial increases in doctoral candidates’ knowledge levels of RCR, and faculty members serving as dissertation committee chairs reported greater understanding of RCR tenets than did non-dissertation chairs. The study also revealed a strong presence of research within the Ed. D. core curriculum.     

Identification of Pre-examination Errors in the Chemical Pathology Laboratory at the University Hospital of the West Indies

This study evaluated the types and frequencies of pre-examination errors recorded in the chemical pathology laboratory at the University Hospital of the West Indies, Jamaica. This was a retrospective analysis of errors recorded over a three year period. Data analysis was done on an average of 519,084 samples collected and tested per year. Samples included blood, urine, stool and other fluids. Pre-examination errors were identified and recorded following visual inspection of the samples and corresponding request forms by laboratory staff, then subsequently by the Senior Medical Technologist. Errors were generally classified as inappropriate sample (58 %), inappropriate form (23.4 %), inappropriate sample volume (9.3 %) and inappropriate sample tube (9.3 %). Over 90 % of recorded pre-examination errors were related to blood samples while urine samples accounted for 6.8 % error. Pre-examination errors were lower at this study location than elsewhere. Measures aimed at reducing instances of these errors are recommended for improved laboratory quality output.     

Effect of combined carbohydrate-protein ingestion on markers of recovery after simulated rugby union match-play

Abstract

In this study, we investigated the effect of ingesting carbohydrate alone or carbohydrate with protein on functional and metabolic markers of recovery from a rugby union-specific shuttle running protocol. On three occasions, at least one week apart in a counterbalanced order, nine experienced male rugby union forwards ingested placebo, carbohydrate (1.2 g · kg body mass^?1 · h^?1) or carbohydrate with protein (0.4 g · kg body mass^?1 · h^?1) before, during, and after a rugby union-specific protocol. Markers of muscle damage (creatine kinase: before, 258 ± 171 U · L^?1 vs. 24 h after, 574 ± 285 U · L^?1; myoglobin: pre, 50 ± 18 vs. immediately after, 210 ± 84 nmol · L^?1; P < 0.05) and muscle soreness (1, 2, and 3 [maximum soreness = 8] for before, immediately after, and 24 h after exercise, respectively) increased. Leg strength and repeated 6-s cycle sprint mean power were slightly reduced after exercise (93% and 95% of pre-exercise values, respectively; P < 0.05), but were almost fully recovered after 24 h (97% and 99% of pre-exercise values, respectively). There were no differences between trials for any measure. These results indicate that in experienced rugby players, the small degree of muscle damage and reduction in function induced by the exercise protocol were not attenuated by the ingestion of carbohydrate and protein.     

Effects of Various Training Programs on Speed of Swimming

Abstract

Six groups of subjects were tested to determine if various training programs affected performance in speed in swimming 30 yards. No evidence of improvement was found after one group of subjects had been exposed to absolutely no exercise for six weeks and, also, after a group of subjects had participated in various exercises with weights three times weekly for six weeks. Two groups of swimmers who participated in practicing starts, kicking, arm stroking, and sprinting 30 and 60 yards significantly improved their performances in speed in swimming; one group of subjects followed the preceding program three times weekly and another group used the same routine six times a week. Two other groups, one of which was exposed to weight training and swimming, and one of which was exposed only to 30-yard sprints and practicing starts, both showed statistically significant differences in performance.     

The London 2012 Olympics and Paralympics: Editorial Differences and Similarities of Approach in Five Japanese Newspapers

This study analyses the coverage of the London 2012 Olympic and Paralympic Games on the front pages of the morning editions of five Japanese newspapers of diverse circulations and political and ideological orientations. It finds similarities among the newspapers in the amount and focus of coverage, and differences in their editorial positions on the Games and their use of Olympic materials in other political and ideological discourses.     

杭州游记

I had joined a Chinese group for a tour of the famousresort of Hangzhou,some 175km from the bustle ofShanghai.First impressions,leaving the railway sta-tion after my two and a half hour s’journey,werenot good—a modem city with traffic as manic as the oneI had just left.But then I saw the West Lake. This is probably Hangzhou’s most famous view—avast expanse of water,ringed with green hills,dottedwith small islands and causeways,with little pleasureboats pottering about.This was the first stop on our     

Stuart Hall at the Open University

ABSTRACT

Accounts of the influence of Stuart Hall's thought on subsequent developments tend to neglect his work at the Open University. This unjustifiable neglect is illustrated by the example of his contribution to the course on Beliefs and Ideology, especially his article on 'Religious ideologies and social movements in Jamaica' [Hall, S. (1985). Religious ideologies and social movements in Jamaica. In R. Bocock & K. Thompson (Eds.), Religion and ideology (pp. 269–297). Manchester, UK: Manchester University Press].     

The Development of a Curriculum Toolkit with American Indian and Alaska Native Communities

This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country have been explained. A brief historical overview of Indian education has been included. The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by the Federal Government.