The argumentativeness scale: Problems and promise

Previous studies and theoretical analyses have suggested that Infante and Rancer's concept of argumentativeness—and the scale that measures it—suffer from conceptual weaknesses and an inability to explain findings within the original conceptualization of argumentativeness. This essay argues that conceptual weaknesses and operationalization problems have produced questionable findings of argumentativeness differences between the sexes and between those with and without debate experience. The study then compares differently worded versions of the argumentativeness scale in order to provide evidence of the scale's current weaknesses and guidance in how to remedy them in future argumentativeness research.     

Changes and challenges: Key issues for Scottish rural schools and communities

Education in rural Scottish schools has changed rapidly over the past 15 years. These changes include the implementation of national curriculum and assessment guidelines, increased parental influence and a shift from local authority based management to more locally based schemes. During the 1990s, research in the field focused largely on learning and teaching, on the role of the head teacher as curriculum and professional leader, and schools’ responses to changes through interschool collaboration. More recently, research has commented on rural schools’ involvement in nationally implemented programmes with a social focus, such as New Community Schools, and in health education. Preparation for rural headship and for teaching in rural schools provide opportunities for further research at this time.     

Quantum lithography: A?non-computing application of quantum information

Quantum information theory holds the promise of revolutionizing technologies other than computing and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography compared with other schemes, and the relative costs associated in migrating the lithography industry to each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography could be economically attractive.     

Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology?

This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of ‘policy role’, here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts.     

Infant Crying Levels Elicit Divergent Testosterone Response in Men

SYNOPSIS

Objective. Lower baseline testosterone (T) among men is generally associated with more sympathetic and nurturant responses to infant stimuli. The effect of exposure to infant crying on men’s levels of T, however, is not well understood. The present study aimed to measure men’s T responses to high and low levels of infant crying. Design. Changes in fathers’ (n = 18) and non-fathers’ (n = 28) salivary T levels from baseline were measured in response to caring for an infant simulator programmed to cry often (high-demand condition) or infrequently (low-demand condition) during a 20-min caregiving simulation. Results. Men exposed to low-demand conditions exhibited significant T reductions from baseline, whereas men in high-demand conditions exhibited increases in T. Compared to men who displayed decreases in T following the caregiving simulation, men who displayed increases in T provided less sensitive care. Conclusions. Results suggest a potential role of high levels of crying in provoking physiological reactions among men that may set the stage for hostile or aggressive responses. More research is needed to illuminate contextual factors that contribute to men’s variable responses to infant crying.     

Immersive Audio Storytelling: Podcasting and Serial Documentary in the Digital Publishing Industry

Structural shifts behind the rise of podcasting have led to programming aimed at sustaining audience attention, a development coinciding with the sharp increase in engaged time with digital longform content among mobile users. This study industrially and culturally situates 3 case studies: True Murder (a pioneering precursor to This American Life producers’ Serial), S-Town (Serial’s successor that far exceeded its listenership), and Ear Hustle (Radiotopia’s experiment in subject-produced content made by two inmates at San Quentin State Prison). Each case illustrates how distinct sectors of the podcasting industry approach the production of absorbing nonfiction through transparent journalism featuring self-reflexive metanarrative.     

Narrative inquiry in physical education research: the story so far and its future promise

At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to ‘produce anything new’ and for lacking ‘rigour’. This paper aims to respond to the criticism and to reassert the strengths of narrative inquiry in the current moment. It maps out narrative and life history research (published in English) carried out in PETE, illuminating a spectrum of narrative approaches and a richness of theoretical perspectives. It underscores the need for PETE scholars to acknowledge the broad range of philosophical assumptions about knowledge and how we come to know as this underpins all research, whether carried out within a qualitative or quantitative research tradition, and to develop a climate of mutual respect for these various positions if we are to avoid stagnation, hegemony or blind spots in our research agendas.     

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in‐class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom‐made, three‐dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in‐class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011–2013; n = 242) and three years after (2014–2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi‐cumulative laboratory examination, scores were significantly higher in the post‐flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection‐based course. Anat Sci Educ 11: 385–396. © 2017 American Association of Anatomists.