What users want: Assessing government information preferences to drive information services

Access to government information has changed dramatically in the past 20 years. There are many indicators of information use, but it is challenging for service institutions to gain a current and comprehensive view of the research practices and preferences of their users. Information stakeholders must seek out current data to gauge the potential success of new initiatives and policies in order to meet user needs. To that end, a user study was conducted on the University of Montana campus in spring of 2006. The survey was sent to a random, stratified sample of the campus population. The instrument included questions on frequency of government information use, methods of locating and learning about government documents, awareness of the Federal Depository Library Program (FDLP), and service and format preferences. The results show that the majority of researchers are using government information at least quarterly and that they most often use general search engines to find it. Respondents indicate a strong interest in alerting services, tutorials, virtual reference, and topic-oriented assistance. Although some respondents prefer printed materials for specific types of information, users generally want to find and access government information online. The results offer current data for program planning, collection development, and information policy creation.     

The efficacy of downhill running as a method to enhance running economy in trained distance runners

Running downhill, in comparison to running on the flat, appears to involve an exaggerated stretch-shortening cycle (SSC) due to greater impact loads and higher vertical velocity on landing, whilst also incurring a lower metabolic cost. Therefore, downhill running could facilitate higher volumes of training at higher speeds whilst performing an exaggerated SSC, potentially inducing favourable adaptations in running mechanics and running economy (RE). This investigation assessed the efficacy of a supplementary 8-week programme of downhill running as a means of enhancing RE in well-trained distance runners. Nineteen athletes completed supplementary downhill (?5% gradient; n?=?10) or flat (n?=?9) run training twice a week for 8 weeks within their habitual training. Participants trained at a standardised intensity based on the velocity of lactate turnpoint (vLTP), with training volume increased incrementally between weeks. Changes in energy cost of running (E_C) and vLTP were assessed on both flat and downhill gradients, in addition to maximal oxygen uptake (?O_2max). No changes in E_C were observed during flat running following downhill (1.22?±?0.09 vs 1.20?±?0.07?Kcal?kg^?1?km^?1, P?=?.41) or flat run training (1.21?±?0.13 vs 1.19?±?0.12?Kcal?kg^?1?km^?1). Moreover, no changes in E_C during downhill running were observed in either condition (P?>?.23). vLTP increased following both downhill (16.5?±?0.7 vs 16.9?±?0.6?km?h^?1 _, P?=?.05) and flat run training (16.9?±?0.7 vs 17.2?±?1.0?km?h^?1, P?=?.05), though no differences in responses were observed between groups (P?=?.53). Therefore, a short programme of supplementary downhill run training does not appear to enhance RE in already well-trained individuals.     

Social Understanding in Young Israeli-Jewish,Israeli-Palestinian,Palestinian, and Jordanian Children: Moral Judgments and Stereotypes

Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study lived in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings reveal that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provide positive results about the young children's inclusive views regarding peer interactions. Practice: These findings indicate that practitioners working with young children should focus on inclusion in peer contexts. Curricula, media, and social intervention programs must begin in early childhood before children begin to use stereotypes in peer situations, particularly when children from other cultural and ethnic backgrounds play together.     

Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves

Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.     

Community Education and the Ethos of the School

In 1998, the Labour Government instituted the School Standards and Framework Act which abolished Grant Maintained (GM) schools and introduced three new categories of school: community, voluntary and foundation. The latter two were to have much of the autonomy of GM schools, particularly with respect to admissions. This article reports on the findings of a study which gathered the perceptions of heads, governors and senior staff about admissions issues in 11 foundation schools after their first full term in their new status.     

‘Where do babies come from?’ Barriers to early sexuality communication between parents and young children

‘Where do babies come from?’ ‘Why do boys have willies?’ ‘What does gay mean?’ Probably all parents have faced such ‘innocent’ questions from young children, and many have found them challenging to answer. Access to sexuality education at an early age is frequently considered controversial; however, there are strong indications that early and open communication can impact positively in terms of sexual safety and outcomes. Using focus group discussions with parents of 3–7 year olds in the UK, this study explores some of the challenges parents report in dealing with early sexual socialisation as well as the reasons they cite for restricting young children's sexual awareness and access to knowledge. Thematic analysis reveals a number of barriers to communication: the need to protect childhood ‘innocence’, suitable timing and age appropriateness of explanations, personal discomfort, and fear of criticism and judgement.