Recovery Responses to Maximal Exercise in Healthy-Weight Children and Children With Obesity

Purpose: The purpose of this study was to examine differences in heart rate recovery (HRRec) and oxygen consumption recovery (VO₂ recovery) between young healthy-weight children and children with obesity following a maximal volitional graded exercise test (GXTmax). Method: Twenty healthy-weight children and 13 children with obesity completed body composition testing and performed a GXTmax. Immediately after the GXTmax, HRRec and VO₂ recovery were measured each minute for 5 consecutive minutes. Results: There were no statistically significant group differences in HRRec for the 5 min following maximal exercise, Wilks’s Lambda = .885, F(4, 28) = 0.911, p = .471, between the healthy-weight children and children with obesity despite statistically significant differences in body fat percentage (BF%; healthy-weight children, 18.5 ± 6.1%; children with obesity, 41.1 ± 6.9%, p < .001) and aerobic capacity relative to body mass (VO₂ peak; healthy-weight children, 46.8 ± 8.2 mL/kg/min; children with obesity, 31.9 ± 4.7 mL/kg/min, p < .001). There were statistically significant differences in VO₂ recovery for the 5 min following exercise, Wilks’s Lambda = .676, F(4, 26) = 3.117, p = .032. There were no statistically significant correlations between HRRec and body mass index (BMI), BF%, VO₂peak, or physical activity. Conclusions: In a healthy pediatric population, obesity alone does not seem to significantly impact HRRec, and because HRRec was not related to obesity status, BMI, or BF%, it should not be used as the sole indicator of aerobic capacity or health status in children. Using more than one recovery variable (i.e., HRRec and VO₂ recovery) may provide greater insight into cardiorespiratory fitness in this population.     

Memory, records, history: the Records of the Commission for Reception, Truth, and Reconciliation in Timor-Leste

This paper examines the implications of the context of creation on the current and potential future uses of the records produced by the Comissao de Acolhimento, Verdade e Reconciliacao de Timor-Leste (Commission for Reception, Truth and Reconciliation, or CAVR). Given that the CAVR relied heavily on the testimony of the East Timorese people in its investigations that addressed a 25-year period, this paper considers the nature of memory and the role it played in creating and shaping the CAVR records. It also addresses the potential influences of the CAVR records, particularly the final report, Chega!, in shaping what will be known about this period by the Timorese people. The paper concludes with a discussion of the potential role of the CAVR records in contributing to the history of Timor-Leste. Although truth commissions are a problematic form of truth telling, with significant implications for the writing of history, the records of the CAVR are an invaluable source of information for Timorese history. If future users can recognize the CAVR records as the products of the context of their creation, these records will have a critical role to play in the development of history within Timor-Leste.     

Use of astronomical literature—A report on usage patterns

In this paper we present a number of metrics for usage of the SAO/NASA Astrophysics Data System (ADS). Since the ADS is used by the entire astronomical community, these are indicative of how the astronomical literature is used. We will show how the use of the ADS has changed both quantitatively and qualitatively. We will also show that different types of users access the system in different ways. Finally, we show how use of the ADS has evolved over the years in various regions of the world.     

Using Performance-Based Assessments to Prepare Safe Science Teachers

Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom. In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present evidence for preservice teachers’ competence in each of the four components.     

Facilitating adult learning and a researcher identity through a higher education pedagogical process

This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study.     

Understanding the Socioemotional Worlds of English Learners: A Retrospective Study

This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a source of motivation to achieve. Participants with greater numbers of negative experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belonging. School- based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms was correlated with negative affect. Support from school and family along with ethnic identity and sense of connection to ethnic community were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs.     

Observing Inquiry-Based Learning Environments Using the Scholastic Inquiry Observation Instrument

This study provides psychometric data for the Scholastic Inquiry Observation instrument and 6 years of research data from an inquiry-based professional training program. The rating instrument provides a resource for measuring 16 inquiry-related learning activities based on level of inquiry implementation and level of active student engagement. Observational data at the item level can be useful for inquiry-based professional development programs. Four scale score options are available for inquiry summarization (Inquiry Implementation for Hypothesis Usage; Implementation of Inquiry Communication; Student Engagement in Hypothesis Usage; Student Engagement in Inquiry Communication) and two scales measuring Student Interest and Mastery of Objectives. Comparisons of the types of inquiry most commonly used and those with the highest levels of active participation by middle school students in science and math classrooms are provided.     

Regulation and socio-emotional interactions in a positive and a negative group climate

Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed.