Capoeira for beginners: self-benefit for,and community action by,new Capoeiristas

Capoeira could be defined as a Brazilian martial art and game to be played. This research explored how capoeira play might be considered to facilitate connectedness amongst newly-recruited persons, plus any other ramifications of capoeira involvement. A beginners’ course of capoeira was provided to participants, free of charge, in an English city in the West Midlands—new capoeiristas in a new venue for capoeira. Researchers attended classes to collect/construct overt non-participant observation data. In addition, semi-structured interviews were undertaken with the new capoeiristas post-course. This article explores researchers’ observation fieldnotes and interviewees’ narratives. These qualitative data-driven debates include the concepts: self, identity, escapism, multiparty endeavour, community, temporality, enjoyment, and transcending boundaries. Capoeira is theorised in a fresh manner that highlights social benefits of capoeira—for example as an enjoyable and supportive group endeavour which includes elements of social play and community-building—plus benefits for self that can transcend the boundaries of the class. Findings highlight how capoeira can be considered an inherently multiparty endeavour whereby social actors form, and experience, a community in order to embrace capoeira play. Data suggest capoeira can facilitate group playfulness, joviality, and laughter. Further, capoeiristas can enact and experience—some mode of—escapism via capoeira, whereby new place and pursuit can facilitate hedonistic diversion from the mundane. Capoeira appears to provide adventure and liberation into a relatively unburdened part of, or place in, social life. Corporeal and discursive boundary-empowerment can also be experienced by capoeiristas, fostering positive identity work in the wider world. Capoeira can be argued to facilitate mutuality (e.g. community experience and group work) and egoism (e.g. an individual's identity work) concurrently. This research suggests that modified capoeira for beginners can be beneficial for both the new capoeiristas themselves and for positive community action during and beyond class.     

Bone health in elite Kenyan runners

Impact loading in athletes participating in various sports has been positively associated with increased bone mineral density (BMD), but this has not been investigated in elite Kenyan runners. Body composition and site-specific BMD measures quantified with dual x-ray absorptiometry were measured in 15 elite male Kenyan runners and 23 apparently healthy South African males of different ethnicities. Training load and biomechanical variables associated with impact loading, such as joint stiffness, were determined in the elite Kenyan runners. Greater proximal femur (PF) BMD (g · cm^?2) was higher (P = 0.001, ES = 1.24) in the elite Kenyan runners compared with the controls. Six of the 15 (40%) Kenyan runners exhibited lumbar spine (LS) Z-Scores below ?2.0 SD, whereas this was not found in the apparently healthy controls. PFBMD was associated with training load (r = 0.560, P = 0.003) and ankle (r = 0.710, P = 0.004) and knee (r = 0.546, P = 0.043) joint stiffness. Elite Kenyan runners exhibit greater PFBMD than healthy controls, which is associated with higher training load and higher joint stiffness. Our results reaffirm the benefits of impact loading on BMD at a weight-bearing site, while a high prevalence of low LSBMD in the elite Kenyan runners is hypothesised to be the result of a mismatch between energy intake and high training load. Future research investigating energy availability in Kenyan runners and the possible association with musculoskeletal injury should be investigated.     

“Some explanation here”: a case study of learning opportunities and tensions in an informal science learning environment

Recent scholarship highlights the wealth of varied and interconnected opportunities for learning science that informal environments can provide; yet, participants with different experiences, knowledge, and backgrounds do not all learn in the same ways. Thus, studies are needed that examine how particular participants take up learning opportunities (LOs) in informal contexts. In this ethnographic case study, we focus on the learning experiences of one fifth-grade girl, Nina, who reported that she was not able to learn as much as she had hoped from her participation in an afterschool robotics engineering club. Through analysis of video-recordings, interviews, and field notes, we investigated how instructors and peers shaped LOs for Nina and the environmental tensions that affected how LOs were shaped and how Nina took them up. Comparison of examples in which instructor and peer-afforded LOs were realized and unrealized (i.e., presented in ways that Nina could take them up or not) illuminates multiple tensions. Club members faced tensions related to differing goals and abilities to teach each other, while the instructors faced tensions related to their roles in informal learning environments and their propensity to direct participants to other resources. As a result, many potential LOs for Nina in this rich inquiry learning environment where unrealized because instructors and peers did not shape them in ways that were explicit, elaborated upon, or connected to Nina’s prior knowledge, and because Nina was not necessarily attuned to potential LOs in the informal context. We conclude with implications for instructors in informal learning environments.     

Care practice #4: no routine interventions

This updated edition of Care Practice Paper #4 presents the evidence for risks of routinely intervening in normal physiologic labor and birth. The authors review evidence related to the routine use of restrictions on oral intake, intravenous lines, continuous electronic fetal monitoring, artificial rupture of membranes, pharmacologic augmentation of labor, epidural analgesia, and episiotomy. Medical indications for each intervention are listed. Women are encouraged to avoid routine interventions in labor unless interventions are medically indicated.     

The qualitative imagination: neoliberalism, ‘blind drift’ and alternative pathways

In this paper, we argue that the non-positivist origins that provided the impetus for the qualitative imagination over the past half century in educational research has undergone subtle, but nevertheless profound change and transformation as neoliberal forms of governmentality have increasingly colonised social and educational research. We examine contemporary responses and challenges to this process from within and outside the academy. It is our contention that unless educational researchers critically engage with these new methodologies, particularly as they are generated by and through social movements, qualitative research is likely to become subject to what CW Mills (Mills) referred to as ‘blind drift'.     

Professionalism,profession and quality assurance practitioners in external quality assurance agencies in higher education

This article seeks to spark a dialectic discussion on the establishment of a set of professional competencies for quality assurance practitioners who serve in external quality assurance agencies in higher education. Such a need is identified due to the shortage of relevant and sufficient coverage in the quality assurance literature. To substantiate the need, the concepts of professionalism and profession, and how these concepts are linked to the quality assurance in higher education sector, are carefully examined through a desk-top research study. References are drawn from the experiences in several other occupations. The result reveals that the development of the essential competencies for external quality assurance practitioners in higher education is valuable and essential and it will be useful for the practitioners to transform themselves into a profession in the long run.