Teacher attitudes and personality

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.     

Using mixed-methods,a data model and a computational ontology in film audience research

ABSTRACT

This paper discusses a methodology that seeks to address one of the challenges in working with a range of data in mixed-methods audience research, which is how to sort, order and categorise different data so that they can be systematically combined and interrogated. The methodology was developed as part of the “Beyond the Multiplex: audiences for specialised films in English regions” (BtM) project. This project required a mixed methods approach using surveys, interviews, focus groups and document analysis to explore the richness of audience experiences and trends in the context of regional film policy. This required a mixed methods approach using surveys, interviews, focus groups and document analysis. The project utilised a data model approach that uses the principles of a computational ontology in order to sort, order and categorise data for systematic interrogation. The paper discusses methods, data, coding, and the use of a data model to support data analysis. We argue that this approach enables the cross referencing of data that provides a rich, multi-layered and relational understanding of film audiences but requires time and attention to data management and coding. Although, additionally it also forms the basis of an open access data resource for future research.     

Is it defensible for women to play fewer sets than men in grand slam tennis?

Lacking in the philosophy of sport is discussion of the gendered numbers of sets played in Grand Slam tennis. We argue that the practice is indefensible. It can be upheld only through false beliefs about women or repressive femininity ideals. It treats male tennis players unfairly in forcing them to play more sets because of their sex. Its ideological consequences are pernicious, since it reinforces the respective identifications of the female and male with physical limitation and heroism. Both sexes have compelling reason to reject the practice.     

Individual differences in the interleukin-6 response to maximal and submaximal exercise tasks

The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress.     

Developmental gender differences for overhand throwing in Aboriginal Australian children

In a review of 46 meta-analyses of gender differences, overhand throwing had the largest gender difference favoring boys (ES > 3.0). Expectations for gender-specific performances may be less pronounced in female Australian Aborigines, because historical accounts state they threw for defense and hunting. Overhand throwing velocities and kinematics were recorded in 30 female and male Aboriginal Australian children 6-10 years old. Results indicated the Aboriginal girls and boys were more similar in horizontal ball velocities than U.S. girls and boys. Throwing kinematics between girls and boys were also more similar in Australian Aborigines than U.S. children. Aboriginal girls threw with greater velocities than U.S., German, Japanese, and Thai girls, while the boys were similar across cultures.     

Mapping undergraduate chemistry students' epistemic ideas about models and modeling

Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct-mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open-ended survey instrument, the models in chemistry survey, and discuss the implications for teaching.