Boxing: from male vocation to neurotic masculinity

This paper explores the cultural significance of boxing in its relationship to concepts and practices of masculinity, recently much discussed, but here reviewed specifically in European and American literary texts from the end of the nineteenth to the end of the twentieth centuries. Focussing on key moments of change in boxing’s significance in relation to male vocation, the paper will in particular investigate the extent to which literary responses to the sport cast light on the crisis masculinity has undergone since the start of the twentieth century. Changing attitudes to boxing will thus be interpreted as symptoms of modification in the concept and practice of manliness, successively from boxing as rite of passage, as profession or occupation, as idea, as fantasy and finally as image or neurosis. This evolution will be traced successively in four early twentieth-century European literary writers: Maurice Maeterlinck (first decade), Arthur Cravan (second decade), Robert Musil (third decade), and Malcolm Lowry (fourth decade). Little studied to date in this context, these writers together provide evidence of symptoms that will subsequently be clarified by contemporary American authors, whether of fiction (Chuck Palahniuk) or of socio-psychological study (Gerald Early, Carlos Rotella).     

Seasonal changes in body composition of inter-county Gaelic Athletic Association hurlers

Longitudinal change in body composition for elite-level inter-county hurlers was reported over a single season and four consecutive seasons. Body composition measured by dual-energy x-ray absorptiometry (DXA) of 66 senior, male, outfield players was obtained. Four successive measurements were taken: off-season (OFF₁), pre-season (PRE), mid-season (MID) and the off-season of the following season (OFF₂). A subsample of 11 hurlers were measured at all time points over 4 consecutive seasons. DXA-derived estimates of fat and lean mass were normalised to stature for analysis (kg?m^?2); data are (mean [lower: upper, 95% confidence interval]). A concurrent increase of lean mass (0.31 [0.19: 0.43] kg?m^?2) and loss of fat mass occurred (?0.38 [?0.50: ?0.26] kg?m^?2) OFF₁ to PRE. Lean mass accrual was maintained PRE to OFF₂ while the initial loss of fat mass was restored MID to OFF₂ (0.52 [0.40: 0.64] kg ? m^?2), with the trunk acting as the primary region of change. Over the four seasons, a net increase of lean mass was observed (~ 0.9 [0.4: 1.4] kg per annum) with a negligible overall change for fat mass over time. However, the cycling of fat mass (OFF to PRE and MID to OFF) within each season was recurrent season-to-season.     

Professionals under stress: A review of burnout among the helping professions with implications for school psychologists

Based upon a review of the literature regarding burnout among the helping professions, this article discusses organizational, interpersonal, and intrapersonal conditions that may create or exacerbate problems of burnout among school psychologists. Suggestions for coping with burnout in school settings are presented. The need for a research agenda related to burnout among school psychologists is underscored.     

A framework to determine when the school psychologist should counsel

The major goal of this paper is to identify a “five-level framework of psychological adjustment” specifically for use by school psychologists. The levels range from one of excellent adjustment to severe psychopathology. The school psychologist is guided toward interaction with clients based on a differential scale of adjustment.     

The Effect of CRT Screen Design on Learning and Time

Two CAI programs tested the effects of plain and enhanced screen designs, with or without information about the designs, and task-type on learning time and achievement. The enhanced versions used headings, directive cues, running heads, and graphic devices to organize and structure the content, Information about the screens described the purposes of the enhanced features and instructed the students to use those features while studying. One program required learners to perform a memorization task; the second program required concept acquisition and application. Plain-screen versions were equal to the enhanced versions in the effects on learning. Information about text enhancements reduced lesson time when the enhancements provided the learner with program control options.