Caregiving and Developmental Factors Differentiating Young At-Risk Urban Children Showing Resilient versus Stress-Affected Outcomes: A Replication and Extension

This study tested hypotheses from an organizational-developmental model for childhood resilience. In this model resilience reflects a child's mastery of age-salient objectives, in the face of substantial adversity, by drawing on internal and external resources that enhance processes of adaptation specific to each developmental stage. Interviews were conducted with parents of 122 7- to 9-year-old urban children exposed to multiple risk factors, 69 classified as resilient and 53 as maladjusted. Consistent with predictions generated by the model: (1) characteristics of a child's caregiving system and early development differentiated children with resilient and stress-affected adaptations; and (2) variables reflecting emotionally responsive, competent parenting were direct, proximal predictors of resilient status and mediators of other caregiver resources such as education, mental health, and relational history. Identified predictors of resilient status, including competent parenting and caregiver psychosocial resources, largely replicated findings from a prior study with sociodemographically comparable 9- to 12-year-old children.     

Collaborative science activities and the social construction of understanding of physical science concepts by pre-service teachears in Fiji

The research reported was part of a larger study that was founded on the belief that the introduction of a teaching style informed by a constructivist view of teaching and learning and utilising collaborative group work would improve the understanding of science concepts held by pre-service primary teacher education studients in Fuji. It sought to test this belief, and to explore whether such an approach would be effective for students from different ethnic groups. Two intact classes in a teachers' college studied a physical science unit, one class being involved in extensive collaborative group activities and the other, the comparison group, being taught in the usual transmissive fashion. An interpretive methodology was adopted, involving a range of data sources and analytical techniques. Data presented here support the claim that the collaborative group work stimulated increased levels of discussion and fostered deeper conceptual understanding. There were, however, some unexpected learning outcomes for some students. Implications for science education in Fiji and similar locations are discussed.     

Language,Power, Development and Geopolitical Changes: conflicting pressures facing plurilingual societies

This article argues that too little attention has been paid to the linguistic diversity of many poor countries by international donor agencies, given that the most plurilingual societies are also amongst the poorest. Now that recognition has been belatedly given to the language issue geopolitical changes are leading to conflicting pressures on governments. On the one hand there has been a steady decline in the number of global languages over the years. This process is likely to increase, especially given the pressures for globalisation and the growth of English. On the other hand there are also pressures to develop local languages. Ultimately decisions about language choice depend upon a mixture of politics, power relationships and cost. The choices facing governments in the poorer countries are becoming more difficult not less, but unless positive action is taken to develop local languages many, along with their communities, will decline.     

An online categorization task to investigate changes in students' interpretations of organic chemistry reactions

In this study, we investigated how students organized their knowledge about organic chemistry reactions in a transformed curriculum, including their choices, abilities, and changes over time. This transformed curriculum focuses on interpreting the underlying mechanistic patterns of chemical reactions and emphasizes the principles of reactivity in organic chemistry. Data from this study were collected at beginning and end of an Organic Chemistry II course using an open and closed online categorization task with a set of organic chemistry reactions. In the open task, participants organized the set of reactions as they chose, giving us insight into how the participants preferred to organize their knowledge. In the closed task, participants were asked to organize the set of reactions in a specific way—by each reaction's governing mechanism—which would provide a measure of the students' ability to categorize the reactions in that way. We investigated the similarities and differences of the open and closed categorizations at each time of administration and analyzed the changes over time. Findings from this study emphasized the efficacy of the transformed curriculum for: (a) promoting a focus on process-oriented features of reactions over static features of a reaction and (b) increasing the students' abilities to categorize a set of reactions according to the mechanism governing the reaction. Findings revealed implications for the transformed curriculum, which addresses key areas for improvements, potential implications for research, and also limitations of the current study. We further describe possible extensions of this study to how the open and closed categorization tasks may be used for research and instruction in other science, technology, engineering, and math disciplines.     

A comparison of the reverse and power punches in oriental martial arts

In this study, we compared mechanical factors in the reverse and three-inch power punches. Twelve expert male martial artists stood on a force plate, and executed reverse and power punches against a padded target fixed to a wall-mounted force plate. The force plates measured horizontal forces, and subsequently impulses and body centre of mass velocity changes. The motions of four markers attached to the arm were also collected, and were used to compute the horizontal velocities of the knuckle and of the arm centre of mass. The power punch produced smaller velocities immediately before impact than the reverse punch for the whole-body centre of mass (0.14 vs. 0.31 m x s(-1)), for the arm centre of mass (2.86 vs. 4.68 m x s(-1)), and for the knuckle (4.09 vs. 6.43 m x s(-1)). The peak force exerted by the fist was much smaller in the power punch than in the reverse punch (790 vs. 1450 N). However, the linear impulse exerted by the fist during the first 0.20 s of contact was slightly larger in the power punch than in the reverse punch (43.2 vs. 37.7 N x s). The results indicate that the power punch is less potent than the reverse punch, but slightly more effective for throwing the opponent off balance.     

Rehabilitation and nutrition protocols for optimising return to play from traditional ACL reconstruction in elite rugby union players: A case study

Current nutrition and exercise focus during rehabilitation periods has been on reducing muscle atrophy associated with immobilisation. This case report outlines a best practice anterior cruciate ligament (ACL) rehabilitation programme undertaken by two professional rugby athletes, with the addition of an evidence-based supplementation (gelatine and vitamin C) and exercise protocol focused on collagenous tissue. Both players ruptured their left ACL and were repaired with a traditional hamstring graft. Players undertook a structured rehabilitation programme for 34 weeks before being clinically assessed ready to play. Players saw minimal changes in body composition in the early rehabilitation period (P1 – 0.8 kg; P2 – 0.4 kg). Leg lean mass reduced in both legs of Player 1 (Injured – 0.8 kg, Non-injured – 0.6 kg) at 17 weeks, with Player 2 only experiencing a loss of 0.3 kg of lean tissue in the injured leg. Both players returned to baseline body compositions after 24 weeks. Leg strength returned to a maximum at 24 and 15 weeks, respectively, with knee function returning to baseline by 30 weeks. This case report provides evidence that nutrition and rehabilitation programmes targeted at minimising the effects of disuse in both muscle and connective tissue may assist return to play after ACL injury.     

Becoming English: The Monro Family and Scottish Assimilation in Early-Modern England

ABSTRACT

Migrant assimilation into host societies has been the subject of intense theoretical debate, but the applicability of the resultant modelling to historical data is unclear. This article addresses that lacuna through a case-study of the assimilation trajectory of one Scottish family, the Monros, in England in the century after 1690. The Monro experience suggests that ‘classic’ assimilation modelling remains a useful, if imperfect, conceptual tool. At the same time, it acts as a counter-point to historiographical narratives about the rise of ‘Britishness’, since the main loci of this family’s identity were successively Scottish and English, but never ’British’.     

The effect of a complex training and detraining programme on selected strength and power variables in early pubertal boys

Complex training, a combination of resistance training and plyometrics is growing in popularity, despite limited support for its efficacy. In pre- and early pubertal children, the study of complex training has been limited, and to our knowledge an examination of its effect on anaerobic performance characteristics of the upper and lower body has not been undertaken. Furthermore, the effect of detraining after complex training requires clarification. The physical characteristics (mean+/-s) of the 54 male participants in the present study were as follows: age 12.3 +/- 0.3 years, height 1.57 +/- 0.07 m, body mass 50.3 +/- 11.0 kg. Participants were randomly assigned to an experimental (n = 33) or control group (n = 21). The training, which was performed three times a week for 12 weeks, included a combination of dynamic constant external resistance and plyometrics. After training, participants completed 12 weeks of detraining. At baseline, after training and after detraining, peak and mean anaerobic power, dynamic strength and athletic performance were assessed. Twenty-six participants completed the training and none reported any training-related injury. Complex training was associated with small increases (< or =5.5%) in peak and mean power during training, followed by decreases of a similar magnitude (< or = -5.9%) during detraining (P < 0.05). No changes or minor, progressive increases (< or =1.5%) were evident in the control group (P > 0.05). In the experimental group, dynamic strength was increased by 24.3 - 71.4% (dependent on muscle group; P < 0.01), whereas growth-related changes in the control group varied from 0 to 4.4% (P > 0.05). For 40-m sprint running, basketball chest pass and vertical jump test performance, the experimental group saw a small improvement (< or =4.0%) after training followed by a decline (< or = -4.4%) towards baseline during detraining (P < 0.05), whereas the control group experienced no change (P > 0.05). In conclusion, in pre- and early pubertal boys, upper and lower body complex training is a time-effective and safe training modality that confers small improvements in anaerobic power and jumping, throwing and sprinting performance, and marked improvements in dynamic strength. However, after detraining, the benefits of complex training are lost at similar rates to other training modalities.