Information behavior of people in the fourth age: Implications for the conceptualization of information literacy

The information literacy (IL) needs of people in the fourth age, a stage of increasing dependence and disability, have not been considered in the research literature. Based on the premise that there are relationships between information seeking and IL, this article begins to bridge this gap by focusing on the information-seeking behavior of the group in an attempt to identify IL needs. It does this through a literature review, particularly drawing on two pieces of human information behavior research, one a new study focused specifically on the group in question. It also examines existing definitions of IL in order to gauge how relevant they appear to be. The reasons for studying this group include that all stages of a person's lifespan deserve to be studied and that the population size of this group increases dramatically in the developed world. Although information needs and sources used are fewer in the fourth age, they are still important to the people involved, thus making IL a relevant concept. The researchers draw implications for IL from the particularities of the information context where disability and frailty impede purposeful information seeking. The resulting emphasis on incidental information acquisition increases the role for social networks and communication, again with implications for IL. Information grounds, where people congregate for purposes other than information sharing, including artificially created ones, will also be important for information dissemination. The role of the Internet, including assistive technology for its use, is also relevant. The conclusion is that IL is crucial to the well-being of people in the fourth age but that existing definitions need to be adjusted to the specific informational context.     

Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States

Ongoing events in the United States show the continual need to address issues of social justice in every social context. Of particular note in this article, the contemporary national focus on race has thrust social justice issues into the forefront of the country's conscious. Although legal segregation has ran its course, schools and many neighborhoods remain, to a large degree, culturally, ethnically, linguistically, economically, and racially segregated and unequal (Orfield & Lee, 2005). Even though an African American president presently occupies the White House, the idea of a postracial America remains an unrealized ideal. Though social justice and racial discussions are firmly entrenched in educational research, investigations that focus on race are scant in physical education literature. Here, we attempt to develop an understanding of social justice in physical education with a focus on racial concerns. We purposely confine the examination to the U.S. context to avoid the dilution of the importance of these issues, while recognizing other international landscapes may differ significantly. To accomplish this goal, we hope to explicate the undergirding theoretical tenants of critical race theory and culturally relevant pedagogy in relation to social justice in physical education. Finally, we make observations of social justice in the physical education and physical education teacher education realms to address and illuminate areas of concern.     

Paraprofessionals use of group school-based instrumental mentoring: Examining process and preliminary outcomes

Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic Mentoring Program for Education Development (Group-AMPED) to school psychology graduate students' implementation of Group-AMPED. Ten paraprofessionals and five school psychology graduate students provided approximately eight sessions of Group-AMPED to 35 sixth-grade students. Results indicated no significant differences between middle school students' engagement when groups were led by either school psychology graduate students or paraprofessionals. Similarly, self-reports of fidelity and supervisor postsession implementation confidence indicated no difference between paraprofessionals and graduate students' implementation of Group-AMPED. Follow-up measures indicated that mentors and proteges perceived Group-AMPED as feasible, acceptable, and understandable. Most importantly, middle school students participating in Group-AMPED had significantly higher second-semester grades in comparison to a small control group.     

From Colorblindness to Intercultural Sensitivity: Infusing Diversity Trainingin PETE Programs

In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.     

A bioengineering analysis of human muscle and joint forces in the lower limbs during running

A two-dimensional, dynamic bioengineering model of the lower limbs was developed in order to estimate muscle and joint forces present during running at 4.5 m s-1. Data were collected from four subjects using a force platform and cine film. Individual X-rays and anthropometric data from the lower limbs were utilized to produce accurate bone models of the subjects' legs. Electromyographic verification of the model was undertaken while a runner was undergoing treadmill running at 4.5 m s-1. Results indicate that peak muscle forces of 22 times subject body weight (22 BW) could be present in the quadriceps muscle group and 7 BW in the gastrocnemius. The anterior shin muscles were found to be active for the first 9% of stance phase only, and compressive loads of 33 BW were found in the knee joint. The relationship between these high forces in the lower limbs and running related injuries is discussed.