Acute moderate exercise does not attenuate cardiometabolic function associated with a bout of prolonged sitting

Epidemiological studies suggest that prolonged sitting increases all-cause mortality; yet, physiological causes underpinning prolonged sitting remain elusive. We evaluated cardiometabolic function during prolonged sitting (5 h) in 10 adults with and without 30 min of moderate exercise leading up to the sitting. Mean arterial blood pressure (MAP), heart rate (HR) and posterior tibial artery blood velocity were measured at baseline and every hour subsequently. Blood glucose was measured at baseline, 3 and 5 h, with consumption of a caloric beverage at 1 h. Seated MAP and HR values were ~17 mmHg (P < 0.001) and ~4 bpm (P < 0.05) higher for the moderate exercise versus sitting conditions. A ~ 4 cm·s^?1 (16%) (P < 0.05) decline in posterior tibial artery blood velocity from prolonged sitting was observed, with no benefit conferred from moderate exercise. Postprandial glucose metabolism was not different between conditions (P > 0.05). We conclude prolonged sitting may be related to decreased posterior tibial artery blood velocity. Moreover, an acute bout of moderate exercise does not seem to attenuate cardiometabolic function during prolonged sitting in healthy, young adults.     

Starting points: student teachers' reasons for becoming teachers and their preconceptions of what this will mean

This article focuses upon the developing professionalism and emergent thinking of 36 secondary trainee teachers, in terms of their motivation to teach, their early beliefs about teaching and the teaching–learning process and their views of themselves as trainee teachers. It analyses their perspectives on how they expect to learn to become teachers and how these perspectives match with their early experiences on their training courses. Discussion of these starting points of beginning teachers reveals some understanding of models of outstanding classroom practice, but equally a relatively unsophisticated analysis of the essential characteristics of this practice. The challenge for teacher educators is to frame courses in such a way that beginning teachers are provided with the contexts and the methodologies whereby they can reflect upon their own preconceptions and refine their own understandings as to how they themselves learn as teachers, to enable them to facilitate the learning of pupils and to fulfil their own clearly articulated aspirations to become quality teachers.

Cet article se focalise sur les changements du professionnalisme et des idées de 36 professeurs stagiaires de secondaire. Il regarde pourquoi ils veulent enseigner, et leur croyance tôt au sujet de l'enseignement et de l'enseignement ‐ apprentissage. Il considère également leurs propres vues d'eux‐mêmes comme professeurs stagiaires. Il analyse comment ils comptent apprendre à devenir des professeurs, et comment ces espérances s'assortissent avec leurs premières expériences sur leurs cours de formation. La discussion des vues de ces professeurs stagiaires suggère qu'ils aient les modèles clairs de la pratique en matière exceptionnelle de salle de classe. Mais ils ont également une compréhension plutôt simple des vraies caractéristiques de cette pratique. Le défi pour des éducateurs de professeur doit concevoir les cours qui fournissent à des professeurs stagiaires les contextes et les méthodologies pour les aider à se refléter sur leurs propres préconceptions. En même temps, ils ont besoin d'aide pour clarifier leurs propres comprehensions quant à la façon dont ils apprennent comme professeurs. Ceci les aidera à soutenir les étudiants apprenant mieux, et à répondre à leurs propres aspirations claires pour devenir de très bons professeurs.

Dieser Artikel konzentriert sich auf die Änderungen im Professionalismus und in den Ideen von 36 Sekundärauszubildendlehrern. Er erwägt, warum sie unterrichten wollen, und ihre frühe Glauben über den Unterricht und den Unterricht ‐ Lernprozeß. Er überlegt auch ihre eigenen Ansichten von sich selbst als Auszubildendlehrer. Er analysiert, wie sie erwarten, Lehrer werden zu lernen und wie diese Erwartungen mit ihren frühen Erfahrungen auf ihren Ausbildungskursen zusammenpassen. Diskussion über die Ansichten dieser Auszubildendlehrer schlägt vor, daß sie klare Modelle der hervorragenden Klassenzimmerpraxis haben. Aber sie haben auch ein ziemlich einfaches Verständnis der wirklichen Eigenschaften dieser Praxis. Die Herausforderung für Lehrererzieher ist Kurse zu entwerfen, die Auszubildendlehrer mit den Kontexten und der Methodik versehen, um ihnen zu helfen, über ihre eigenen vorgefaßten Meinungen nachzudenken. Gleichzeitig benötigen sie Hilfe, ihr eigenes Verständnis davon zu klären, wie sie als Lehrer lernen. Dies hilft ihnen, die Studenten besser zu stützen und ihren eigenen klaren Aspirationen zu treffen, um sehr gute Lehrer zu werden.

Este artículo se enfoca sobre los cambios en el profesionalismo y las ideas de 36 profesores secundarios del aprendiz. Mira porqué desean enseñar, y su creencia temprana sobre la enseñanza y la enseñanza ‐ proceso de aprendizaje. También considera sus propias opiniones de sí mismos como profesores del aprendiz. Él análisis cómo esperan aprender hacer profesores, y cómo estas expectativas emparejan con sus experiencias tempranas en sus cursos de aprendizaje. La discusión de las opiniones estos profesores del aprendiz sugiere que tengan modelos claros de la práctica excepcional de la sala de clase. Pero también tienen una comprensión algo simple de las características verdaderas de esta práctica. El desafío para los educadores del profesor es diseñar los cursos que proveen de profesores del aprendiz los contextos y las metodologías para ayudarles a reflejar sobre sus propias preconcepciones. En el mismo tiempo, necesitan ayuda clarificar su propio entendimiento en cuanto a cómo aprenden como profesores. Esto les ayudará a apoyar a los estudiantes que aprenden mejor, y a resolver sus propias aspiraciones claras para sentir bien a profesores muy buenos.     

Infants'' Detection of Correlations among Feature Categories

The present study demonstrates that the infant's ability to detect correlations among attributes extends to correlations among feature categories of the type we might expect to be useful in forming natural object categories. 48 10- and 13-month-old infants were tested using an infant-control habituation procedure. Infants initially were exposed to as many as 12 different animals. 2 attributes were perfectly correlated within the set of habituation stimuli. For example, animals with feathered tails had ears, and animals with furry tails had antlers. The appearance of the correlated features varied across the set of 12 animals. Infants' sensitivity to the pattern of correlation existing within the habituation set was demonstrated by their responses to new stimuli following habituation. Infants generalized habituation to a new animal that preserved the experienced pattern of correlation, but showed an increase in looking to a stimulus that contained a novel combination of the same features.     

Understanding Category Members as "the Same Sort of Thing": Explicit Categorization in Ten-Month Infants

Although it is often acknowledged that classification exists in the first year of life, it has been suggested that infants are capable only of implicit categorization, recognizing that something is or is not familiar. In contrast, older children are thought to compare the stimuli or objects they categorize and to explicitly equate different category members. 2 habituation experiments were conducted in an attempt to determine whether 10-month-old infants are capable of explicit categorization. The approach taken was to insert nonmembers into the familiarization sequence in a categorization task. The nonmembers were designed so as to have a predictable effect on infants' performance whether or not these stimuli were included as infants processed the categorical information. The results suggest that infants do explicitly equate category members. Infants appeared to disregard the nonmembers in the familiarization sequence, basing their categorization response instead on the set of instances that were "the same sort of thing."     

‘Life is a tightrope’: reflections on peer group inclusion and exclusion amongst adolescent girls and boys

Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance.     

Multiple,relational and emotional mobilities: Understanding student mobilities in higher education as more than ‘staying local’ and ‘going away’

This paper advances theorising around student geographies in higher education (HE). It extends recent work, which has problematised the primacy of social class and binary thinking about student mobilities, and presents local/non‐local experiences and im/mobility as a defining dualism. Drawing on a qualitative longitudinal study of women's experiences during and on completion of HE, the following explores the ways in which a more diverse and constantly negotiated set of mobility practices emerge relationally, in the stratified field of HE, and through shifting personal and emotional attachments. Theoretically, the paper develops a new approach to student mobilities, synthesising dominant Bourdieusian notions of field with relational theories pertaining to mobilities (e.g. Adey, 2009), emotion (e.g. Holmes, 2010) and personal life (e.g. Mason, 2004; Smart, 2007). Such an approach makes it possible to move beyond the binary thinking that has become entrenched in policy and academic debates about student mobilities, and recognise a broader range of movements, flows, stops and starts that emerge relationally, emotionally and temporally as students and graduates move into and through HE. It is argued here that, given the policy emphasis on accelerated and flexible HE provision (BIS, 2016), a gradational view of student mobilities is more important than ever.     

Promoting writing amongst peers: establishing a community of writing practice for early career academics

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics.     

The DisHuman child

ABSTRACT

In this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity.