Changes in respiratory muscle and lung function following marathon running in man

Respiratory muscle fatigue has been reported following short bouts of high-intensity exercise, and prolonged, moderate-intensity exercise, as evidenced by decrements in inspiratory and expiratory mouth pressures. However, links to functionally relevant outcomes such as breathing effort have been lacking. The present study examined dyspnoea and leg fatigue during a treadmill marathon in nine experienced runners. Maximal inspiratory and expiratory pressure, peak inspiratory and expiratory flow, forced vital capacity, and forced expiratory volume in one second were assessed before, immediately after, and four and 24 hours after a marathon. During the run, leg effort was rated higher than respiratory effort from 18 through 42 km (P < 0.05). Immediately after the marathon, there were significant decreases in maximal inspiratory pressure and peak inspiratory flow (from 118 +/- 20 cm H(2)O and 6.3 +/- 1.4 litres x s(-1) to 100 +/- 22 cm H(2)O and 4.9 +/- 1.5 litres x s(-1) respectively; P < 0.01), while expiratory function remained unchanged. Leg maximum voluntary contraction force was significantly lower post-marathon. Breathing effort correlated significantly with leg fatigue (r = 0.69), but not inspiratory muscle fatigue. Our results confirm that prolonged moderate-intensity exercise induces inspiratory muscle fatigue. Furthermore, they suggest that the relative intensity of inspiratory muscle work during exercise makes some contribution to leg fatigue.     

Research assessment as a pedagogical device: Bernstein,professional identity and Education 1 in New Zealand

Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.     

An Explanation for School Failure: Moving Beyond Black Inferiority and Alienation as a Policy-Making Agenda

Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts.     

University academics’ experience of research and its relationship to their experience of teaching

There has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics’ experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.

Foreign and International Communication

Approaches to Communication Planning edited by John Middleton (1980, 300 pp.)

Communication Planning for Development: An Operational Framework by Alan Hancock (1981, 198 pp.)

Impact of Modern Communication Technology I: Australia, by Chris Duke (n.d., 122 pp.)

Impact of Modern Communication Technology II: Indonesia (n.d., 72 pp)

Flow of News in the Gulf, by Phil Harris, et al. (n.d., 70 pp.)

Protection of Journalists (no author, n.d., but 142 pp.)

82. The Book in Multilingual Countries by Abul Masan (1978, 40 pp.)

83. National Communication Polic Councils: Principles and Experiences by M.A. Rodrigues Dias, et al. (1979. 44 pp.)

84. Mass Media: The Image, Role, and Social Conditions of Women: A Collection and Analysis of Research Materials (1979, 78 pp.)

85. News Values and Principles of Cross-Cultural Communication (1980, 51 pp.)

(86) Special Issue: Mass Media Codes of Ethics and Councils: A Comprehensive International Study on Professional Standards by J. Clement Jones (1980, 80 pp.)

87. Communication in the Community (this title not yet seen)

88. Rural Journalism in Africa by Paul Ansah, et al. (1981, 35 pp.)

89. The SACl/EXERN Project in Brazil: An Analytical Case Study by Emile G. Mc- Anany et al. (1981, 46 pp.)

90. Community Communications: The Role of Community Media in Development by Frances Berrigan (1981, 50 pp.)

1. Historical Development of Media Systems–Japan by Shinichi Ito, et al. (1979, 69 pp.)

2. Historical Development of Media Systems–German Democratic Republic by Emil Dusiska (1979, 35 pp.)

3. Communication Indicators I: Communication Indicators and Indicators of Socio-Economic Development by Rita Cruise O'Brien, et al. (1979, 96 pp.)

4. Communication Indicators II: 100 Years of Mass Communication in Germany by Anton Galli, et al. (1979, 28 pp.)

5. Sccio-Economic and CommunicatioA Indicators in Development Planning: A Case Study of Iran by Majid Tehranian (n.d., 126 pp.)

6. Communication Methods to Promote Grass-Roots Participation by Jeremiah O'Sullivan-Ryan (n.d., 155 pp.)

7. Importation of Films for Cinema and Television in Egypt by Gehan Rachty (n.d., 77 pp.)

Reporting of International News and Roles of the Gatekeepers (1980) is a summary of two late 1979 meetings on the subject in Paris. (18 pp.)

Intergovernmental Conference on Communication Policies in Africa (1981, 81 pp. plus 47 page working paper for same meeting)

Intergovernmental Conference for Co-operation on Activities, Needs and Programmes for Communication Development (1980, 65 pp. plus 32 page working paper)

List of Documents and Publications in the Field of Mass Communication 1979 (no. 5 in the series, 1980, 187 pp.)

Mass Media and the Transnational Corporation by Basskaran Nair (Singapore: Singapore University Press, 1980—$12.50/7.50)

Mass Media and National Cultures, by the International Association for Mass Communication Research (Leicester, U.K.: Adam Bros., and Shardlow Ltd., 1980—price not known, paper)

Organisations Internationales et Regionales de Journalistes [International and Regional Organizations of Journalists] (Prague: International Organization of Journalists, 1980—price, if any, not given, paper)

Bruce L. Cook, Understanding Pictures in Papua New Guinea (David C. Cook Foundation, Cook Square, Elgin, Ill. 60120—$8.95, paper)

Paul Lendvai, The Bureaucracy of Truth: How Communist Governments Manage the News (Boulder, Colo.: Westview Press, 1981—$24.75)     

CLASSROOMS AND CULTURE: THE ROLE OF CONTEXT IN SHAPING MOTIVATION AND IDENTITY FOR SCIENCE LEARNING IN INDIGENOUS ADOLESCENTS

Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n?=?18) and Mopan Mayan children in Belize (n?=?18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science—student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed.