Responses of sexually experienced and naive male rats to cues from receptive vs. nonreceptive females

In order to learn more about their reaction to the female sex attractant, 61 male Norway rats were given two-choice preference tests in which they reacted to cues from receptive vs. non-receptive females. In the first experiment, 16 heterosexually experienced males showed a reliable preference (p < .01) for receptive over nonreceptive anesthetized females, as did 15 naive males (p < .02) which later proved to be copulators. Ten naive males which later proved to be noncopulators showed no reliable preference for either type of female. In the second experiment, 15 naive males which later proved to be copulators showed no reliable preference for the odors from receptive vs. nonreceptive females. From these experiments, we conclude that naive males which later prove to be sexually vigorous are attracted to the composite bodily cues from receptive females, and that this attraction is not mediated by olfactory cues alone.     

Exploring Flipped Classroom Instruction in Calculus III

In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.     

The Uses of Literacy in Teacher Education

Alasdair MacIntyre identifies two interconnected problems for present day thinking about the nature of educational provision. The first concerns the very possibility of general educatedness in the social and cultural circumstances of modernity; the second concerns the narrow and specialist route down which professional training has proceeded in contemporary post-industrial societies. This paper explores the implications of MacIntyre's views and argues for a radical reappraisal of current conceptions of teacher education and training.     

Opportunities and challenges for campus-based universities in Africa to translate into dual-mode delivery

Abstract

With the growing demand for tertiary education, especially in Africa, the transformation of contact universities to dual-mode institutions is critical. However, conventional universities have had limited success establishing the dual-mode delivery stream. This paper assesses barriers to adoption and implementation of open and distance learning (ODL) in conventional higher education institutions in Cameroon, Kenya and Rwanda by applying a framework on innovation adoption to case studies of ODL in higher education in these countries. This qualitative meta-study shows that the transition to dual-mode is not systematic and that there are various barriers, ranging from national policy and funding; infrastructure, organisational structure and capacity; complexity and cost of ODL; as well as student and staff skills and perceptions, which have impeded adoption. Based on the findings, this paper makes recommendations for implementing ODL in existing conventional universities. Cases of successful transition to dual-mode are provided.     

An examination of multiple goals in children's physical education: motivational effects of goal profiles and the role of perceived climate in multiple goal development

In this paper, I present data from two studies that sought to examine multiple achievement goals in the context of children's physical education (PE). Study 1 examined the links that multiple-goal profiles (i.e. mastery/performance-approach/performance-avoidance goals) for PE had with self-determined motivation, affective patterns and levels of extracurricular sporting activity in a sample of 193 Year 7 pupils. Results suggested that children endorsing high mastery/high performance-approach/high performance-avoidance, high mastery/high performance-approach/low performance-avoidance, or high mastery/ low performance-approach/low performance-avoidance profiles typically exhibited the most adaptive motivational responses. In contrast, children endorsing a low mastery/high performance-approach/high performance-avoidance profile typically experienced more maladaptive motivational outcomes. Study 2 examined the development of multiple achievement goals over two terms of PE in conjunction with retrospective perceptions of the motivational climate in the sample. The results of analysis of variance suggested that children exposed to a consistent high mastery/low performance climate experienced decreased performance-avoidance goals and maintained high levels of mastery goals for PE. In contrast, children exposed to a consistent low mastery/high performance climate experienced increased performance-avoidance goals and decreased mastery goals for PE.     

Mother-infant attachment: the importance of the mother's visual field.

The purpose of this study was to answer 2 questions: (1) how important to 2-year-old children is fact-to-face contact with the mother, and (2) do attachment behaviors, such as looking at, talking to, and being close to mothers, interact in a compensatory fashion? 24 male and female children, 18 to 30 months, were observed with their mothers for 15 minutes in 3 conditions: (1) mother facing tethered toys, (2) mother facing away from toys, and (3) mother behind a partition and not visible from toys. Observations were made by time-lapse photography techniques. Results indicated that the potential for face-to-face contact was important: children spent 94% of their time in mother's visual field when she faced the toys and 50% of their time in her visual field when she either faced away or was behind the partition. Overall, they established face-to-face contact about 12% of the time. Some compensation was observed: talking and physical proximity increased as visual contact decreased.     

Patterns of core and generic skill provision in higher education

The study reported here is seeking to gain enhanced understandings of the acquisition and development of core and generic skills in higher education and employment against a backcloth of continued pressure for their effective delivery from employers, government departments, and those responsible for the management and funding of higher education. This pressure appears to have had little impact so far, in part because of tutors' scepticism of the message, the messenger and its vocabulary, and in part because the skills demanded lack clarity, consistency and a recognisable theoretical base. Any empirical attempt to acquire enhanced understandings of practice thus requires the conceptualisation and development of models of generic skills and of course provision. These models are presented together with evidence of their validity, including exemplars of the patterns of course provision identified.     

The effect of surface geometry on soccer ball trajectories

Two different measurement techniques are used to examine the effect of surface geometry on soccer ball trajectories. Five professional players are observed using high-speed video when taking curling free kicks with four different soccer balls. The input conditions are measured and the average launch velocity and spin are found to be approximately 24 m/s and 106 rad/s. It is found that the players can apply more spin (~50%) on average to one ball, which has a slightly rougher surface than the other balls. The trajectories for the same four balls fired at various velocities and spin rates across a sports hall using a bespoke firing device are captured using high-speed video cameras, and their drag and lift coefficients estimated. Balls with more panels are found to experience a higher lift coefficient. The drag coefficient results show a large amount of scatter, and it is difficult to distinguish between the balls. Using the results in a trajectory prediction programme it is found that increasing the number of panels from 14 to 32 can significantly alter the final position of a 20 m-curling free kick by up to 1 m.     

Boot-insole effects on comfort and plantar loading at the heel and fifth metatarsal during running and turning in soccer

Plantar loading may influence comfort, performance and injury risk in soccer boots. This study investigated the effect of cleat configuration and insole cushioning levels on perception of comfort and in-shoe plantar pressures at the heel and fifth metatarsal head region. Nine soccer academy players (age 15.7 ± 1.6 years; height 1.80 ± 0.40 m; body mass 71.9 ± 6.1 kg) took part in the study. Two boot models (8 and 6 cleats) and two insoles (Poron and Poron/gel) provided four footwear combinations assessed using pressure insoles during running and 180° turning. Mechanical and comfort perception tests differentiated boot and insole conditions. During biomechanical testing, the Poron insole generally provided lower peak pressures than the Poron/gel insole, particularly during the braking step of the turn. The boot model did not independently influence peak pressures at the fifth metatarsal, and had minimal influence on heel loads. Specific boot-insole combinations performed differently (P < 0.05). The 8-cleat boot and the Poron insole performed best biomechanically and perceptually, but the combined condition did not. Inclusion of kinematic data and improved control of the turning technique are recommended to strengthen future research. The mechanical, perception and biomechanical results highlight the need for a multi-faceted approach in the assessment of footwear.