Opportunities missed and/or thwarted? ‘Funds of knowledge’ meet the English national curriculum

North American curriculum theorists Gonzales and Moll and their colleagues have argued that working with children's ‘funds of knowledge’ allows teachers to build on what children already know in order to meet the mandated outcomes. The approach also has the potential to change the knowledges that are valued and which advantage some children over others. In this article we examine three instances in which children's ‘funds of knowledge’ leaked into English classrooms: these were not fully taken up. We suggest that these instances represent opportunities wasted, but that they offer some insight into the challenges of introducing a ‘funds of knowledge’ approach into the English ‘curriculum space’, as well as some of the possibilities. We suggest that while there are current initiatives which do work with children's peer and family knowledges, these are isolated and that coordinated debate is required about the potentials of such an approach in the English context.     

The attainment and progress of twins at the start of school

This paper considers cognitive differences between twins and other higher multiple births when they start school and their progress in reading and maths during the first year at school. The data came from the Performance Indicators in Primary Schools (PIPS) project which has developed an on‐entry assessment designed to provide a solid base against which the relative progress (value added) of pupils can be measured. Some of the findings were surprising, in that they appeared to be in conflict with some earlier work, but there was also some agreement. Additionally, teachers were asked to assess pupils on the Attention Deficit Hyperactivity Disorder (ADHD) scale at the end of their first year in school, and this information was used to check out an earlier rinding that twins were more prone to score highly on this scale.     

Building Child Friendly Cities in the MENA region

The notion of Child Friendly Cities (CFCs) was first developed during the Second United Nations Conference on Human Settlements (HABITAT II), held in Istanbul in 1996. The concept is based on four general principles of the United Nations Convention on the rights of the child: (1) fair treatment of every child, regardless of ethnicity, gender, religion, socioeconomic background etc.; (2) top priority of the best interests of the child; (3) the child’s right to a better life and development; and (4) respect of children’s views. In a CFC, children are encouraged to take part in the decision making processes that affect their lives. Instead of starting yet another programme for children, the development of a CFC mobilises and connects existing agencies and actors. Giving examples of some cities in the Middle East and North Africa (MENA) region, this paper demonstrates that building CFCs has induced the development of mechanisms and structures which have enabled cities to address children’s issues in a systematic manner. These mechanisms and structures include: a municipal child-friendly legal framework, local development councils and NGO networks and local municipal development offices. The author argues that in building CFCs, the role of municipal authorities is indispensable in responding to the needs of children and young people within the municipalities’ mandates.     

Tour de France,Giro, Vuelta,and classic European races show a unique progression of road cycling speed in the last 20 years

Abstract

Road cycling ranks among the most intense endurance exercises. Previous studies and mathematical models describing road cycling have not analysed performances per se. We describe the evolution of road cycling performance over the past 116 years. We studied the top ten cyclists' mean speeds in eight famous classic races and three European Grand Tours, using a previously published multi-exponential model that highlights the different progression periods of an event during the century. In addition, we measured an indicator of difficulty for the Tour de France by calculating the climbing index (i.e. the total altitude climbed over total distance). The eleven races' mean speed increased progressively from 23.13 km · h^?1 in 1892 to 41.19 ± 2.03 km · h^?1 in 2008. Road cycling development, like other quantifiable disciplines, fits a piecewise progression pattern that follows three periods: before, between, and after the two World Wars. However, a fourth period begins after 1993, providing a speed progression of 6.38% from the third one. The Tour de France's climbing index also provided insight into a recent paradoxical relationship with speeds: when the climbing index increased, the winner's speed also increased. Our results show a major improvement (6.38%) in road cycling performance in the last 20 years and question the role of extra-physiological parameters in this recent progression.     

Submaximal Treadmill Exercise Test to Predict VO2max in Fit Adults

This study was designed to develop a single-stage submaximal treadmill jogging (TMJ) test to predict VO₂max in fit adults. Participants (N?=?400; men?=?250 and women?=?150), ages 18 to 40 years, successfully completed a maximal graded exercise test (GXT) at 1 of 3 laboratories to determine VO₂max. The TMJ test was completed during the first 2 stages of the GXT. Following 3 min of walking (Stage 1), participants achieved a steady-state heart rate (HR) while exercising at a comfortable self-selected submaximal jogging speed at level grade (Stage 2). Gender, age, body mass, steady-state HR, and jogging speed (mph) were included as independent variables in the following multiple linear regression model to predict VO₂max (R?=?0.91, standard error of estimate [SEE]?=?2.52 mL?·?kg^?1?·?min^?1): VO₂max (mL?·?kg^?1?·?min^?1)?=?58.687?+?(7.520 × Gender; 0?=?woman and 1?=?man)?+?(4.334 × mph) ? (0.211 × kg) ? (0.148 × HR) ? (0.107 × Age). Based on the predicted residual sum of squares (PRESS) statistics (R_PRESS?=?0.91, SEE _PRESS?=?2.54 mL?·?kg^?1?·?min^?1) and small total error (TE; 2.50 mL?·?kg^?1?·?min^?1; 5.3% of VO₂max) and constant error (CE; ?0.008 mL?·?kg^?1?·?min^?1) terms, this new prediction equation displays minimal shrinkage. It should also demonstrate similar accuracy when it is applied to other samples that include participants of comparable age, body mass, and aerobic fitness level. This simple TMJ test and its corresponding regression model provides a relatively safe, convenient, and accurate way to predict VO₂max in fit adults, ages 18 to 40 years.     

Teaching the process of science: faculty perceptions and an effective methodology

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.