‘Dashing about with the greatest gallantry’: polo in India and the British metropole, 1862–1914

ABSTRACT

The period from 1870 to the Great War was defined by a new and more intensive phase of imperialism. Following previous debates initiated by scholars such as MacKenzie, Burton, or Bayly this article analyses the impact of Empire on the metropole. In suggesting that the imperial space was not a one-way street, the paper is going beyond Said's orientalist approach. This argument uses the example of the Indian game of polo. Unlike most imperial sports, polo was adapted by the British from their colonial subjects, creating the opportunity of a common cultural space. How did polo influence socio-cultural and political power constellations in India and the metropole? The paper will provide nuance on regional contexts and the effects of sport on specific groups. Unpacking the resulting interdependencies, ambivalences, and the mutability of polo in the British imperial self-image, the paper does not neglect Indian agency. Polo showcases an interrelation of ideas and beliefs which are used to understand the respective environment as well as the internationalisation of sport. Researching sport in an imperial context and its interactions on a local and transnational level can thus display rising asymmetries of political, cultural, and social agencies in a global process.     

The relative contributions of vocabulary,decoding, and phonemic awareness to word reading in English versus German

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English.     

Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames

Abstract

Geogames are complex location-based games for smartphones and they are part of a critical discussion within the community of environmental education. The aim of the study is to asses if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt. For this purpose, two established scales are used in a pre-post-test-design: the inclusion of nature in self (INS) and the disposition to connect to nature (DCN). Furthermore, the game-related enjoyment was controlled. The results reveal a significant increase of the INS for both game formats, with the strongest effect for the former more nature distant subjects. The DCN-scale shows a similar tendency but not a significant gain. Between the game formats, no significant difference is detectable. So, the main effect seems to be the location-based activity in nature guided by smartphones, not the complexity of a Geogame.     

War,Philanthropy, and the National Institute of Hygiene in France

The Rockefeller Foundation helpedestablish two health research institutes inFrance during the German occupation and Vichyrule. These institutes were the precursors ofthe Institut National de Santé et de laRecherche Médicale (INSERM), the Frenchequivalent of the National Institutes of Healthin the United States. This essay rescues theseinstitutes from oblivion, and examines theirorigins and their significance.     

Static and animated presentations in learning dynamic mechanical systems

In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N = 62) we tested the effect of static vs. animated presentations on comprehension. In the second experiment (N = 45), we tested the effect of user-control of an animated presentation on comprehension. In both experiments the participants were university students. Comprehension was measured with a test including three comprehension indicators. The first experiment indicated that an animation as well as integrated sequential static frames enhanced comprehension. The second experiment showed that a controllable animation did not have a powerful effect on comprehension, except for learners with low spatial and mechanical reasoning abilities.     

Teachers and differentiated instruction: exploring differentiation practices to address student diversity

Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Using nationally representative data from the National Educational Panel Study in Germany, this article aimed to explore German (as native language) and Mathematics teachers’ use of DI practices. In addition, this study took into consideration contextual factors, such as school track, and investigated the impact of teachers’ constructivist beliefs on their DI implementation. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Furthermore, between‐subject effects reported differences across school tracks. It appears that advanced secondary school teachers implement less often DI practices. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed.     

Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation

Four meta-analyses examined relationships between morningness and cognitive ability (total N = 2177), eveningness and cognitive ability (total N = 1519), morningness and academic achievement (total N = 3220), and eveningness and academic achievement (total N = 700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals' cognitive ability (r = .08), yet negatively related to indicators of academic achievement (r = −.14). Conversely, morningness had a negative relationship with cognitive ability (r = −.04) and a positive correlation with academic indicators (r = .16). Practical implications, including those pertaining to educational policy, are discussed.     

Phaseguide-assisted blood separation microfluidic device for point-of-care applications

We propose a blood separation microfluidic device suitable for point-of-care (POC) applications. By utilizing the high gas permeability of polydimethylsiloxane (PDMS) and phaseguide structures, a simple blood separation device is presented. The device consists of two main parts. A separation chamber with the phaseguide structures, where a sample inlet, a tape-sealed outlet, and a dead-end ring channel are connected, and pneumatic chambers, in which manually operating syringes are plugged. The separation chamber and pneumatic chambers are isolated by a thin PDMS wall. By manually pulling out the plunger of the syringe, a negative pressure is instantaneously generated inside the pneumatic chamber. Due to the gas diffusion from the separation chamber to the neighboring pneumatic chamber through the thin permeable PDMS wall, low pressure can be generated, and then the whole blood at the sample inlets starts to be drawn into the separation chamber and separated through the phaseguide structures. Reversely, after removing the tape at the outlet and manually pushing in the plunger of the syringe, a positive pressure will be created which will cause the air to diffuse back into the ring channel, and therefore allow the separated plasma to be recovered at the outlet on demand. In this paper, we focused on the study of the plasma separation and associated design parameters, such as the PDMS wall thickness, the air permeable overlap area between the separation and pneumatic chambers, and the geometry of the phaseguides. The device required only 2 μl of whole blood but yielding approximately 0.38 μl of separated plasma within 12 min. Without any of the requirements of sophisticated equipment or dilution techniques, we can not only separate the plasma from the whole blood for on-chip analysis but also can push out only the separated plasma to the outlet for off-chip analysis.