Conflict,education and the global south: New critical directions

This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of ‘Education and Conflict Studies’. We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent ‘overviews’ of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its ‘global’ dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry.     

Injury prediction in veteran football players using the Functional Movement Screen™

ABSTRACT

The Functional Movement Screen? (FMS?) is aimed at assessing fundamental movements and is often used to identify players’ injury risk. The purpose of this study was to determine whether the FMS? can be used to predict injuries in veteran footballers (aged > 32 years). Eighteen veteran football teams (n = 238) were recruited and prospectively followed for 9 months. The players (44 ± 7 years; 178 ± 7 cm, 84 ± 11 kg) performed the FMS? at the start of the study period. Players’ exposure hours and injuries were recorded. The difference of FMS? overall score between injured and uninjured players was not significant (11.7 ± 2.9 vs 12.2 ± 2.8 points; Mann-Whitney U-test P = 0.17). Players scoring <10 (score < 1 standard deviation [SD]) below the mean) had a significantly higher injury incidence (z-statistics P < 0.05) compared to an intermediate reference group (mean ± 1 SD; scores of 10–14). No lower injury incidence for players with scores of >14 (score > 1 SD above the mean) was found. Further analyses of potential risk factors suggest higher age, lower body mass and a longer football career to be risk factors for injuries. The findings of this study suggest that the suitability of the FMS? for injury prediction in veteran footballers is limited.     

WMPG:未来的无线

美国NSF无线移动计划编制组WMPG发布“未来无线互联网的新体系结构和未来网络分布式技术的报告[GDD-05-04]。报告共分为6部分,包括:无线网络在未来互联网中的应用;针对这些应用在网络结构和体系设计时要考虑的问题;无线网络对于新的网络体系结构的挑战;未来无线网络的部署策略;无线网络研究的基础实验架构;未来无线网络的研究方向。我们将此报告为分三部分,在上期中已经介绍《畅想无线网络的应用》、《无线:未来互联网“冲击波”》,本期刊载WMPG的主要发现和建议。     

Teaching and learning conceptions in Engineering Education: an innovative approach on Mathematics

A worldwide problem in Engineering education is the high rates of students' failure and drop out particularly at the beginning of the course. This is related to the process by which students learn Mathematics. An innovative methodology of teaching calculus was developed and it is presented in this paper. The approach, based on both course modularisation and the error theory, is student centred. It fosters student/lecturer commitment and emphasizes continuous assessment of the process. Knowledge, in this work, is regarded as a construction and reconstruction process based on phenomenological and hermeneutic concepts. Survey results demonstrated the effectiveness of the applied methodology.     

A dual-route cascaded model of reading by deaf adults: evidence for grapheme to viseme conversion

There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading.     

Extinction context as a conditioned inhibitor

Two lick suppression experiments using rats were conducted to determine whether extinction of a punctate excitor in a particular context would result in that context becoming a conditioned inhibitor, as defined by passing both summation and retardation tests. The role of extinction trial spacing was investigated as a possible determinant of whether the extinction context would become inhibitory. Experiment 1 demonstrated that, although inhibition was evident using either massed or spaced extinction trials, spaced trials reduced measurable inhibition as assessed by the summation test, but trial spacing had no influence on retardation test performance. Experiment 2 confirmed Experiment 1’s conclusions while controlling for the influence of latent inhibition on the retardation test. In Experiment 2, the context proved inhibitory only following massed extinction trials. These data suggest that, at least with select parameters, an extinction context can become inhibitory.     

Estudio comparativo de la evaluación de la lectura oral y la lectura silenciosa

Resumen

El propósito de este trabajo es comparar los procesos implicados en la lectura oral y en la lectura silenciosa, teniendo en cuenta factores tales como la edad de los sujetos, (se trabaja con individuos de 2.°, 4.° y 6.° cursos de E. G. B.), y el propósito o intención con la que se lee. Se emplean tests tipo «cloze», en los que los sujetos tienen que completar (predecir) los espacios en blanco del texto. Las puntuaciones se obtienen del análisis de los errores cometidos en ambos tipos de lectura, según un método derivado del de Goodman y Burke (1973); como medidas se toman la comprensión lectora y la velocidad de lectura. Por último, se ofrecen una serie de conclusiones respecto a los tipos de lectura, respecto al procedimiento de evaluación y respecto a las medidas utilizadas.     

El adolescente como historiador

Resumen

Este articulo presenta una investigación sobre el desarrollo del pensamiento hipótético-deductivo en tareas históricas. Se trata de una habilidad fundamental para dominar situaciones históricas complejas, tan frecuentes en los libros de texto. Los resultados muestran un escaso dominio de esta habilidad por parte de los adolescentes. Se analizan las causas y las implicaciones educativas de esta falta de pensamiento histórico científico.