Effect of bovine colostrum on anaerobic exercise performance and plasma insulin-like growth factor I

In this study, we examined the effects of bovine colostrum on peak vertical jump power (VJpeak), peak cycle power (CPpeak), alactic anaerobic work capacity, resistance exercise one-repetition maxima (1-RM) and plasma insulin-like growth factor I (IGF-I) concentrations. Using a randomized, double-blind, placebo-controlled, parallel design, 51 males completed 8 weeks of resistance and plyometric training while consuming 60 g x day(-1) of bovine colostrum (n = 26) or concentrated whey protein powder (n = 25). Peak vertical jump power, peak cycle power, alactic anaerobic work capacity, 1-RM and plasma IGF-I were not different between groups at baseline (P > 0.33). Peak vertical jump power and peak cycle power were still not significantly different between groups by week 4 (VJpeak: bovine colostrum, 7231 +/- 488 W; whey protein, 7214 +/- 530 W; P = 0.99; CPpeak: bovine colostrum, 1272 +/- 202 W; whey protein, 1232 +/- 208 W; P = 0.99). By week 8, however, peak vertical jump power (bovine colostrum, 7370 +/- 503 W; whey powder, 7237 +/- 481 W; 95% confidence intervals, 54 to 170 W; P < 0.01) and peak cycle power (bovine colostrum, 1400 +/- 215 W; whey protein, 1311 +/- 192 W; 95% confidence intervals, 20 to 61 W; P < 0.01) were significantly higher in the bovine colostrum condition. Alactic anaerobic work capacity and 1-RM increased (P < 0.001), but the increases were not different between groups (P > 0.08). Plasma IGF-I did not change in either group (P = 0.55). We conclude that bovine colostrum supplementation during training significantly increased peak anaerobic power, but had no effect on alactic anaerobic work capacity, 1-RM or plasma IGF-I.     

Neurological basis of language and reading

The central theme of this article is that contemporary neuroanatomical-neurolinguistic models which conceptualize language and reading as multidimensional, interactive functional systems are more able than earlier localizationist viewpoints to contribute to our understanding of individual differences. After providing a theoretical rationale for this position based on Luria (1973,1980), three modern neuroanatomical-neuroloinguistic models, derived from the extensive case study literature of adult asphasia, alexia, and acquired dyslexia, are discussed. Specifically, the Geschwind-Dejerine model of reading which stresses involvement of classical perisylvian structures in the left hemisphere, Bastian's (1898) competing model which postulates more bihemispheric involvement in reading, and a neurolinguistic model to account for the different ways surface, phonological, and deep dyslexics access meaning, are critically evaluated in terms of their empirical validation, utility, and limitations for understanding individual differences. Finally, suggestions for future research are offered.     

Publishing in Scotland: Reviewing the Fragile Revival

A comparison of analyses of the Scottish publishing industry carried out in 1992, 2002 and 2007 underscores the fragility of the sector within a small country within the English-language community. A number of indices reveal either stability or stagnation and the picture emerges of the remarkable tenacity of publishing in Scotland. Although there is already a significant and vital element of state support for publishing in Scotland, further intervention will be necessary to ensure fulfilment of its potential.

Mary just hit tommy—again!

Early Childhood Education Journal -     

Assessing Early Childhood Teachers' Beliefs About Emotions: Content, Contexts, and Implications for Practice

This study aimed to develop a measure of early childhood practitioners' beliefs about emotions and to use this measure to examine the structure and correlates of these beliefs. A 40-item emotion beliefs measure was administered to 279 American practitioners. Internal consistency for each of 10 emotion belief areas was weak to moderate. In revising the measure, emotion belief areas with the lowest internal consistency were deleted and items were added to the 6 remaining areas to strengthen their reliability. The resulting 23-item revised measure had internal consistencies of .41 to .62 for each of 6 emotion belief areas. Participants' emotion beliefs were related to their level of education and background in early childhood education. A 4-factor solution provided the best fit to the data, explaining 40% of the variance in the U.S. teachers' emotion beliefs. This factor structure was similar to that of the conceptually derived belief scales. Cultural patterns were examined by comparing beliefs of Korean and American teachers of 4-6-year-olds, using t-tests and factor analyses. Although the structure of emotion beliefs was similar, differences appeared in the level of agreement with many items, reflecting culturally specific expectations a b u t young children's emotional vulnerability and about the nature of emotional bonds and emotion socialization in early childhood programs.     

Beginning teacher burnout in Queensland schools: Associations with Serious Intentions to Leave

In keeping with repeated calls to investigate high early career turnover within the teaching profession, the present study investigated the hypothesis that a significant positive association between burnout and turnover intention would be observed in teachers at the beginning of their careers. A sample of 112 Australian teachers working in their first or second academic year was surveyed in 2004. Respondents were administered the Maslach Burnout Inventory (MBI: Maslach, Jackson & Leiter 1996) and asked about serious intentions to leave their job and/or profession. Meaningful and significant associations between serious intentions to leave and all three MBI subscales were found. The findings suggest a realistic and straightforward explanation for the alarmingly high early career attrition rates that are now commonly reported for the teaching profession in a number of countries.     

Social understanding in the first years of school

This study focused on the nature of interpersonal understanding in 4- and 5-year-olds. Early childhood constitutes a critical transition period during which children become able to understand their own and others’ “inner world” as it relates to actions. A neo-Piagetian theoretical and analytic framework was used to study children’s understandings of interpersonal dynamics in the classroom context and their conceptions of roles and intentions of peers and teachers. Forty-two children responded to eight tasks that were designed to elicit their conceptions of peer and teacher intentions. These tasks were in the form of picture stories focused on nurturance, care, protection, and teaching events, followed by a semi-structured interview. Children also engaged in the “classroom model activity”; this activity focused on children’s understandings of their own and others’ social relationships and activities in the classroom. Hierarchical regression analyses showed level of understanding of others’ intentions to be a significant predictor of ability to analyze classroom experiences, and increased prediction with the addition of an interaction term for intentional understanding and use of verbs of intention.