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Ford, D. Y. (1996). Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. New York, NY: Teachers College Press (236 pp.,$24.95, ISBN‐0–8077–3535–3).

Harris, V.J. (1997). Using Multiethnic Literature in the K‐8 Classroom. Norwood, MA: Christopher‐Gordon Publishers, Inc. (300 pp., SBN 0–926842–60–9).

Ellis, A. and Llewellyn, M. (1997). Dealing with Differences: Taking Action on Class, Race, Gender and Disability. Thousand Oaks, California: Corwin Press, Inc. (158 pp., $24.95 paper, ISBN‐0–8039–6430–7).

Delisle, R. (1997). How to Use Problem‐Based Learning in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (107 pp., $12.95 paper, ISBN 0–87120–291–3).

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Residual force enhancement due to active muscle lengthening allows similar reductions in neuromuscular activation during position- and force-control tasks

BackgroundResidual torque enhancement (rTE) is the increase in torque observed during the isometric steady state following active muscle lengthening when compared with a fixed-end isometric contraction at the same muscle length and level of neuromuscular activation. In the rTE state, owing to an elevated contribution of passive force to total force production, less active force is required, and there is a subsequent reduction in activation. In vivo studies of rTE reporting an activation reduction are often performed using a dynamometer, where participants contract against a rigid restraint, resisting a torque motor. rTE has yet to be investigated during a position task, which involves the displacement of an inertial load with positional control.MethodsA total of 12 participants (6 males, 6 females; age = 22.8 ± 1.1 years, height = 174.7 ± 8.6 cm, mass = 82.1 ± 37.7 kg; mean ± SD) completed torque- and position-matching tasks at 60% maximum voluntary contraction for a fixed-end isometric contraction and an isometric contraction following active lengthening of the ankle dorsiflexors.ResultsThere were no significant differences in activation between torque- and position-matching tasks (p = 0.743), with ∼27% activation reduction following active lengthening for both task types (p < 0.001).ConclusionThese results indicate that rTE is a feature of voluntary, position-controlled contractions. These findings support and extend previous findings of isometric torque-control conditions to position-controlled contractions that represent different tasks of daily living.     

How Early Is Too Early to Begin Life Career Planning? The Importance of the Elementary School Years

The relationship of early and middle childhood experiences to life career planning is discussed. Life career planning is presented as a life skill beginning in infancy. The authors present five premises on which they have based their discussion: Life career development is a life-long, spiraling process; Life career planning includes a series of sub-skills; Career awareness and career exploration form the foundation for effective life career planning; Idiosyncratic factors influence the decision-making of each person; and Child development theory (e.g., Erikson, Piaget and Vygotsky) and career development theory (e.g., Super and Gottfredson) are interrelated. Implications for practice are included.     

Conflict in the Dyadic Play of 3-Year-Old Children

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.     

The impact on innovation performance of different sources of knowledge: Evidence from the UK Community Innovation Survey

This paper considers two main categories of knowledge sources and their impact on the innovation performance of enterprises: own-generation through R&D versus knowledge transfers via bought-in resources for innovation purposes, external collaborations on R&D, and internal sources within the company. The national and international dimensions of both internal networks and external collaborative agreements are explored, as is the interaction between R&D and other sources. Data from two UK Community Innovation Surveys allow for the lagging of relevant variables. Our results suggest that, while intra-company knowledge sources, own-generation, and bought-in R&D matter in innovation performance, the benefits of joint innovation efforts in the form of cooperation are less clear. The international dimension of internal networks is highly relevant, and interactions between the own-generation of knowledge and external sources increase the innovation potential of enterprises.