Using DNA From Mothers and Children to Study Parental Investment in Children’s Educational Attainment

This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission.     

An Analysis of College Choice Information Provided on Graduate Program Websites: Implications for Improving Applicant Diversity in Educational Measurement

There has long been a concern about the lack of representation of ethnic minorities in the field of educational measurement. As previous research has shown that graduate programs primarily rely on their websites for recruiting efforts, the objective of this study was to conduct a content analysis of all U.S. educational measurement program websites to evaluate the availability of college choice information found to be useful for underrepresented ethnic minority applicants. In terms of program climate, results revealed that less than 10% of programs directly encouraged ethnic minorities to apply or included an antidiscrimination statement with regard to application review on their websites. Moreover, only a few program websites indicated the availability of flexible programming—previously found to be important for underrepresented ethnic minority students—such as part‐time options (16%), evening courses (10%), and online course/program availability (8%). Recommendations for how measurement programs can improve their websites to include desirable college choice information for underrepresented ethnic minority applicants are discussed.     

Associated ACL risk factors differences during an unanticipated volleyball blocking movement

ABSTRACT

The lateral tilt of the arms accompanied by trunk lateral tilt is a typical blocking manoeuvre in volleyball. However, during this unanticipated blocking movement, an associated risk of ACL injury may result. The aim of the present study was to compare associative ACL risk factors at the initial contact and the first and second peak of VGRF during an unanticipated blocking movement with different arm positions. Synchronized kinematic and kinetic data were collected for each trial of each condition. Student paired t-tests and effect size were used to determine differences between two conditions (S – with arms straight up from the body) and (T – with the arms and trunk laterally tilted). The results showed that the T condition significantly decreases knee flexion, increases VGRF at the foot contact, first peak force and increases the valgus moment at the first peak force. The values of the associated risk factors for a non-contact ACL injury appear to be related to the tilted arm position accompanied by trunk tilt towards to right lower limb during landing. The players should be taught to land with greater knee flexion and, if possible, a double-leg landing to decrease right lower limb loading during the blocking manoeuvre.     

Comparison of individual and group-based load-velocity profiling as a means to dictate training load over a 6-week strength and power intervention

ABSTRACT

This study compared the effects of dictating load using individual (ILVP) or group (GLVP) load-velocity profiles on lower-body strength and power. Nineteen trained males (23.6 ± 3.7 years) completed a back squat one-repetition maximum (1-RM), load-velocity profiling (LVP), and countermovement (CMJ), static-squat (SSJ) and standing-broad (SBJ) jump tests before and after 6 weeks of resistance training. Participants were randomly assigned to an ILVP, or GLVP intervention with intra-session load dictated through real-time velocity monitoring and prediction of current relative performance using either the participant’s LVP (ILVP) or a LVP based on all participant data (GLVP). Training resulted in significant increases in back squat 1-RM for the ILVP and GLVP group (p < 0.01; 9.7% and 7.2%, respectively), with no group-by-time interaction identified between training groups (p = 0.06). All jump performance significantly increased for the ILVP group (p < 0.01; CMJ: 6.6%; SSJ: 4.6%; SBJ: 6.7%), with only CMJ and SSJ improving for the GLVP group (p < 0.05; 4.3%). Despite no significant group-by-time interaction across all variables, the ILVP intervention induced a greater magnitude of adaptation when compared to a GLVP approach. Additionally, an individualised approach may lead to greater positive transfer to power-based movements, specifically vertical and horizontal jumps.     

A Peircean Socio-Semiotic Analysis of Science Students’ Creative Reasoning as/Through Digital Simulations

Research in Science Education - In science education, there is a now established focus on fostering students’ meaning making through/as multimodal representations as part of their induction...     

What Youth Care About: Exploring Topic Identification for Youth-Led Research in School

The Urban Review - Youth-led participatory action&nbsp;research (YPAR) has been documented to increase youth’s social, emotional, and cognitive outcomes, foster critical thinking and...