The movement of the trunk and breast during front crawl and breaststroke swimming

Breast displacement has been investigated in various activities to inform bra design, with the goal of minimising movement; however, breast motion during swimming has yet to be considered. The aim was to investigate trunk and breast kinematics whilst wearing varying levels of breast support during two swimming strokes. Six larger-breasted females swam front crawl and breaststroke (in a swimming flume), in three breast support conditions while three video cameras recorded the motion of the trunk and right breast. Trunk and relative breast kinematics were calculated. Greater breast displacement occurred mediolaterally in the swimsuit condition (7.8, s = 1.5 cm) during front crawl and superioinferiorly in the bare-breasted condition (3.7, s = 1.6 cm) during breaststroke, with the sports bra significantly reducing breast displacements. During front crawl, the greatest trunk roll occurred in the sports bra condition (43.1, s = 8.3°) and during breaststroke greater trunk extension occurred in the swimsuit condition (55.4, s = 5.0°); however, no differences were found in trunk kinematics between the three breast support conditions. Results suggest that the swimsuit was ineffective as a means of additional support for larger-breasted women during swimming; incorporating design features of sports bras into swimsuits may improve the breast support provided.     

Now You See Me – Now You Don't: Journalists’ Experiences With Surveillance

If democracy is a platform for many voices, and the voices of the many, journalists serve democracy by bringing these voices to the forefront of governance by asking difficult questions to those in power. It can be argued that journalists engage in the broader form of surveillance of power from below, or sousveillance [Mann, Steve, and Joseph Ferenbok. 2013. “New media and the power politics of sousveillance in a surveillance-dominated world.” Surveillance and Society 11 (1-2): 18–34.], which aims towards a form of relative equilibrium. In democracies, the institutional system of checks and balances forms the basis on which journalism pursues its watchdog function. This paper explores the experiences of journalists with surveillance and their impact on journalists’ sense of freedom to fulfil their watchdog role. The paper contributes to increasing research interest in “journalism after Snowden” by addressing the intangible conditions under which journalists may or should work, and ultimately also how widely accepted standards of democratic liberties are challenged.     

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.     

Perceptions of Barriers Concerning Effective Online Teaching and Policies: Florida Community College Faculty

This study's purpose was to examine the perceptions of Florida's full-time community college faculty members who teach by distance learning concerning the ten policy areas set forth by Berge and Muilenburg (2000 Berge , Z. L. & Muilenburg , L. Y. ( June 2000 ). Barriers to distance education as perceived by managers and administrators . In M. Clay (Ed.), Distance Learning Administration Annual 2000 . Callaway Gardens , GA : Routledge . Retrieved May 3, 2001, from http://www.gl.umbc.edu/~berge/man_admin.html  [Google Scholar]). Focus group sessions indicated that faculty members felt certain barriers related to their online experiences. Faculty time and compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier while access seemed to cause faculty members the least amount of concern. But factors such as training, size of the institutions, and complexity of the programs seemed to play a role in their perceptions.     

Attracting,recruiting and retaining male teachers: policy issues in the male teacher debate

Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models.     

“We’ve been wastin’ a whole million watchin’ her doin’ her shoes” situated practice within a pedagogy of multiliteracies

Communication in society today is characterised by rapidly changing and emergent forms of meaning-making in a context of increased cultural and linguistic diversity. The need to teach these new literacy practices referred to as multiliteracies, is now embedded within systemic policies in Australia. This research paper is a response to these imperatives, releasing key findings of a critical ethnographic study concerning interactions between pedagogy and access to multiliteracies among culturally and linguistically diverse learners. A salient finding was that situated practice was enacted as an isolated stage rather than occurring concurrently with overt instruction. This had significant connections to some learners’ inability to access new, multimodal, and digitally-mediated designs of meaning. More importantly, culturally and linguistically non-students who were not of the dominant culture were least served by the separation of overt instruction and situated practice. The article concludes with the recommendation that multimodal meaning-making requires an instructional model that involves both practice and instruction.     

A study of an adapted social–emotional learning: Small group curriculum in a school setting

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.