Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships

Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (M_age = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (M_age = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships.     

Pre-Service Elementary Teachers Bridge the Gap Between Research and Practice

The goal of this study was to examine the two related links of research to teaching practice and teaching practice to research that pre-service elementary teachers made during an action research project focusing on a conceptual-change teaching experience with elementary school students. Data were collected from the final written reports from 144 groups of students. Analysis of the data by the process of grounded theory showed that the majority of students (96%) were able to link current educational research successfully to their teaching practice while fewer students (16%) were able to link their teaching practice back to the research base. Many students (30%), however, found new knowledge in the form of identifying new misconceptions or finding previously reported misconceptions with new populations or confirming prior research. Preliminary results (n = 17) based on the changes to the course showed significant improvement.     

Assessment of student learning: Evolution of objectives in engineering education and the consequences for assessment

The focus of objectives of engineering education has evolved from knowledge to skills. This is a logical consequence of the changing demands of employers of graduated engineers. This change is referred to as a paradigm shift in engineering education. It is therefore not surprising that the views on assessment of student learning are changing as well. In this paper the relation between the demands and the educational objectives are reviewed. Consequently, the implications for assessment are discussed. Assessment is introduced as a feedback procedure. It is discussed that in fact four different feedback pathways can be identified. Finally, the relation between educational methods and their relation to assessment is discussed in detail. As an example, the problems in assessment of group work are discussed.     

Segmental sequencing of kinetic energy in a computer-simulated golf swing

The concept of the transfer of kinetic energy (KE) sequentially through the human body from proximal to distal segments is an influential concept in biomechanics literature. The present study develops this area of research through investigation of segmental sequencing of the transfer of KE by means of computer simulation. Using a musculoskeletal computer model previously developed by the authors, driven using three-dimensional kinematic data from a single elite male golfer, combined inverse and forward dynamics analyses enabled derivation of KE. Rigid body segments of torso, hips, arms and clubhead were examined in line with previous literature. Using this method a driver swing was compared to a 7 iron swing. Findings showed a high level of correlation between driver and iron peak KE and timing of peak KE relative to impact. This seems to indicate equivalent trunk and arms linear velocity, thus force applied, for an iron shot and a driver shot. There were highly significant differences between KE output for body segments for both clubs. In addition, peak KE magnitudes increased sequentially from proximal to distal segments during swing simulations for both the driver and 7 iron. This supports the principle of the summation of speed. However, timing of peak KE was not sequential from proximal to distal segments, nor did segments peak simultaneously. Rather, arms peaked first, followed by hips, torso and club. This seems to indicate a subjective optimal coordination of sequencing.

Development of a magnetic immunosorbent for on-chip preconcentration of amyloid �� isoforms: Representatives of Alzheimer��s disease biomarkers

Determination of amyloid β (Aβ) isoforms and in particular the proportion of the Aβ 1-42 isoform in cerebrospinal fluid (CSF) of patients suspected of Alzheimer’s disease might help in early diagnosis and treatment of that illness. Due to the low concentration of Aβ peptides in biological fluids, a preconcentration step prior to the detection step is often necessary. This study utilized on-chip immunoprecipitation, known as micro-immunoprecipitation (μIP). The technique uses an immunosorbent (IS) consisting of magnetic beads coated with specific anti-Aβ antibodies organized into an affinity microcolumn by a magnetic field. Our goal was to thoroughly describe the critical steps in developing the IS, such as selecting the proper beads and anti-Aβ antibodies, as well as optimizing the immobilization technique and μIP protocol. The latter includes selecting optimal elution conditions. Furthermore, we demonstrate the efficiency of anti-Aβ IS for μIP and specific capture of 5 Aβ peptides under optimized conditions using various subsequent analytical methods, including matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF-MS), capillary electrophoresis, microchip electrophoresis, and immunoblotting. Synthetic Aβ peptides samples prepared in buffer and spiked in human CSF were analyzed. Finally, on-chip immunoprecipitation of Aβ peptides in human CSF sample was performed.     

PRESERVICE ELEMENTARY TEACHERS’ GROWTH IN KNOWLEDGE OF MODELS IN A SCIENCE CAPSTONE COURSE

We used four different methods to determine the best means of assessing over 200 preservice elementary teachers’ growth in knowledge of models and their use in K-8 classrooms while participating in the Science Capstone course that focused on the unifying themes of models in science. Each assessment method probed a different aspect of models (from growth in scientific use to need for greater emphasis on the role and use of models) and each used a different method of gathering student responses (Likert-type responses to concept maps). We determined that growth in student knowledge was demonstrated by all instruments, but some instruments were more useful than others for determining preservice elementary teachers’ prior knowledge as well as growth in knowledge of models necessary for K-8 teachers.     

The Influence of Body Mass Index on Self-report and Performance-based Measures of Physical Function in Adult Women

Purpose: Little is known about limitations in physical function across BMI categories in middle aged women using both self-report and performance-based measures. Furthermore, the impact of BMI on the measurement of function has not been explored. The purpose of this study was to assess physical function in adult women across BMI categories using self-report and performance-based measures and determine the influence of BMI on the relationship between the measures. Methods: Fifty sedentary females (10 in each BMI category: normal weight, overweight, obese class I, II, and III) aged 51.2 ± 5.4 years participated. Assessments included demographics, past medical history, physical activity level, BMI, and self-report (Late Life Function and Disability Instrument) and performance-based measures of physical function (6-Minute Walk Test, timed chair rise, gait speed). Physical function was compared between BMI categories using analysis of variance. The influence of BMI on the relationship of self-report and performance-based measures was analyzed using linear regression. Results: Compared to those that were normal weight or overweight, individuals with obesity scored lower on the self-report measure of physical function (LLFDI) for capability in participating in life tasks and ability to perform discrete functional activities. On the performance-based measures, the individuals with obesity had slower gait speed compared to the normal and overweight weight groups. For the 6-Minute Walk Test and timed chair stands, individuals with obesity had poorer performance compared to those who were normal weight. Linear regression analyses revealed that BMI attenuated the relationship between the self-report and performance-based measures by approximately 50%. Conclusions: While those with severe obesity were most impaired, adult women with less severe obesity also demonstrated significant decrements in physical function.Key Words: obesity, physical function     

Speaking of books

Changing Aims in Religious Education. Edwin Cox. New York: Humanities Press, 1967. 102 pp. $3.50.

Contemporary Mathematics for Elementary Teachers. Howard F. Fehr and Thomas J. Hill. Boston: D. C. Heath and Company, 1966. 394 pp. $7.95.

Creative Encounters in the Classroom: Teaching and Learning Through Discovery. Bryon G. Massialas and Jack Zevin. New York: John Wiley &; Sons, Inc., 1967. 274 pp. $3.50.

Gods and Rituals: Readings in Religious Beliefs and Practices. John Middleton, New York: The Natural History Press, 1967. 468 pp. $6.95.

Language and Learning. Janet A. Emig, James T. Fleming, and Helen M. Popp, editors. New York: Harcourt, Brace and World, Inc., 1966. 301 pp. $3.50.

Schools of Europe. Richard Emerson Werstler. Adrian, Michigan: Swenk‐Tuttle Press, 1967. 203 pp. $10.00.

Teaching Adults to Read. Wayne Otto and David Ford. Boston: Houghton‐Mifflin Company, 1967. 176 pp. $3.95.

What Is a Teacher? Henry W. Simon. New York: Collier Books, 1966. 96 pp. $.95.

Paul A. Witty, editor. The Educationally Retarded and Disadvan‐taged The Sixty‐Sixth Yearbook of the National Society for the Study of Education, Part 1. Chicago: The University of Chicago Press, 1967. 384 pp.

Report of the Harvard Committee. The Graduate Study of Education. Cambridge: Harvard University Press, 1966. 125 pp. $2.75.