Longitudinal Relations Among Language Skills,Anger Expression,and Regulatory Strategies in Early Childhood

Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood.     

The Influence of Individual Cognitive Style on Performance in Management Education

This paper reports the outcomes of an empirical study undertaken to explore the possibility that cognitive style may be an important factor influencing performance on certain types of task in management education. A total of 412 final year undergraduate degree students studying Management and Business Administration were tested using the Allinson- Hayes Cognitive Style Index. Their cognitive styles were then compared with assessment grades achieved for academic modules, the task categories of which were deemed to be consonant with either the Wholist/Intuitive or the Analytic style of working. Overall ability defined by final degree grades was also tested against individuals' cognitive styles. As expected, students whose dominant cognitive styles were Analytic attained higher grades for long-term solitary tasks involving careful planning and analysis of information. However, contrary to expectations, performance on tasks believed to be more suited to the Wholist/Intuitive style was also higher for Analytic individuals, as was overall ability defined by final degree grades. The results were discussed in terms of the nature of the tasks and the need for methods of performance assessment that are independent of an orientation bias. Without this, it is argued, employment selection criteria may favour the wrong type of candidate in some circumstances.     

Cow's milk as a post-exercise recovery drink: implications for performance and health

Abstract

Post-exercise recovery is a multi-facetted process that will vary depending on the nature of the exercise, the time between exercise sessions and the goals of the exerciser. From a nutritional perspective, the main considerations are: (1) optimisation of muscle protein turnover; (2) glycogen resynthesis; (3) rehydration; (4) management of muscle soreness; (5) appropriate management of energy balance. Milk is approximately isotonic (osmolality of 280–290?mosmol/kg), and the mixture of high quality protein, carbohydrate, water and micronutrients (particularly sodium) make it uniquely suitable as a post-exercise recovery drink in many exercise scenarios. Research has shown that ingestion of milk post-exercise has the potential to beneficially impact both acute recovery and chronic training adaptation. Milk augments post-exercise muscle protein synthesis and rehydration, can contribute to post-exercise glycogen resynthesis, and attenuates post-exercise muscle soreness/function losses. For these aspects of recovery, milk is at least comparable and often out performs most commercially available recovery drinks, but is available at a fraction of the cost, making it a cheap and easy option to facilitate post-exercise recovery. Milk ingestion post-exercise has also been shown to attenuate subsequent energy intake and may lead to more favourable body composition changes with exercise training. This means that those exercising for weight management purposes might be able to beneficially influence post-exercise recovery, whilst maintaining the energy deficit created by exercise.     

The center for global futures: Meeting the needs of gifted students in a laboratory school

The curriculum at the Center focuses on the exploration of alternative futures from a global perspective and provides differentiated experiences for the gifted through a comprehensive program which extends beyond local efforts.