An investigation of proportional time spent in various communication activities by college students

This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed.     

Does biological sex impact intestinal epithelial injury,small intestine permeability,gastrointestinal symptoms and systemic cytokine profile in response to exertional-heat stress?

ABSTRACT

This study aimed to determine the influence of biological sex on intestinal injury, permeability, gastrointestinal symptoms, and systemic cytokine profile in response to exertional-heat stress. Male (n= 13) and eumenorrheic female (n= 11) endurance runners completed 2 h running at 60% V?O_2max in 35°C. Blood samples were collected pre- and post-exercise and during recovery to determine plasma intestinal fatty-acid binding protein (I-FABP) and systemic cytokine profile. Urinary lactulose:L-rhamnose ratio was used to determine small intestine permeability. I-FABP increased 479% pre- to post-exercise (p< 0.001), with no difference between sexes (p= 0.432). No differences between sexes were observed for small intestine permeability (p= 0.808), gut discomfort, total, upper- and lower-gastrointestinal symptoms. However, males reported significantly higher flatulence (p= 0.049) and abdominal stitch (p= 0.025) compared to females. IL-6, IL-8, IL-10 and IL-1ra increased pre- to post-exercise (p< 0.05), with no difference between sexes. However, IL-1β increased post-exercise in males only, and was higher in males compared to females (p= 0.044). Findings suggest that when females are in the follicular phase of the menstrual cycle, biological sex has no effect on intestinal epithelial injury and permeability, and minimal effect on gastrointestinal symptoms and systemic cytokine profile in response to exertional-heat stress.     

The influence of 2 weeks of low-volume high-intensity interval training on health outcomes in adolescent boys

Abstract

The present study aimed to establish whether 2 weeks of high-intensity interval training would have a beneficial effect on aerobic fitness, fat oxidation, blood pressure and body mass index (BMI) in healthy adolescent boys. Ten adolescent boys (15.1 ± 0.3 years, 1.3 ± 0.2 years post-estimated peak height velocity) completed six sessions of Wingate-style high-intensity interval training over a 2-week period. The first session consisted of four sprints with training progressed to seven sprints in the final session. High-intensity interval training had a beneficial effect on maximal O₂ uptake (mean change, ±90% confidence intervals: 0.19 L · min^?1, ±0.19, respectively), on the O₂ uptake at the gas exchange threshold (0.09 L · min^?1, ±0.13) and on the O₂ cost of sub-maximal exercise (–0.04 L · min^?1, ±0.04). A beneficial effect on the contribution of lipid (0.06 g · min^?1, ±0.06) and carbohydrate (–0.23 g · min^?1, ±0.14) oxidation was observed during sub-maximal exercise, but not for the maximal rate of fat oxidation (0.04 g · min^?1, ±0.08). Systolic blood pressure (1 mmHg, ±4) and BMI (0.1 kg · m², ±0.1) were not altered following training. These data demonstrate that meaningful changes in health outcomes are possible in healthy adolescent boys after just six sessions of high-intensity interval training over a 2-week period.     

Frozen pendulum?

This article examines the New Labour legacy in education, reviews the arguments of The Pendulum Swings in the light of contributions to this themed issue, examines early Coalition policymaking, and recommends four principles that should guide the search for a new approach to school improvement. Recent initiatives are found to be a parody of school reform, as previously understood, more likely to provoke a crisis than to sustain the last government's drive for improved effectiveness. The pendulum is poised to swing as current policies unravel.     

A Model of Factors Contributing to STEM Learning and Career Orientation

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.     

A sociocultural analysis of mandated curriculum change: the implementation of a new senior physics curriculum in New Zealand schools

We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred.

Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways.     

Building friendship through a cross-cultural mentoring program

This paper examines the efficacy of a short-term mentoring program in building cross-cultural friendships between students at an Australian university. Using a quasi-experimental approach, our study found that the mentoring program (Local Aussie Mentoring Program—LAMP) increased cross-cultural interactions for mentees, but not for mentors. About 45% of both mentors and mentees wished to continue their relationship with mentoring partners after the completion of the mentoring requirements. Mentees spent significantly more time with cross-ethnic friends than did controls after the completion of LAMP. We examined whether multicultural aspects of personality, as measured by the Multicultural Personality Questionnaire (MPQ), would positively correlate with cross-cultural mentoring effectiveness and cross-cultural friendship interactions (the dependent variables). Multicultural personality aspects of mentors (as measured by the MPQ) had significant positive relationships with both mentee and mentor-rated mentoring measures. All mentor MPQ scales showed some significant but small and positive relationships, with mentor friendship items, particularly Open-mindedness, Cultural Empathy and Emotional Stability. We found a significant, positive relationship between mentee Cultural Empathy and Social Initiative with cross-cultural friendship. These results show some partial support for a positive relationship between MPQ scales and cross-ethnic friendships.     

THE PERSONALITY PROFILES OF CIVIL ENGINEERING STUDENTS

The importance of determining the personality profile of the civil engineering profession is stressed. Personality profiles for civil engineering students have been determined and compared with those of other subject areas. The personality factors were also compared with the examination performance in order to determine the extent to which penonality factors are significant in the civil engineering degree course. It was not possible to separate the top students from the bottom students in the examination on the basis of personality; a similar set of personality factors were important for both groups.     

MUMEDALA—An approach to multi-media authoring

The MUMEDALA (MUlti-MEDia Authoring LAnguage) system is an authoring facility that is designed to enable the creation and control of a sophisticated interactive learning environment. Such an environment might contain a variety of channels that enable (1) the presentation of instructional material, and (2) the capture of student response and monitoring data. The latter provides the means of achieving highly individualized instructional schema based upon the use of a range of teaching media. This paper presents an overview of the MUMEDALA system, its design features and the progress being made towards its realization.