Fidelity of Implementation and Instructional Alignment in Response to Intervention Research

In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn. Results suggest that fidelity of implementation is typically monitored at Tier 2 and that alignment between tiers of intervention is often apparent yet not explicitly stated. However, researchers frequently neglect to report on fidelity of intervention in Tier 1, potentially limiting claims that can be made about the efficacy of subsequent Tier 2 intervention. Limitations and implications for future research are discussed.     

Effect of Vitamin E Supplementation on Biochemical Parameters in Pesticides Sprayers of Grape Gardens of Western Maharashtra (India)

The aim of this study was to see the biochemical effects of pesticides on sprayers of grape gardens before and after 15 days of vitamin E supplementations in Western Maharashtra (India), who were occupationally exposed to various pesticides over a long period of time (about 5 to 15 years). Blood samples were collected from all study group subjects for biochemical parameters assays before and after 15 days of vitamin E supplementation. Sprayers of grape gardens were given 400 mg of vitamin E tablet/day for 15 days. After 15 days of vitamin E supplementation to sprayers of grape gardens, we observed significantly decreased aspartate transaminase (10.88 %, P < 0.05, r = 0.88), alanine transaminase (25.92 %, P < 0.01, r = 0.46) and total proteins (3.32 %, P < 0.01, r = 0.33), whereas, no statistically significant change was found in serum acetyl cholinesterase, C-reactive proteins, albumin (ALB), globulins and ALB/globulin ratio as compared to before vitamin E supplementation. Sprayers of grape gardens, who received vitamin E supplementation, showed significantly decreased serum lipid peroxide (LP) (18.75 %, P < 0.001, r = 0.63) and significantly increased RBC-superoxide dismutase (SOD) (12.88 %, P < 0.001, r = 0.85), RBC-Catalase (CAT) (24.49 %, P < 0.001, r = 0.70), plasma ceruloplasmin (CP) (4.6 %, P < 0.01, r = 0.80), serum zinc (4.57 %, P < 0.01, r = 0.83) and serum copper (4.37 %, P < 0.01, r = 0.79) as compared to values before vitamin E supplementation. These results showed that vitamin E supplementation has ameliorating effects on these transaminase enzymes, suggesting that it may have a protective effect on liver, from pesticides induced damage. In this study vitamin E supplementation might have decreased LP levels by breaking chain reaction of lipid peroxidation. Present results indicate that vitamin E plays a crucial role in restoring the antioxidant enzymes such as SOD, CAT and CP, in population exposed to pesticides. This helps to enhance its antioxidant ability. Therefore, it is suggested that farmers, pesticide applicators, workers in the pesticide industry and other pesticide users, who come in regular contact with pesticides, may be benefited by supplementation with vitamin E.     

Pragmatic agency in technology standards setting: The case of Ethernet

Technology standards refer to the specifications that provide users and vendors with a common platform and ensure compatibility between components of a technological system. These technical “rules of the game” are being increasingly set in standards development organizations (SDOs). In this paper, I ask the question: how do actors operating in these venues address the challenges posed by the anticipatory and collective nature of the specifications they are establishing? Through an in-depth analytic narrative of the Ethernet LAN (local area network) standard, I indicate how actors engage in an ongoing process of extension generation, ratification and incorporation. In imagining alterations to a specification, approving timely modifications and crafting an identity for a rule even as it changes, they manifest “pragmatic agency” in these contexts. In exercising such agency, SDO's substantially increase the functionality of an existing standard as well as boost its long-term competitive viability.     

Measuring and Evaluating Reciprocal Journalism as a Concept

Building on research proposing reciprocal journalism as a concept underlying participatory practices and norms in journalism, this study examines how reciprocity might meaningfully be measured in a journalistic context. Using a survey of US journalists, this study adapts measures of reciprocal attitudes and behaviors to journalistic practices. It also develops measures of direct, indirect, and sustained reciprocity as applied to journalism, and explores the relationship between each of these reciprocal forms and one type of participatory behavior: interacting with audiences online. The results indicate that some measurements of positive reciprocity can be meaningfully translated to a journalistic environment and may help to predict forms of audience interaction. For future research, the findings point to the potential for forms of reciprocity to be explored as antecedents for other journalistic norms and practices.     

The Effects of Metaphor Use and Message Format on Cognitive Processing and Persuasive Outcomes of Condom Promotion Messages

The potential of pictorial and verbal metaphors to gain attention and enhance persuasion is considerable. Few scholars, however, have investigated the persuasive effects of metaphor in health messages. We applied a 2 × 2 factorial experiment to examine the effects of metaphor use (metaphor/literal) and message format (verbal/pictorial) on cognitive processing and persuasive outcomes of condom promotion messages. Results showed no significant differences in cognitive processing according to metaphor or format, but there were differences in attitudes and behavioral intentions according to metaphor and format, with literal and verbal messages performing best. Potential explanations for findings and implications for future research and health message design are discussed.     

Virtual(ly) Athletes: Where eSports Fit Within the Definition of “Sport”

Electronic sports, cybersports, gaming, competitive computer gaming, and virtual sports are all synonyms for the term eSports. Regardless of the term used, eSports is now becoming more accepted as a sport and gamers are being identified as athletes within society today. eSports has even infiltrated higher education in the form of an intercollegiate athletic sport, as two university athletic departments have made eSports an official varsity sport where scholarships are provided to collegiate eSports athletes. Thus, the intertwining of eSports and university athletics brings into question whether eSports should be considered sport by broader society. This article provides a brief history of eSports, a further developed definition of eSports, and a comparison of eSports to traditional philosophical and sociological definitions of sport. The purpose of this article is to provoke thought on the academically accepted definitions of sport and debate whether eSports should be considered a sport. Attention will be given to the following components of sport: play, organization, competition, skill, physicality, broad following, and institutionalization.     

Reconceptualising elite athlete programmes: ‘undoing’ the politics of labelling in health and physical education

High-performance sport is a big business, with nations such as Australia and New Zealand dedicating hundreds of millions of dollars in the development of facilities and in creating sporting centres of excellence. Historically, high-performance sport and elite athlete programmes (EAPs) were regulated to an extra-curricular space in schools or local communities, but over the last couple of decades, schools in Australia and New Zealand have introduced EAPs into health and physical education (PE). Recent work has begun to explore the rationale for these programmes and their educational priorities, but little research has explored how the elite athlete body is being constructed within this curriculum space. In this paper, I consider two interrelated problems. The first concerns the conflicting discourses of winning in high-performance sport versus getting everyone healthy and active in health and PE. The second involves an explanation of how the elite athlete body is being constructed in these programmes. I argue the juxtaposition of the elite athlete body as disciplined, attractive and healthy to other bodies as lazy, unattractive and unhealthy renders the other bodies as pathological or resistant to disciplinary institutions of the school. In particular, I focus on the ways in which young people's bodies are conceptualised within EAPs in relation to recreation, health, PE and other curriculum spaces. Throughout this paper, I provide examples to illustrate how EAPs may perpetuate normative ways of thinking that legitimatise elitism in schools. I propose that under radical reform, EAPs may have the potential to provide educational value and opportunities to students. I conclude by offering the cultural studies curriculum model that retains sport and desirable educational outcomes for health and PE as an alternative to elite athlete or talent development models.     

Investigation of science faculty with education specialties within the largest university system in the United States

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.