Risks, rules, and roles

Summary Based on ten years of fieldwork with a focus on macro-micro linkages from organizational ethos and structure to language behavior and roleplaying, this report centers on institutional changes that affect cognitive, social, and linguistic development of youth. Argued here is the resilience of those young people who find their way to youth-based (as distinct from youth-serving) organizations during their out-of-school lives. These organizations provide an institutional force to fill the voids left by intergenerational communication and nurturance breakdowns and an absence of meaningful work for youth in community and family life. Part 1 gives an overview of areas of interaction, work, and support that institutions fail to give in post-industrial societies and sets up the framework to view the fact that some youth create an institutional force through youth-based organizations that take over key socialization roles. Here crossage peers become their own agents to create an ecology of learning significantly different from customary agents of transmissive socialization. Part 2 answers the questions of what happens in this ecology of learning, and how learning works in youth-based organizations that place high emphasis on the real work of production and performance. Within these organizations that offer a type of liminal zone between childhood and full entry into adult life, youth take risks, play roles, and set their own rules in order to achieve a group goal of excellence in performance. Part 3 looks at language use within these organizations and addresses the means by which youth-based organizations remain dynamic and responsive to the rapidly changing dimensions of youth needs. Part 4 sets out certain changes necessary in the thinking of adults about models of socialization and their role in helping to make possible learning ecologies young people will see as effective. Part 5 pulls together the macro and micro dimensions of the findings to highlight the importance of research on the ways that rules, roles, and risks play within the work of learning.

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Zusammenfassung Risiken, Regeln und Rollen. Jugendperspektiven zur Lernarbeit in der Gemeindeentwicklung Basierend auf zehn Jahren Feldforslchung mit dem Fokus auf den Makro-Mikro-Zusammenh?ngen zwischen organisationaler Struktur und dazugeh?rigem Ethos einerseits und Sprachverhalten und Rollenspiel andererseits konzentriert sich dieser Beitrag auf den institutionellen Wandel, der sich auf die kognitive, soziale und sprachliche Entwicklung der Jugend auswirkt. Auff?llig ist die Selbstbehauptungskraft derjenigen Jugendlichen, die in ihrer au?erschulischen Freizeit den Weg zu jugendzentrierten Einrichtungen finden. Diese Organisationen vermitteln eine institutionelle Macht, die die Leere der intergenerationellen Kommunikation, der Bildungsabbrüche und der fehlenden Aufgaben für Jugendliche im Familien- und Gemeindeleben füllt. Abschnitt 1 gibt zum einen einen überblick über Interaktionsbereiche, die Arbeit und Unterstützung, die Institutionen der postindustriellen Gesellschaft nicht geben, und zeigt dann auf, welche institutionelle Kraft manche Jugendliche durch Engagement in jugendzentrierten Initiativen entwickeln, denen Schlüsselfunktionen in ihrer Sozialisation zukommen. Hier werden altersgemischte Peergruppen ihre eigenen Interessenvertreter, um eigene Lernumgebungen zu schaffen, die sich signifikant von den herk?mmlichen, auf Stoffvermittlung bestehenden Ans?tzen unterscheiden. Teil 2 beantwortet die Fragen, was in diesen Lernumwelten geschieht und welch wichtigen Platz Lernen in diesen jugendzentrierten Einrichtungen mit ihrer deutlichen Betonung von ernsthafter produktorientierter Arbeit und Darstellung einnehmen. In diesen Projekten mit ihrem Angebot für den Zeitraum zwischen Kindheit und vollst?ndigem Eintritt in das Erwachsenenleben akzeptieren Jugendliche Risiken, spielen Rollen und setzen sich Regeln, um hervorragende Gruppenergebnisse, z. B. bei einer Theateraufführung, zu erreichen. Abschnitt 3 betrachtet die Sprache, die in diesen Organisationen benutzt wird, und benennt die Mittel, mit deren Hilfe jugendzentrierte Einrichtungen dynamisch bleiben und auf die raschen Wechsel der jugendlichen Bedürfnisse antworten. Teil 4 beschreibt einige notwendige ?nderungen im Denken der Erwachsenen hinsichtlich der Sozialisationsmodelle und beschreibt ihre Rolle für die effektive Gestaltung von Lernumgebungen für junge Menschen. Im fünften Abschnitt werden Forschungsergebnisse der Makro- und Mikroebene zusammengefasst, um die Wichtigkeit der Forschung zu unterstreichen, die darüber aufkl?rt, welche Rolle Regeln, Rollen und Risiken in der Lernarbeit spielen.

     

Bioresistive identification of heat shock protein 90

90 kDa heat shock protein (HSP90) is a ubiquitous molecular chaperone and is one of the abundant proteins present in a cell under normal and stressed conditions. The adenosine triphosphate (ATP) binding region of HSP90 is currently under a great degree of study because of the interest of its role in cancer and protein maintenance; the binding of ATP to HSP90 induces a large conformational change in the protein as a result of the activity of different types of stressors within the cells. In the present paper, a simple microfluidic biosensor is proposed for the characterization of ATP-HSP90 interactions through the principle of bioresistive variation. The experimental results prove that the present biosensor system is highly suitable for the detection of heat shock proteins present in a real-time biological sample, which is very useful for in-situ biomedical applications and rapid pathogenic detections.     

Prescriptions for Art Museums in the Decade Ahead

Abstract The landscape of art museums has been altered since the AAM's 1992 publication Excellence and Equity. Rather than following a path towards community service or an educational mandate, the field has been led astray by a corporate mindset. The author identifies the primary challenges facing art museums in rebalancing their mission, and suggests a series of remedies to the unrealistic economic model that threatens to exclude education as museums' primary mandate.     

Heat acclimation improves intermittent sprinting in the heat but additional pre-cooling offers no further ergogenic effect

The aim of this study was to determine the effect of 10 days of heat acclimation with and without pre-cooling on intermittent sprint exercise performance in the heat. Eight males completed three intermittent cycling sprint protocols before and after 10 days of heat acclimation. Before acclimation, one sprint protocol was conducted in control conditions (21.8 ± 2.2°C, 42.8 ± 6.7% relative humidity) and two sprint protocols in hot, humid conditions (33.3 ± 0.6°C, 52.2 ± 6.8% relative humidity) in a randomized order. One hot, humid condition was preceded by 20 min of thigh pre-cooling with ice packs (-16.2 ± 4.5°C). After heat acclimation, the two hot, humid sprint protocols were repeated. Before heat acclimation, peak power output declined in the heat (P < 0.05) but pre-cooling prevented this. Ten days of heat acclimation reduced resting rectal temperature from 37.8 ± 0.3°C to 37.4 ± 0.3°C (P < 0.01). When acclimated, peak power output increased by ～2% (P < 0.05, main effect) and no reductions in individual sprint peak power output were observed. Additional pre-cooling offered no further ergogenic effect. Unacclimated athletes competing in the heat should pre-cool to prevent reductions in peak power output, but heat acclimate for an increased peak power output.