Programmed Learning Procedures Applied to Varied Media

The idea of presenting programmes by audio means, or of combining audio and visual development in the same programme has been late in developing. But by 1967 several teaching machines in the United Kingdom had been developed with audio capacity, although such equipment is still very much in a minority. The growth of audio-visual programming will allow the extension of Programmed Learning to a wider range of subject matter. If, for example, Programmed Learning could utilise visual material for teaching illiterates to read, this would be a great contribution to world education. In some areas, especially in the teaching of languages, audio-visual programmes are probably a necessity, although audio-only programmes have been developed for the teaching of foreign languages to English students¹ and have also been used in the teaching of reading². An advantage might also be expected for audio or audio-visual programmes in the group situation and in industrial training projects.     

Open access publishing models: opportunity or threat to scholarly and academic publishers?

Various models of open access publishing and new initiatives are reviewed through the published literature with recommended strategies for traditional journal publishers.     

Changes in locomotive rates during senior elite rugby league matches

The aim of this study was to quantify the changes in locomotive rates across the duration of senior elite rugby league matches. A semi-automated image recognition system (ProZone 3, ProZone?, Leeds, England) was used to track the movements of 59 players from six teams during three competitive matches. The players were classified into one of four positional groups: props (n = 9), back row (n = 9), pivots (n = 14) or outside backs (n = 27). Players' movements were classified as low, high or very high intensity running and reported as locomotive rates (distance covered per minute played) for successive quarters of each match. Analysis of variance revealed that only the outside backs showed a significantly lower overall locomotive rate during the final quarter compared to the first (P < 0.05). However, locomotive rates for high and very high intensity running during the final quarter were significantly lower (P < 0.05) than the first quarter among outside backs, pivots and props despite no change in the rate of involvements in contact. On the basis of these findings, it is suggested that high and very high intensity running locomotive rates may be more affective methods of detecting fatigue during competitive matches than overall locomotive rate.     

Using order to reason about negative numbers: the case of Violet

This case study illustrates how a 2nd-grade child, Violet, used an ordinal view of number to reason about positive and negative integers and arithmetic involving integers. Violet’s ordinal view of number facilitated her ability to reason about and correctly solve some integer-related problems and constrained her solutions to others. We demonstrate how Violet’s thinking evolved over time while she extended the properties of whole numbers and addition and subtraction to the integers. Using this case study as a basis, we propose a series of developmental milestones that build toward one’s understanding of integers and integer arithmetic in an order-based way. We believe that understanding Violet’s order-based reasoning can help us listen to other children.     

Narrative theology in Religious Education

This article advocates a pedagogy of Religious Education (RE) based upon a narratival framework informed by both narrative theology and narrative philosophy. Drawing on the work of narrative theologians including Stanley Hauerwas, the article outlines the nature of the framework, describes the four phases of learning that comprise the pedagogy, and explains how such an approach can overcome existing difficulties in how biblical texts are handled within RE. Working from the narrative assumption that individuals and communities are formed by reading, sharing and living within stories, it suggests that the pedagogy might encourage pupils to think about how the lives of Christians are shaped by their interpretations of biblical narratives, to offer their own interpretations of biblical and other texts, and to consider the stories – religious, non-religious or both – which shape their own lives. In so doing, the article moves away from a ‘proof-texting’ approach to the Bible towards one in which pupils are enabled to think about the significance of biblical narratives for both Christians and themselves.     

Notices

In this study, we examined whether a preparatory perceptual ‘anchoring’ technique would enhance the reproducibility (test–retest reliability) of adolescent children in their ability to self-regulate their exercise output on the basis of their effort perceptions. Forty-one adolescents aged 12.6±0.7 years (mean±s), randomly assigned to either an anchor or non-anchor group, undertook two identical production trials (three 3-min cycle ergometer bouts at levels 3, 6 and 8 of the Children's Effort Rating Table) over 8 days. Before each trial, the anchor group received an experiential (exercise) trial intended to provide a frame of reference for their perceived exertions. The test–retest reproducibility of the heart rates and power outputs produced during the production trials was assessed using intraclass correlation coefficients and 95% limits of agreement analysis. For the anchor group, the intraclass correlation coefficients ranged from 0.68 to 0.81 for heart rate and from 0.39 to 0.86 for power output. For the non-anchor group, they were generally higher: 0.86 to 0.93 and 0.81 to 0.95 for heart rate and power output, respectively. The 95% limits of agreement indicated no marked differences between the two groups in the amount of bias and within-subject error. The results suggest that among these adolescents, the implementation of an experiential anchoring protocol had no positive effect on the reproducibility of their exercise regulation during prescribed cycling.     

A three-season comparison of match performances among selected and unselected elite youth rugby league players

Abstract

This study compared technical actions, movements, heart rates and perceptual responses of selected and unselected youth rugby league players during matches (under-15 to under-17 age groups). The players’ movements and heart rates were assessed using 5 Hz Global Positioning Systems (GPSs), while their technical actions were analysed using video analysis. The maturity of each player was predicted before each season for statistical control. There were no differences (P > 0.05) between selected and unselected players in the under-15 or the under-17 age group for any variables. However, in the under-16 age group, the selected players (57.1 ± 11.9 min) played for longer than the unselected players (44.1 ± 12.3 min; P = 0.017; ES = 1.08 ± CI = 0.87), and covered more distance (5181.0 ± 1063.5 m cf. 3942.6 ± 1108.6 m, respectively; P = 0.012; ES = 1.14 ± CI = 0.88) and high-intensity distance (1808.8 ± 369.3 m cf. 1380.5 ± 367.7 m, respectively; P = 0.011; ES = 1.16 ± CI = 0.88). Although successful carries per minute was higher in the selected under-15 age group, there were no other differences (P > 0.05) in match performance relative to playing minutes between groups. Controlling for maturity, the less mature, unselected players from the under-16 age group performed more high-intensity running (P < 0.05). Our findings question the use of match-related measurements in differentiating between selected and unselected players, showing that later maturing players were unselected, even when performing greater high-intensity running during matches.     

Electroencephalogram and Heart Rate Regulation to Familiar and Unfamiliar People in Children With Autism Spectrum Disorders

Few studies have examined whether familiarity of partner affects social responses in children with autism. This study investigated heart rate regulation (respiratory sinus arrhythmia [RSA]: The myelinated vagus nerve's regulation of heart rate) and temporal–parietal electroencephalogram (EEG) activity while nineteen 8- to 12-year-old children with autism and 14 controls viewed videos of a familiar and an unfamiliar person reading a story. Children with autism had lower overall RSA levels and exhibited decreased RSA to the unfamiliar person, versus control children. Both groups decreased temporal–parietal EEG activity to the unfamiliar person. Higher RSA was related to higher social skill ratings and fewer problem behaviors. Thus, the social difficulties of children with autism may be characterized by specific mobilization to unfamiliar people.