Perceptions of women managers and their communicator competencies 1

A stepfamily often faces unique challenges that can influence the strength of its bonds. One way in which stepfamily members adapt to these challenges is through communication. This study investigates adolescents’ and young adults’ use of topic avoidance in stepfamilies and its association with satisfaction and the parenting style of the stepparent. The results revealed that the more satisfied the participants were with their mother, father, stepmother, stepfather, and stepfamily overall, the less avoidance they were likely to employ. The findings also showed that more authoritarian stepparenting tended to increase the amount of avoidance, whereas more permissiveness and authoritativeness decreased it. Authoritativeness and authoritarianism were more strongly associated than permissiveness with participants’ avoidance. Perceptions of authoritarian stepparenting were also negatively associated with participants’ satisfaction with their stepparent. Finally, low or high degrees of persmissiveness were associated with low levels of satisfaction, but moderate degrees of permissive stepparenting were associated with moderate degrees of satisfaction with one's stepfamily.     

Foot strike patterns of recreational and sub-elite runners in a long-distance road race

Abstract

Although the biomechanical properties of the various types of running foot strike (rearfoot, midfoot, and forefoot) have been studied extensively in the laboratory, only a few studies have attempted to quantify the frequency of running foot strike variants among runners in competitive road races. We classified the left and right foot strike patterns of 936 distance runners, most of whom would be considered of recreational or sub-elite ability, at the 10 km point of a half-marathon/marathon road race. We classified 88.9% of runners at the 10 km point as rearfoot strikers, 3.4% as midfoot strikers, 1.8% as forefoot strikers, and 5.9% of runners exhibited discrete foot strike asymmetry. Rearfoot striking was more common among our sample of mostly recreational distance runners than has been previously reported for samples of faster runners. We also compared foot strike patterns of 286 individual marathon runners between the 10 km and 32 km race locations and observed increased frequency of rearfoot striking at 32 km. A large percentage of runners switched from midfoot and forefoot foot strikes at 10 km to rearfoot strikes at 32 km. The frequency of discrete foot strike asymmetry declined from the 10 km to the 32 km location. Among marathon runners, we found no significant relationship between foot strike patterns and race times.     

Teachable moments: Taking advantage of multicultural encounters

This paper presents the rationale of the Hartford Half Tuition Program at the University of Hartford which enrolls qualified graduates of city high schools. Since its inception four years ago, it has changed the demographics of the institution and been the catalyst for many events, discussions, and interactions that have served as teachable moments for the development of students, staff, and faculty. A critique of key elements of the program leads to the identification of lessons learned.Elizabeth A. McDaniel, Associate Vice President for Academic Affairs at the University of Hartford, received a B.A. in psychology from the University of Florida, M.S. in Education from Barry University, and a Ph.D. in Education from the University of Miami. She is actively involved in issues relating to curriculum, instruction, and community in higher education. Tamara Moreland, Director of the Office of Graduate and Adult Academic Services at the University of Hartford, earned her B.S. in Economics, and is expected to receive her master's in organizational behavior from the University of Hartford in December 1994. Her interests are organizational design, group dynamics, and the influence of culture on interpersonal relationships.     

The Cultural Work of Teacher Education

Engaging teacher education as cultural work positions teacher educators and pre-service teachers as cultural workers. Cultural workers foreground the cultural complexities of their situated experiences while aiming to produce cultures that transform prevailing inequalities and injustices in public education. Doctoral students are also cultural workers translating the world of academia and their role in it as they learn to educate teacher candidates. How doctoral candidates engage in this cultural work depends greatly on the degree to which their faculty mentors are able to reveal the contradictions and opportunities for expansive learning that co-exist within schools of education and individual departments such as curriculum and learning. This article looks at this conundrum from the perspectives of a doctoral student and a senior faculty member.     

Nausea is associated with endotoxemia during a 161-km ultramarathon

This study explored possible contributing factors to gastrointestinal distress, including endotoxemia, hyperthermia, dehydration and nutrition, during a 161-km ultramarathon. Thirty runners participated in the study and 20 finished the race. At three checkpoints and the finish, runners were interviewed to assess the incidence and severity of 12 gastrointestinal symptoms and to determine dietary intake. Core temperature was measured at the same locations. Runners were weighed pre-race, at the three checkpoints and the finish to monitor hydration status. Blood markers for endotoxemia (sCD14) and inflammation (interleukin-6 and C-reactive protein) were measured pre- and post-race. Gastrointestinal symptoms were experienced by most runners (80%), with nausea being the most common complaint (60%). Runners with nausea experienced significantly greater (P = 0.02) endotoxemia than those without nausea (sCD14 mean increase 0.7 versus 0.5 µg · mL^?1). There was a significant positive correlation (r = 0.652, P = 0.005) between nausea severity and endotoxemia level. Inflammatory response, core temperature, hydration level and race diet were similar between runners with and without nausea. This study links endotoxemia to nausea in ultramarathon runners. Other possible contributing factors to nausea such as hyperthermia, dehydration and nutrition did not appear to play a role in the symptomatic runners in this study.     

Integrating marriage education into perinatal education

Couples making the transition to parenthood experience challenges that can threaten the quality and stability of their relationships and the health of family members. Currently, the educational infrastructure to support the delivery of couple-relationship education during the transition to parenthood is limited. Because new-parent couples interact with the health care system at many points during this transition time, an opportunity exists for strengthening couple relationships within the system to improve the well-being of adults and children. In this article, we propose a productive collaboration between marriage/couple educators and health care systems to integrate couple-relationship education into the standard of perinatal care.     

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes classroom technology. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process.     

Organizing for Teacher Agency in Curricular Co-Design

Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for organizing design research that promotes teachers’ agency in designing new science curriculum materials. We describe how CHAT informed our efforts to structure a collaborative design space in which teachers and other participants sought to develop new curriculum materials intended to help realize a new vision for science education. Specifically, we describe the tools and routines we deployed to support the design process, and we analyze the ways in which teachers took up elements of our design process as well as how they adapted, resisted, and suggested alternative tools and strategies to help develop new curriculum materials. In so doing, we illustrate ways in which CHAT can serve as a guide both for organizing collaborative design processes and for analyzing their efficacy.     

Bioconservatism,bioenhancement and backfiring

ABSTRACT

The prospect of enhancing ourselves through the use of new biotechnologies is for the most part, hypothetical. Nevertheless, the question of whether we should undertake such enhancement is worthy of discussion as it may become possible in the future. In this article, we consider one form of argument that conservative opponents of biotechnological means of enhancement (bioconservatives) deploy in opposition to the use of enhancement technologies—the backfiring objection. This is the objection that the use of such technologies is liable to go wrong and lead to outcomes that are inferior to the outcomes intended. We will argue that the objection is not nearly as significant as bioconservatives suppose it to be. Bioconservatives sometimes supplement the backfiring objection by arguing that change will be irreversible, that the new (or the unconventional) is especially liable to backfire and that humans possess severe and permanent limitations which cannot be overcome. We consider these ways of supplementing the backfiring objection and argue that each of them, when properly understood, is of limited value to the bioconservative. We also consider how traditional approaches to moral education can be supplemented by bioenhancement.