Differences between the sexes and age-related changes in orienteering speed

The aim of this study was to assess the effects of the age and sex of the competitor on orienteering speed during competitive events. The results of the fastest three male and fastest three female competitors in each 5-year age band (21-79 years), from four national orienteering events, were analysed. The data for age and orienteering speed were log-transformed and regression analyses were conducted to determine the relationships between age and sex and orienteering speed. For comparison, data for the fastest Great Britain finisher in the 10,000-m track and 10-km cross-country events for age groups 40-69 years at the World Masters Championships were also analysed. The results showed that, before the age of 40 years, there was no substantial slowing in orienteering speed for males (0.5-4.2% per decade) but a moderate decline (4.7-10.0% per decade) for females. After the age of 45 years, the orienteering speed of males and females slowed by 13+/-2% and 16+/-4% per decade (mean +/- s), respectively, until around the age of 69, after which the deterioration was accentuated. The orienteering speed of the females was 81+/-4, 74+/-6 and 69+/-7% that of the males at ages 21, 45 and 65 years, respectively. The magnitudes of the age-related slowing of orienteering speed and of the difference in orienteering speed between males and females aged 45 years and over were greater than those reported for the other endurance running events. This may reflect the physical demands of running in orienteering terrain, tactical and cognitive aspects of the sport, or sociocultural aspects of the participating population.     

Correlates of simulated hill climb cycling performance

The aim of this study was to assess the relationship between several commonly used aerobic and anaerobic cycle ergometer tests and performance during a treadmill cycling hill climb. Eight competitive cyclists (age 27+/-7 years; body mass 73.2+/-5.2 kg; height 177+/-6 cm; mean +/- s) completed six tests in random order: a lactate minimum test; a Wingate anaerobic power test; and two 6-km climbs at 6% and two 1-km climbs at 12% gradient performed on a motorized treadmill. The mean times and power outputs for the 6-km and 1-km climbs were 16:30+/-1:08 min: s and 330+/-17.8 W, and 4:19+/-0:27 min: s and 411+/-24.4 W, respectively. The best individual predictor of 6-km and 1-km performance times was the time for the corresponding climb at the other distance (r = 0.97). The next strongest predictor of both hill climb performances was the average power produced during the Wingate test divided by body mass. Stepwise regression analysis showed that the two variables contributing most to the prediction equation for both climbs were the Wingate average power per unit of body mass and maximal aerobic power divided by total mass (rider + bike), which together accounted for 92 and 96% of the variability in the 6-km and 1-km climbs. In conclusion, among competitive cyclists, the Wingate average power per unit of body mass was the best single predictor of simulated cycling hill climb performance at the distance and gradient used.     

TWX and interlibrary loans

Libraries now have available to them a variety of ways of speeding the flow of information among widely scattered locations. One of the means for the improvement of interlibrary loan service is the use of the teletypewriter, and the use of Teletypewriter Exchange Service (TWX) by medical libraries during the past three years is described. The background of library applications of teletypewriter systems is outlined, and the advantages, types of use, cost factors, and experiences of some groups are discussed, as well as the impact of the "network concept" on library service.     

Differential Treatment of Siblings in Two Family Contexts

We examined differential treatment of siblings (maternal involvement, discipline, children's chores) in 2 contexts: families with and without a disabled child. Further, we assessed the connections between differential treatment and both children's adjustment and sibling relationships. Subjects were 62 children, 8–14 years old, half with younger disabled siblings and half with younger nondisabled siblings. In home interviews children rated their adjustment and sibling relations, and mothers reported on discipline strategies used with each child. In 7 nightly phone interviews, mothers recalled durations of specific activities with each child and each child's chores during that day. Analyses revealed greater levels of differential treatment in families with disabled children but no context differences in the correlations between older and younger siblings' treatment. Dimensions of differential treatment were linked to children's adjustment and sibling relationships, and some of these links differed across context.     

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education.     

Development of the California school climate and safety survey‐short form

Planning is essential to creating safe schools and it is required by the Federal No Child Left Behind legislation (U.S. Department of Education, 2004) and implemented via district local education action plans. The implementation of these plans involves continuous monitoring and reevaluation of information pertinent to each campus. As such, this process is facilitated by the availability of measures that are simple to administer, inexpensive, and whose psychometric properties have been evaluated. The California School Climate and Safety Survey (CSCSS), originally developed by M.J. Furlong, R. Morrison, and S. Boles (1991), was specifically developed for these purposes. The CSCSS is a student self‐report questionnaire created to measure general school climate and personal safety‐related experiences. In this article, we present the results of an evaluation of the CSCSS including exploratory and confirmatory factor analyses. These analyses reduced the original CSCSS research version from 102 items to 54 items. The psychometric properties of this CSCSS‐SF (Short Form) are presented. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 137–149, 2005.     

A Preliminary Evaluation of REACH: Training Early Childhood Teachers to Support Children’s Social and Emotional Development

This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children’s social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers’ interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children’s classroom behavior suggest increases in children’s prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers’ capacity to support social–emotional development of young children, and point to the need for additional research.     

The quantification of joint laxity in dancers and gymnasts.

The aim of this study was to determine the range of movement in gymnastic and dance populations. Sixty-five participants (41 females, 24 males; mean age 21.4 years) were assessed. The sample included dancers and gymnasts ranging from novice and club standard to international and professional status. Non-specialized physical education students acted as controls. Range of movement was measured at the shoulders, hips, lumbar spine and ankles using a Loebl hydrogoniometer, and inherent joint laxity was assessed using Beighton and coworkers' adaptation of the Carter and Wilkinson 9-point scale. The right and left sides of the body were assessed and measures of active and passive motion were recorded. A graded increase in laxity was observed from controls, through novice gymnasts, to dancers and finally international gymnasts. The greater laxity of females than males was also confirmed. Dancers and gymnasts had a greater passive range of movement in all joints, which was partly inherited and partly acquired. There was a large difference between their active and passive ranges, which appeared to render the joints unstable.     

A comparison of the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities with preschool children

The purpose of the present study was to determine the degree to which performance on the McCarthy Scaies of Children's Abilities correlated with performance on the Stanford-Binet for a group of preschoolers. The sample consisted of 44 children ranging in age from 3–11 to 5–4. It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores, r^xy = .90. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales.