Teaching and Learning Metaphor

In this study I look at recent work done by psychologists in the field of metaphor comprehension as well as longer‐established philosophical theories. I suggest that there is a great deal that English teachers can gain by having a broader understanding of metaphor. I look at how Year 7 pupils, in particular, can benefit a great deal from such notions.     

A biomechanical comparison of dominant and non-dominant limbs during a side-step cutting task

Abstract

Numerous studies have investigated anterior cruciate ligament (ACL) injury risk by examining gender differences in knee and hip biomechanics during a side-step cutting manoeuvre since it is known that ACL injury often occurs during such a task. Recent investigations have also examined lower extremity (LE) biomechanics during side-step cutting in individuals following ACL reconstruction (ACLR). Common research practice is to compare knee and hip biomechanics of the dominant limb between groups but this can add considerable complexity for clinicians and researchers. At this time, it is not known if there is a difference in LE biomechanics between the dominant and non-dominant limb during side-step cutting. Three-dimensional kinematics and kinetics were collected while 31 healthy participants performed five, side-step cutting manoeuvres with the dominant and non-dominant limbs. Knee and hip variables examined are those commonly investigated in ACL injury literature. There were no differences between limbs in all but one variable (knee internal rotation). These results demonstrate that healthy individuals exhibit little side-to-side differences in certain LE biomechanics when performing a side-step cutting manoeuvre. These findings can be utilised by clinicians when conducting dynamic evaluations of their ACLR patients and when developing injury prevention and rehabilitation programmes.     

Assessment in French primary schools

ABSTRACT

Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered.     

Perceived discrimination and the adjustment of African American youths: a five-year longitudinal analysis with contextual moderation effects

Longitudinal links between perceived racial discrimination and later conduct problems and depressive symptoms were examined among 714 African American adolescents who were 10-12 years old at recruitment. Data were gathered 3 times over a 5-year period. Hypotheses were tested via latent curve modeling and multiple-group latent growth modeling. Increases in perceived discrimination were associated with increased conduct problems and depressive symptoms. This association was weaker when youths received nurturant-involved parenting, affiliated with prosocial friends, and performed well academically. For conduct problems, the association was stronger for boys than for girls; for depressive symptoms, no gender differences emerged. The findings thus identify contextual variables that moderate the contribution of perceived discrimination to African American youths' adjustment.     

Home advantage in soccer: a retrospective analysis

The existence of home advantage has been established for all major professional team sports in England and North America. The advantage was found to be greatest in soccer, with the home team currently obtaining about 64% of all points gained in the English Football League. Home advantage has changed very little since the formation of the League in 1888 and there are only small variations between the four Divisions of the League. The advantage is less marked in local derbies, in the FA Cup and in nonprofessional competitions. It is greater in the European Cup and increases as the stages of the competition progress. The allocation of three points, instead of two, for a win in the Football League has not changed home advantage, but its effect has been greatly reduced in the GM Vauxhall Conference where an away win gains more points than a home win. The statistical evidence suggests that crowd support and travel fatigue contribute less to home advantage in soccer than do the less easily quantifiable benefits of familiarity with conditions when playing at home. Further possible explanations for the advantage are discussed in the light of findings in other sports.