Connecting religion and teacher identity: The unexplored relationship between teachers and religion in public schools

It is increasingly acknowledged that for individuals to participate in a pluralistic and democratic society, they must understand religious conviction and difference. In educational literature, the discussion surrounding education and religion focuses on the implications for students. It is important to consider what this may mean to the teachers, as teachers directly influence student learning. This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies.     

Simultaneous Delivery of a Face-to-Face Course to On-Campus and Remote Off-Campus Students

The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction. Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students access to the course in real time. The planning and delivery of the course is described, including the technology used, the support provided by the university and technology support staff, the course that was used for the pilot project, and how students were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students (both on- and off-campus), and technology support personnel are summarized.     

Seeing one another as “other”

In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself.     

<Emphasis Type="Italic">See The Dance</Emphasis>: Piloting an Arts-Based Intervention in Higher Education

Every year in higher education institutions across the United States many college students from underrepresented minority groups experience prejudice, discrimination, and verbal harassment based on their race and/or ethnicity. Although underutilized as a preventative intervention strategy in higher education, studies show that the arts have enormous potential to reduce risk factors by facilitating anti-bias education in a nonthreatening way. As a proof of concept, this study discusses the social problem, provides a summary of an arts-based intervention design and development process, and reports the results of a pilot test.     

Too Many Pumpkins

丽贝卡·埃斯特尔是一位老妇人。在她年轻的时候,她家里很穷,他们能吃的就只有南瓜,所以她讨厌南瓜。     

Assessment of the power performance of racing cyclists

A 30‐s ‘all‐out’ power protocol was studied in four groups of racing cyclists including internationals (n = 8), Category 1 (n = 10), Category 2 (n = 15) and Category 3 (n = 11). Following warm‐up each subject completed five trials interspersed by 3 min of low intensity exercise on an ergowheel racing cycle ergometry system at a power output of 15 W kg^–1 body weight, generated at 130 rev min^–1. Temporal indices of performance included delay time (DT) to achieve the power criterion, total time (TT) of the maintenance of the power criterion and the ratio of TT/DT. ‘Explosive’ leg strength was assessed from a vertical jump. The results indicated that international and Category 1 cyclists had lower DT (2.2 ± 0.1s and 2.1 +0.0s, respectively; P<0.05), higher TT (28.1 ±0.7s and 27.0+0.7s, respectively; P<0.05) and elevated TT/DT (12.8 and 12.9, respectively; P<0.01). ‘Explosive’ leg strength was also higher (P<0.05) in the internationals than in the other groups of cyclists. The protocol provides a sport‐related method for the assessment of short term endurance performance ability in racing cyclists which may be of value in identifying the anaerobic capability of individual cyclists.     

Physiological efficiency of constant power output at varying pedal rates

Abstract

The study investigated the absolute and relative (% maximal) physiological demands of constant power output at three pedal rates chosen to incorporate the range used by racing cyclists. Following the assessment of maximal exercise capabilities utilizing a recently developed racing cycle ergometry system, ten highly trained racing cyclists undertook a randomized sequence of work bouts at low (70.0 ± 1.1), medium (94.8 ± 0.8) and high (126.5 ± 1.1) pedal rates per minute at constant power output under an unloaded (free wheel) condition and under a loaded (196.2 ± 8.0 W) condition which demanded approximately 75% VO₂ max. In both the unloaded and loaded conditions absolute cardiorespiratory demands of work at the highest pedal rate were significantly higher than those at the low and medium pedal rates (P<0.05). Similarly, the relative (% max) cardiorespiratory demands of unloaded work at the highest pedalling rate were significantly greater that at low and medium pedal rates (P < 0.05). There were clear, but nonsignificant trends of elevated relative cardiorespiratory demands during loaded work at the highest pedal rate, compared with low and medium pedal rates. Furthermore, net muscular efficiency demonstrated a significant decline (P<0.01) at the highest pedalling rate (21.2%) compared with the medium (24.0%) and low (25.6%) pedalling rates, confirming that metabolic economy of constant power output declined with increased pedalling rate under simulated racing cycling conditions.     

An investigation into breast support and sports bra use in female runners of the 2012 London Marathon

Abstract

Although it is acknowledged that appropriate breast support during exercise is important, no published literature has assessed breast support usage in a cohort of female marathon runners. This study aimed to identify sport bra use and perceived importance of sports bra use in female marathon runners. Bra satisfaction, incidence of bra related issues and factors that influence the appropriateness of sports bras were also investigated. A 4-part, 30-question survey was administered to 1397 female runners at the 2012 London marathon registration and via an online survey. In total 1285 surveys were completed. Sports bra use and its perceived importance was high, however was lower in moderate compared to vigorous activity, and lower in participants with smaller breasts. Seventy-five per cent of participants reported bra fit issues. The most common issues were chaffing and shoulder straps digging in, with a higher incidence of issues reported by participants with larger breasts. Use of professional bra fitting was low, and perceived knowledge of breast health was poor. Engagement with sports bra use is high although sports bra design could be improved to alleviate bra fit issues experienced by female runners. Educational initiatives are needed to ensure females are informed regarding the importance of breast support and appropriate bra fit during activity.