Effects of glucose–fructose versus glucose ingestion on stride characteristics during prolonged treadmill running

Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running.     

What’s your goal? The importance of shaping the goals of engineering tasks to focus learners on the underlying science

Instructional Science - Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than...     

Steps Toward Transformation: One College’s Achieving The Dream Story

Tarrant County College’s Achieving the Dream transformation has not only changed the college but all who engaged in the initiative. In four years, through ATD TCC became a college with one purpose, one goal, and one focus—student success through data informed decision making. From TCC Chancellor Dr. Erma Johnson Hadley to campus administrators, faculty, and staff, the college embraced the call for systemic change and fully engaged in the step by step process. Personnel throughout the college reported widespread satisfaction with senior leadership and viewed collaborations with colleagues across the district as beneficial and personally rewarding. Tireless endeavors to wholly engage stakeholders, build a culture of evidence, and employ effective student success interventions through ATD not only transformed TCC but ushered the college onto the national stage with Leader College recognition. The college’s next steps include keeping that momentum going and building on what it has accomplished.     

‘We do not wish to be sofa cushions,or even props to men,but we wish to work by their side’: celebrating women as popular educators at the Anglican Church congresses 1881–1913

ABSTRACT

The Anglican Church congresses sought to foster relations between clergy and lay people. They promoted the Church as part of the social fabric of the nation with parades, civic receptions, services and public talks. Women were a presence at the congresses as platform speakers, organisers, hostesses and members of the audience. Congresses provided opportunities for informal collaborations and networking between organisations including the National Union of Women Workers, Mothers’ Union and Girls’ Friendly Society. Dedicated women’s sections from 1881 provided a space that was exploited by women activists seeking a voice in the public sphere. The congresses reflected a context of increasing professionalisation amongst women. This article celebrates the contribution made by women in the role of popular educators via congress platforms between 1882 and 1913. In addition, the article seeks to commemorate the unvoiced presence of working class women who engaged with the congresses as members of the audience.     

Chinese and Canadian Children's Evaluations of Lying and Truth Telling: Similarities and Dfferences in the Context of pro-and Antisocial Behaviors

The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture.     

Steps to abstract reasoning: An interdisciplinary program for cognitive development

A learning cycle approach to undergraduate instruction was implemented in a variety of subjects in the liberal arts and sciences. The students in the experimental program were typical representatives of an institution with liberal admissions policies. Significant gains were made in critical thinking and cognitive skill development by the experimental group. Additionally, retention of the experimental group was improved. Gains of this sort have the potential to rekindle hope in college faculties that some of the traditional goals of higher education that center on critical thinking and cognitive skill development need not be abandoned in institutions with liberal admissions policies.     

Growing up in a tourist destination: developing an environmental sensitivity

Abstract

This paper explores how the socio-cultural milieu of a community may foster a sense of environmental stewardship among children and young people. Ethnographic fieldwork, carried out in a popular tourist destination in Australia, revealed that the overt impacts of tourism activity such as littering provoke negative feelings among children and young people; these perceptions can in turn translate into a sensitivity towards the environment. While debated in some circles, a Significant Life Experiences (SLE) lens is useful in understanding children and young people’s lived experiences of – and sensitivity to - environmental issues in the communities where they are raised. SLE is employed in this article to explore how a sense of stewardship towards the environment is developed among children and young people growing up in a tourist destination. Findings suggest they actively contribute to protecting the environment in a variety of ways from regular beach clean ups and educating visiting tourists to participating in rallies and anti-development protests.     

Who are Rural Students? How Definitions of Rurality Affect Research on College Completion

Research in Higher Education - Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to...     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.