Reliability of a Protocol for Testing Endurance Performance in Runners and Cyclists

This study examined stability and reliability of free-living physical activity assessed by pedometer in 69 young female college students (M age = 18.7 years, SD = 1.2, range: 18-25 years; body mass index = 23.2 kg/m², SD = 0.6) for two complete weeks (Week 1 and Week 2) separated by 12 weeks. During Week 1, participants took an average of 8,880 steps/day, SD = 3,219, range: 1,858-19,480; during Week 2 9,088 steps/day, SD = 3,299, range 1,736-16,837; t (68) = -.568, p = .572. In both weeks, only Sunday differed significantly (repeated measures analysis of variance; Week 1: p < .0001; Week 2: p < .01) from all other days of the week. The computed intraclass correlation between weeks was moderate (.72). Group mean pedometer-determined physical activity was stable across 2 weeks separated by 12 weeks in this young, healthy sample of women. Individuals within these groups held their rank order to a moderate extent over time. These findings provide important evidence of the reliability of pedometer-determined physical activity data and are of practical importance to study design.     

Ageing of brazilwood dye in wool – a chromatographic and spectrometric study

Brazilwood was used in this work to dye wool mordanted with different amounts of copper(II) sulfate, alum and iron(II) sulfate. Two different dyeing methods were used: premordanting (MD) and simultaneous mordanting (M+D) procedures. In order to evaluate the influence of the mordant ion in the brazilein chromophore photodegradation, samples were subjected to artificial light ageing. Color measurements were made and, for the first time, LC-DAD-ESI-MS was used for chromophore analysis of the dyed fibers before and after light exposure. Mordant ion quantification was done after fiber acid digestion, by inductively coupled plasma-optical emission spectroscopy (ICP-OES) and flame atomic absorption spectroscopy (FAAS). Mordant metal ion, mordant bath concentration and dyeing procedure were found to have strong influence in the wool fiber hues. Color variation was more pronounced in the alum dyed samples. Overall, mordant quantification showed that the amount of metal ions found in the fibers is very small when compared to the original concentrations of the dyeing bath, being Cu the ion with greater affinity for the wool fibers. MD dyeing procedure yielded fibers with larger amounts of mordant metal ions and higher chromophore peak areas. Higher amounts of brazilein were extracted from wool mordanted with copper(II) sulfate. Finally, chromatographic analysis of the brazilwood dyed samples before and after light exposure resulted in the detection of Type C compound as an outcome of the photodegradation process.     

STEM Pathways for Black and Latinx Middle and High School Students

The Urban Review - Considering the growth and promising outlook of STEM occupations and the significant need to diversify STEM, the present study explored Black and Latinx youths’ situated...     

Educational equity,academic standards,and countercontrol: Preventing academic deficits with supplemental interdependent rewards

School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards.     

第四代科学中心和科技博物馆:向参与性、变革和跨学科演变

本文分析了全球科学中心和科技博物馆漫长且充满挑战性的演变过程。第一代科技博物馆以收藏“历史珍宝”、科学仪器、原创机械制品和技术设备为主;第二代科学中心和科技博物馆同时注重被动接受及互动性;第三代科学中心和科技博物馆变得更加充满活力,侧重于以参观者为中心,倡导互动体验。正在逐渐发展起来的第四代科学中心和科技博物馆则注重参与性、变革、跨学科、虚实结合,融科技、生态、人文及艺术为一体,推崇在一个有主动意识、注重参与、博学多识并具有科学素养的社区中围绕展品进行创造性的探究、实验、创新、讨论、学习以及举办活动。     

VIOLENCE DIRECTED AGAINST TEACHERS: RESULTS FROM A NATIONAL SURVEY

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12^th‐grade (K‐12) teachers from 48 states who completed an anonymous web‐based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three‐fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed.     

Training Tech Services’ Student Employees Well: Evidence-based Training Techniques in Conjunction with Coaching and Mentoring Strategies

Librarians in higher education who work in technical services must frequently rely on student employees to accomplish tasks previously assigned to professional staff. Hiring, training, managing, and mentoring student workers for the performance of high-level library functions can prove challenging. However, working side-by-side with student employees can be a positive experience when evidence-based training techniques and effective coaching and mentoring strategies are utilized. This article focuses on training techniques integrated with ongoing coaching and mentoring strategies to promote a positive work environment and motivated, successful student employees.     

Activities to Teaching Electric Field Based on Physics by Inquiry

We designed and used a series of activities （named activities to teaching electric field （ATEF）） based on the Physics by Inquiry （PBI） strategy to teaching the electric field concept with university students. We used a concentration factor tool to assess the effectiveness of those activities used during three weeks of instruction. Results indicate that students who had traditional teaching obtained a very tiny gain （less than 1%）; concentration factors indicate that most of their responses fall into a random area, which is not favorable. On the other hand, the experimental group using our activities had greater gains （〉 10%） than the control group. Concentration factors showed that after instruction, students＇ mental models changed toward a favorable pattern about comprehension of electric field concept and Coulomb＇s law. A hypothesis test of two samples indicated that there is a significant difference between both traditional teaching and ATEF based on PBI.