Epistemological beliefs across cultures: critique and analysis of beliefs structure studies

The findings of epistemological beliefs studies in North America, Hong Kong and Taiwan were compared and interpreted in terms of the different cultural contexts and methodologies used in the research studies. Based on cross culture analysis a hypothesis for the structure of epistemological beliefs was proposed. Implications were also drawn for future research in this field, in light of the limitations and potential of existing measuring instruments.     

Comparison of force-related performance indicators between heavyweight and lightweight rowers

The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity.     

How much effort is needed to keep up with the literature relevant for primary care?

OBJECTIVES: Medicine must keep current with the research literature, and keeping current requires continuously updating the clinical knowledge base (i.e., references that provide answers to clinical questions). The authors estimated the volume of medical literature potentially relevant to primary care published in a month and the time required for physicians trained in medical epidemiology to evaluate it for updating a clinical knowledge base. METHODS: We included journals listed in five primary care journal review services (ACP Journal Club, DynaMed, Evidence-Based Practice, Journal Watch, and QuickScan Reviews). Finding little overlap, we added the 2001 "Brandon/Hill Selected List of Print Books and Journals for the Small Medical Library." We counted articles (including letters, editorials, and other commentaries) published in March 2002, using bibliographic software where possible and hand counting when necessary. For journals not published in March 2002, we reviewed the nearest issue. Five primary care physicians independently evaluated fifty randomly selected articles and timed the process. RESULTS: The combined list contained 341 currently active journals with 8,265 articles. Adjusting for publication frequency, we estimate 7,287 articles are published monthly in this set of journals. Physicians trained in epidemiology would take an estimated 627.5 hours per month to evaluate these articles. CONCLUSIONS: To provide practicing clinicians with the best current evidence, more comprehensive and systematic literature surveillance efforts are needed.     

Walter White(ness) lashes out: Breaking Bad and male victimage

This essay situates the television show Breaking Bad (BB) and its critical reception in the context of American politics following the economic and political events of 2008. Reading the show as an allegory, I demonstrate that it offered a pathway for viewers to maintain investments and commitments to a toxic, white masculinity threatened by 2008’s economic and political dislocations. Taking the show up for its capacity to allegorize the human experience, Breaking Bad’s critically acclaimed status among viewers from widely divergent political positions suggests that the investment in raced and gendered ideas of individual freedom crosses partisan lines, indicating that American national identity and white masculinity share a mutually sustaining incoherence. Understanding the cultural roots of American victimage evident in post-2008 America helps explain how BB distinguished itself from similar masculine “anti-hero” dramas.     

The spiritual component of children’s lives: the role of media

Drawn from a larger study of Canadian children’s sense of self and media habits, this study explores the role of religiosity and/or spirituality within 535 children’s (281 girls, 254 boys; 5–13 years of age) self‐reported media preferences and habits over a three‐year period. Results indicate that the theme of spirituality and/or religiosity emerged most frequently within the context of after‐school activities, music listening habits and the reading habits of participants’ mothers. Aside from children in Grade 1 (five–six years), girls were more likely than boys to mention issues of spirituality and religiosity, particularly during preadolescence (10–13 years). Younger children reported more issues of spirituality than older children. Results are discussed in terms of educational implications for critical media literacy.     

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature.