Effects of cold water immersion on lower extremity joint biomechanics during running

The purpose of this study was to identify the influence of cryotherapy on lower extremity running biomechanics. Twenty-six healthy male volunteers were randomised into two intervention groups: cold water (cold water at ~11°C) or tepid water (tepid water at ~26°C). They were required to run at 4.0 ± 0.2 m · s^?1 before and after they underwent water immersion for 20 min. Differences between pre- and post-intervention were used to compare the influence of water intervention during running. Peak joint angles, peak joint moments, peak ground reaction forces (GRF) and contact time (CT) were calculated using three-dimensional gait analysis. Independent t-tests were applied with a significant alpha level set at 0.05. Decreased peak propulsive and vertical GRF, decreased plantarflexion moments, increased hip flexion angle and longer CT were observed following cold water immersion. Although cold water immersion (cryotherapy) affected the running movement, none of the alterations have been related to running biomechanical patterns associated with injuries. Therefore, our results indicated that cold water immersion appears safe prior to running activities.     

Suitable for whom? The case of system of rice intensification in Tanzania

Purpose: This study examines the suitability of the system of rice intensification (SRI) for diverse small-scale farmers in Tanzania by exploring if poor and non-poor farmers adopt the system to a similar extent.

Originality: The suitability of low-external input technologies such as SRI for diverse African farmers is a contentious issue. Existing studies suggest that adoption may be skewed away from poorer farmers, but no studies have explicitly categorized farmers who participate in adoption of SRI.

Methods: Farmers exposed to SRI were randomly surveyed. Sample farmers were categorized into three socioeconomic groups – wealthier, middle-wealth, and poorer – using factor and cluster analysis approaches. Wealth category is then used in a logit model to determine probabilities of adopting SRI practices across the different groups.

Findings: The results indicate that middle-wealth group adopt SRI to a greater extent compared to the wealthier and poorer groups. The extent of adoption by wealthier and poorer groups is similar, although constraining circumstances differ. Access to factors that consistently explained adoption: contact with extension services, land with water, and labor, vary systematically among groups.

Theoretical implication: Low adoption is often assumed on reduced exposure to a technology, and non-adopters are expected to eventually adopt. The results suggest, however, that farmers, who have not adopted, may not do so, even after being exposed. SRI as a package does not fit their socioeconomic conditions.

Practical implications: To support adoption across all wealth categories, extension should focus on promoting individual practices rather than the package to enable farmers adopt practices that fit their socioeconomic characteristics.     

Do local contributions affect the efficiency of public primary schools?

Are public schools that rely on local resources for a greater share of their financing more cost-effective? Could financial decentralization lead to more efficient schools? This paper attempts to answer these questions using cost, financial sources and student achievement data from Philippine primary schools, which are financed primarily from central sources but which also raise funds from other sources, to differing degrees. It concludes that schools which rely more heavily on local sources, such as contributions from the local school board, municipal government, parent-teacher associations (PTA) and other sources are more efficient—i.e. have lower cost, holding constant for enrollment and quality. A 1% increase in the share of financing coming from local sources will lead to a decline in total costs of 0.135%, or about the cost of providing for a place for one more student.     

Agricultural innovation systems and farm technology adoption: findings from a study of the Ghanaian plantain sector

Purpose: We assess farm technology adoption in an integrated analysis of social networks and innovation in plantain production in Ghana. The paper explores the strength of social networks in the agricultural innovation systems (AISs) and the effect of AISs on adoption of improved farm technology.

Methodology/Approach: The paper uses social network analysis (SNA) tools to identify, map and analyze the AISs and the two-stage Heckman selection model. Combining qualitative and quantitative methods allows testing the differential effects of social networks on technology adoption.

Findings: We find weak innovation systems in the study area. Farmers are central in the social networks but have little to no influence in the innovation system perspective. Social network capital plays a critical role in improving adoption of improved farm technology.

Practical implication: Focal farmers are important actors disseminating farm technology. They should be supported by policies to interact more effectively with research and extension agents. Strengthening the role of social networking in the innovation system will enhance adoption of improved farm technology.

Theoretical implications: The inclusion of SNA indicators in the adoption model is a novel approach for quantifying the effect of the innovation system and contributes to understanding the roles of different actors. Further validation of the SNA indicators is needed for a comprehensive analysis of the innovation system.

Originality/value: The innovation system approach is useful for researchers and policy-makers by encouraging them to consider new innovation actors and relationships in technology development and dissemination. Combining quantitative and qualitative methods can help to identify starting points for policies to promote innovations among farmers.     

Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study

This article provides an estimation of how frequently, and from whom, children aged 0–11 years (Ns between 9 and 24) receive one-on-one verbal input among Tsimane forager-horticulturalists of lowland Bolivia. Analyses of systematic daytime behavioral observations reveal < 1 min per daylight hour is spent talking to children younger than 4 years of age, which is 4 times less than estimates for others present at the same time and place. Adults provide a majority of the input at 0–3 years of age but not afterward. When integrated with previous work, these results reveal large cross-cultural variation in the linguistic experiences provided to young children. Consideration of more diverse human populations is necessary to build generalizable theories of language acquisition.     

Learners’ perspectives on Life Orientation sexuality education in South Africa

ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.     

International students’ perspectives of a diverse class on multiculturalism

Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice.