Creating the plural self: athletic teams’ use of members’ bodies

Galatzer‐Levy and Cohler's (1993) definition of “ self” allows for the possibility of a “ plural self,” that is, moments when an individual locates the center of initiative for action, feeling, and awareness among a group of people. Using observations and interviews, this investigation explores the ways four basketball teams used players’ bodies to create such a plural self, transforming autonomous individuals into interconnected, deindividualized members. One set of somatic practices made the team perceptible as a whole: huddles, team movements, hand slapping, and certain passing drills. A complementary set of practices encouraged the players to incorporate the team into their bodies. Examples presented of such incorporation are communal relaxation of bodily tension, the rhythms of shared ritual music, and a “sixth sense” of the location of teammates. Acute pain interferes with the emergence of this plural self in both injured and healthy players. The possibility is raised that for many athletes this temporarily realized plural self continues as a possible self and invites the development of certain virtues and failings.     

Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented.     

The effect of l-citrulline and watermelon juice supplementation on anaerobic and aerobic exercise performance

Citrulline has been proposed as an ergogenic aid, leading to an interest in watermelon given its high citrulline concentration. The aim of this study was to determine the effects of a single, pre-exercise dose of l-citrulline, watermelon juice, or a placebo on the total maximum number of repetitions completed over 5 sets, time to exhaustion, maximal oxygen consumption (VO₂max), anaerobic threshold, and flow-mediated vasodilation. A randomised double-blind within-participants study design was used to examine these effects among 22 participants (n = 11 males). Supplementation included either a 7.5% sucrose drink containing 6 g of l-citrulline, 710 mL of watermelon juice (~1.0 g citrulline), or a 7.5% sucrose placebo drink. Supplementation was administered 1 or 2 h before exercise testing to investigate a timing effect. There was no significant effect between the three supplements for the total number of repetitions, time to exhaustion, VO₂max, anaerobic threshold, or flow-mediated vasodilation. There was also no interaction observed relative to gender or supplement timing (P > 0.05). A single dose of l-citrulline or watermelon juice as a pre-exercise supplement appears to be ineffective in improving exercise performance; however, greater doses of l-citrulline have been shown to be safe and are currently left unexamined.     

Musculoskeletal stiffness during hopping and running does not change following downhill backwards walking

Eccentric contractions that provide spring energy can also cause muscle damage. The aim of this study was to explore leg and vertical stiffness following muscle damage induced by an eccentric exercise protocol. Twenty active males completed 60 minutes of backward-walking on a treadmill at 0.67 m/s and a gradient of ? 8.5° to induce muscle damage. Tests were performed immediately before; immediately post; and 24, 48, and 168 hours post eccentric exercise. Tests included running at 3.35 m/s and hopping at 2.2 Hz using single- and double-legged actions. Leg and vertical stiffness were measured from kinetic and kinematic data, and electromyography (EMG) of five muscles of the preferred limb were recorded during hopping. Increases in pain scores (over 37%) occurred post-exercise and 24 and 48 hours later (p < 0.001). A 7% decrease in maximal voluntary contraction occurred immediately post-exercise (p = 0.019). Changes in knee kinematics during single-legged hopping were observed 168 hours post (p < 0.05). No significant changes were observed in EMG, creatine kinase activity, leg, or vertical stiffness. Results indicate that knee mechanics may be altered to maintain consistent levels of leg and vertical stiffness when eccentric exercise-induced muscle damage is present in the lower legs.     

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching,Instruction, and Student Achievement

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.     

The discrete charm of the bourgeoisie: quantum and continuous perspectives on innovation and growth

This paper discusses the relative merits of discrete versus continuous perspectives on innovation, technical change, and economic growth. It discusses the innovation time series literature in some detail to extract the continuous and clustering properties of the historical record on innovation. It then proposes a mosaic/avalanche model based on percolation theory and self-organized criticality to address this question.