Language and reading impairments are associated with increased prevalence of non-right-handedness

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.     

Considered evaluation of clinical placements in a new medical school

This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes.     

Parameterising expertise in coaching: Past,present and future

Abstract

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.     

Build Your Program by Building Your Team: Inclusively Transforming Services,Staffing and Spaces

ABSTRACT

User feedback told the story of the largest and busiest campus library being dated in both physical form and programmatic function. Under the framework of a newly-developed strategic plan, library leadership initiated a comprehensive and inclusive assessment program to understand fully user needs by engaging users, campus partners, and, importantly, library personnel. Simultaneously, they embarked on a review of change management literature for guidance on implementing the required transformation. Informed by the change management philosophy of John Kotter, the library utilized the findings of the assessment program to craft and implement a sustainable transformation of its services, staffing, and spaces.     

Livelihood and Social Division

The struggle for livelihood has always been of central concern to working class people. In Australia today the concentration of unemployment raises issues which must be seen as part of an historical process, involving the reconstruction of social division and the struggle for the right to subsistence. These issues are examined in this article, with particular attention to the social and economic changes which have produced this threat to livelihood. Our research has shown that the responses of working class young people to this situation bring into sharp relief the complex social processes through which social division is produced. The evidence suggests that the cultural perspectives of working class males and females in Australia still have a force and significance which represent a potential challenge to the present pattern of restructuring of the economy which has resulted in such widespread unemployment. This raises particular questions about the growth in local employment initiatives in Australia (as in Europe) and its implications for curriculum development in schools in working class neighbourhoods.     

A ‘powerful,creative history’: the reticence of women architects to donate their professional records to archival repositories

The article reports the findings from research investigating the impact of international standards for records management. This is a significant issue for the recordkeeping community given the significant resourcing devoted to the development of international standards. Previous attempts to measure impact have met with little success, so this research approached the problem area from a new angle, namely the indirect influence of standards on practice via their use in education and training. Data was collected from a global survey of educators and trainers. Findings demonstrate that the standards are being used extensively at undergraduate and postgraduate level as well as in vocational training. However, a number of barriers to use are identified. The research provides a strong foundation for further investigation of impact and use of the international standards.     

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.     

Acute effects of intense interval training on running mechanics

The aims of this study were to determine if there are significant kinematic changes in running pattern after intense interval workouts, whether duration of recovery affects running kinematics, and whether changes in running economy are related to changes in running kinematics. Seven highly trained male endurance runners (VO 2max = 72.3 +/- 3.3 ml kg -1 min -1 ; mean +/- s) performed three interval running workouts of 10 X 400 m at a speed of 5.94 +/- 0.19 m s -1 (356 +/- 11.2 m min -1 ) with a minimum of 4 days recovery between runs. Recovery of 60, 120 or 180 s between each 400 m repetition was assigned at random. Before and after each workout, running economy and several kinematic variables were measured at speeds of 3.33 and 4.47 m s -1 (200 and 268 m min -1 ). Speed was found to have a significant effect on shank angle, knee velocity and stride length (P ? 0.05). Correlations between changes pre- and post-test for VO 2 (ml kg -1 min -1 ) and several kinematic variables were not significant (P > 0.05) at both speeds. In general, duration of recovery was not found to adversely affect running economy or the kinematic variables assessed, possibly because of intra-individual adaptations to fatigue.     

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.