Interferential therapy effect on mechanical pain threshold and isometric torque after delayed onset muscle soreness induction in human hamstrings

This study was undertaken to examine the acute effect of interferential current on mechanical pain threshold and isometric peak torque after delayed onset muscle soreness induction in human hamstrings. Forty-one physically active healthy male volunteers aged 18-33 years were randomly assigned to one of two experimental groups: interferential current group (n = 21) or placebo group (n = 20). Both groups performed a bout of 100 isokinetic eccentric maximal voluntary contractions (10 sets of 10 repetitions) at an angular velocity of 1.05 rad · s(-1) (60° · s(-1)) to induce muscle soreness. On the next day, volunteers received either an interferential current or a placebo application. Treatment was applied for 30 minutes (4 kHz frequency; 125 μs pulse duration; 80-150 Hz bursts). Mechanical pain threshold and isometric peak torque were measured at four different time intervals: prior to induction of muscle soreness, immediately following muscle soreness induction, on the next day after muscle soreness induction, and immediately after the interferential current and placebo application. Both groups showed a reduction in isometric torque (P < 0.001) and pain threshold (P < 0.001) after the eccentric exercise. After treatment, only the interferential current group showed a significant increase in pain threshold (P = 0.002) with no changes in isometric torque. The results indicate that interferential current was effective in increasing hamstrings mechanical pain threshold after eccentric exercise, with no effect on isometric peak torque after treatment.     

Early non-parental care and toddler behaviour problems: Links with temperamental negative affectivity and inhibitory control

This longitudinal study examined the link between multiple aspects of early non-parental care and internalizing and externalizing behaviour at 30 months of age. We also examined whether this link was mediated by children's inhibitory control and moderated by early temperamental negative affectivity. Participants were 193 mothers and their infants (91 girls; 79 firstborn). Negative affectivity was measured with a temperament questionnaire at 3 months of age. Information on non-parental care (i.e. centre-based care, number of hours, number of concurrent arrangements, long-term instability of care and age of entry) was obtained through monthly maternal interviews across the first year of life. At 30 months of age, toddlers’ inhibitory control was measured with observational tasks, and behaviour problem questionnaires were completed by the mothers and the caregivers. The mediation model was not supported. Greater observed inhibitory control, however, was related to less caregiver-reported internalizing and externalizing behaviour. Furthermore, negative affectivity moderated the effect of early non-parental care on behaviour problems. Non-parental care was unrelated to behaviour problems in toddlers who displayed low or mean levels of negative affectivity as infants. For infants high in negativity, however, centre-based care was associated with higher mother-rated internalizing and externalizing problems. In sum, the link between aspects of non-parental care during the first year of life and toddlers’ behaviour problems was not mediated through inhibitory control. Instead, inhibitory control and non-parental care, in conjunction with negative affectivity, appear to be two independent predictors of toddlers’ internalizing and externalizing behaviour.     

“I Want to Be One Less”: The Rhetoric of Choice in Gardasil Ads

It is nearly impossible to watch television without encountering advertisements for pharmaceuticals that purport to ease a plethora of medical concerns. From restless leg syndrome to heartburn, there are new drugs available for a wide variety of health-related conditions. One of the more controversial remedies on this list is the Gardasil vaccine. Gardasil was designed by the drug company Merck to protect against 4 strains of the sexually transmitted disease human papillomavirus. According to the Gardasil website, one of the human papillomavirus strains that Gardasil protects against causes 70% of cervical cancers. Marketing Gardasil as a miracle product and an anticancer vaccine, Merck in 2006 launched a massive public relations campaign to encourage all young women between 9 and 26 years of age to receive Gardasil.     

Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic

There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as “good” science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers’ views. The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider. The findings show that ‘resistance’ to including SSI is not just an issue for individual teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge and thereby make assessment easier.     

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.     

Failed regulations and school composition: selective admission practices in Chilean primary schools

This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals.     

A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators

Research in Science Education - This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics...     

A pedagogy of emotion in teaching about social movement learning

This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.     

Trends in inclusive education at regional and interregional levels: issues and challenges

The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education, and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points for future debate on inclusive education.

Parenting a Child with a Learning Disability: A Qualitative Approach

The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.