The lower body muscle activation of intermediate to experienced kayakers when navigating white water

In white-water kayaking, the legs play a vital part in turning, stabilising and bracing actions. To date, there has been no reported information on neuromuscular activation of the legs in an authentic white-water environment. The aim of the current study was to identify lower body muscle activation, using ‘in-boat’ electromyography (EMG), whilst navigating a white-water run. Ten experienced male kayakers (age 31.5?±?12.5 yr, intermediate to advanced experience) completed three successful runs of an international standard white-water course (grade 3 rapids), targeting right and left sides of the course, in a zigzag formation. Surface EMG (sEMG) outputs were generated, bilaterally, for the rectus femoris (RF), vastus lateralis, biceps femoris and gastrocnemius, expressed as a percentage of a dynamic maximal voluntary contraction (dMVC). Only RF showed significantly higher activation than any muscle on the left side of the body, and only on the left side of the course (P?=?.004; ETA²?=?0.56). Other results showed no significant difference between muscle activation in the right and left legs during each run, nor when assessed at either the right or left side of the course (P?>?.05). These findings indicate that contralateral symmetry in lower limb muscle activation is evident during white-water kayaking. This symmetry may provide a stable base to allow more asymmetrical upper body and trunk movements to be fully optimised. Lower body symmetry development should be considered useful in targeted training programmes for white-water kayakers.     

Intuitive rules in science and mathematics: the case of ‘more of A ‐‐ more of B’

In the last twenty years researchers have studied students’ mathematical and scientific conceptions and reasoning. Most of this research is content‐specific. It has been found that students often hold ideas that are not in line with accepted scientific notions. In our joint work in mathematics and science education it became apparent that many of these alternative conceptions hail from the same intuitive rules. We have so far identified two such rules: ‘The more of A, the more of B’ and, ‘Everything can be divided by two’. The first rule is reflected in students’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), in all tasks related to intensive quantities (density, temperature, concentration, etc.), and in tasks related to infinite quantities. The second rule is observed in responses related to successive division of material and geometrical objects, and in successive dilution tasks. In this paper we describe and discuss the first rule and its relevance to science and mathematics education. In a second paper (Tirosh and Stavy, in press) we shall describe and discuss the second rule.     

What Lies Beneath Seemingly Positive Campus Climate Results: Institutional Sexism,Racism, and Male Hostility Toward Equity Initiatives and Liberal Bias

This study investigates what preservice elementary school teachers assume about children's capacities to learn about equity issues and how teachers might translate teaching for social justice into actual classroom practices. Participants said they did not see the age of their students as a barrier to teaching for social justice, although their ways of conceptualizing this varied considerably, and those teaching grade 4–6 students were generally more risk-taking in the curricular and pedagogical choices they made. We found that the concepts of childhood innocence and developmental appropriateness mediated the topics and approach to topics that beginning teachers considered. Roughly half the participants believed that younger children are relatively uninterested in the events of the day, are incapable of forming nuanced opinions, and are unable to analyze political issues; while the other half disagreed. Participants concerned about engendering negative emotional responses from elementary students made more limited and generic responses to name-calling or teasing rather than naming specific forms of oppression or prompting students to reflect critically on hurtful language and behavior.     

“Governing by templates” through new modes of school inspection in Norway

To date, few observational studies have addressed Scandinavian school inspectors in the field, specifically how inspectors use templates to monitor the formative assessment routines of schools and local school authorities. This paper investigates how the current inspection handbook is being adopted and enacted on the municipal level and the school level in Norwegian compulsory schools. Specifically, this study illuminates through observation two empirical examples of how one of the 17 County Governors’ Offices, as part of a larger study, conducted regular, state school inspection. Conceptually, the paper focuses on how inspection guides and steers though use of fixed templates. Analysis shows that inspectors and schools under scrutiny are struggling in combining the traditional focus on legal compliance with a more performative emphasis on formative assessment of students. In addition, the examples given highlight how combining field observation and the concept of “governing by templates” contributes to school inspection studies, in a dynamic policy context undergoing substantial change.     

Screening homeless youth for histories of abuse: prevalence, enduring effects, and interest in treatment

Objectives

To identify the incidence of self-reported physical and sexual child abuse among homeless youth, the self-perceived effects of past abuse, and current interest in treatment for past abuse among homeless youth with histories of abuse.

Methods

Homeless and street-involved persons aged 18-23 filled out a questionnaire and participated in a structured assessment of histories of abuse, tobacco use and substance abuse.

Results

Sixty-four homeless youth in Salt Lake City, Utah completed the study, 43 males and 21 females. Eighty-four percent screened positive for childhood physical and/or sexual abuse occurring before the age of 18; 42% screened positive for both physical and sexual abuse; 72% reported still being affected by their abuse. Among all abuse victims, 44% were interested in treatment for their abuse history and 62% of homeless youth who reported still being affected by their abuse were interested in treatment. Individuals were more likely to be interested in treatment if they were female, had not completed high school or had been previously asked about family dysfunction. Many victims who declined treatment offered spontaneous insight into their decision. Interest in treatment was similar to interest in treatment for other behaviors such as smoking and substance abuse.

Conclusions

Histories of abuse are common among homeless youth. A majority of those reporting a history of abuse are still affected by their abuse. Interest in treatment for a history of abuse was comparable to interest in treatment for other morbidities in the homeless youth population such as tobacco use and substance abuse. Our finding that homeless youth continue to be impacted by their abuse and are interested in treatment should prompt more screening for histories of abuse.     

Space matters: The impact of formal learning environments on student learning

The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi‐experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning.