Fostering changes in attitude,knowledge and behavior: demographic variation in environmental education effects

This study employs a uniquely multi-factorial, large-scale design to investigate baseline differences and the effects of a singular outdoor educational program on environmental attitudes, knowledge and behavior among primary and secondary school students educated in four different countries. Statistical modelling approaches employed country of residence, age, nationality, sampling year, gender and urban/ rural habitation as predictor variables. Baseline scores were explained by a number of predictors but country of residence and rural-urban differences appeared as the most consistent explanatory variable for positive changes in attitude, knowledge and behavior. Given the nexus of political, social, natural and cultural data contained within the residence variable, we discuss the complex web of drivers that may influence environmental literacy and environmentally responsible behavior. Spatial variation in the value of outdoor education programs is also discussed.     

Parallel assessment of nutrition and activity in athletes: Validation against doubly labelled water, 24-h urea excretion,and indirect calorimetry

Abstract

The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal · day^?1). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g · kg^?1 · day^?1). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal · day^?1) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal · min^?1; cycling: r = 0.95, SEE = 1.4 kcal · min^?1). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes.     

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class.     

Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.     

3. Susanne von Below: Bildungssysteme und soziale Ungleichheit. Das Beispiel der neuen Bundesl?nder

Ohne Zusammenfassung     

"... a certain amount of engineering involved": constructing the public in participatory governance arrangements

This paper argues that it is time for public understanding of science to develop a critical inventory of the forms, formats and methods of public participation and their respective implications and ambiguities. It highlights the need for analysing not only the limitations and deficiencies of participatory arrangements but also their constructive dimension, in particular the construction of the subject of participation. Looking into participatory governance arrangements in the issue area of genetic testing in Germany and the UK the paper presents a typology of formats according to the way the respective public is constructed and identifies four major constructions of publics: the general public, the pure public, the affected public and the partisan public. Each of these enables certain speaking positions while foreclosing others. The study shows that the main purposes of participatory arrangements in this issue area are knowledge production and education rather than political deliberation and decision-making.     

Does inside passing contribute to the high incidence of groin injuries in soccer? A biomechanical analysis

Groin injuries are common in soccer and often cause time-loss from training. While groin injuries have been linked to full effort kicking, the role of inside passing is unclear. Therefore, the purpose of this study was to investigate hip joint kinematics and muscle force, stress and contraction velocity for adductor longus and gracilis during inside passing. 3D kinematics of ten soccer players (23.4 yrs; 77.5 kg; 1.81 m) were captured with a motion capture system inside a Footbonaut. Muscle force and contraction velocity were determined with AnyBody Modelling System. Gracilis muscle forces were 9% lower compared to adductor longus (p = 0.005), but muscle stress was 183% higher in gracilis (p = 0.005). Contraction velocity reveals eccentric contraction of gracilis in the last quarter of the swing phase. Considering the combination of eccentric contraction, high muscle stress and the repetitive nature of inside passing, gracilis accumulates high loads in matches and training. These results indicate that the high incidence of groin injuries in soccer could be linked to isolated pass training. Practitioners need to be aware of the risk and refrain from sudden increases in the amount of pass training. This gives the musculoskeletal system time to adapt and might avoid career threatening injuries.     

Discussion: With Choices Come Consequences

The Growth Model Pilot Program (GMPP) was introduced as a response to criticism of the reliance of No Child Left Behind on status‐based indicators. Although incorporating a growth component appears to be a step in the right direction, it adds a level of complexity that brings to the fore new concerns. Three of the four papers in this special issue address different manifestations of a common problem: how choices related to implementation of the GMPP, made on technical or practical grounds, can have substantial consequences for schools and teachers. The fourth paper explicates a different approach to growth modeling. Together these papers add considerably to our understanding of the strengths and weaknesses of growth‐based indicators. In this discussion, I attempt to set these papers in a larger context before providing brief reviews. I conclude by arguing that the nation will be better served if policy makers appreciated the consequences of choices before they crafted legislation and the accompanying regulations.