The influence of the site of sampling and assay medium upon the measurement and interpretation of blood lactate responses to exercise.

This paper reports the findings of two investigations into methodological problems associated with the interpretation of blood lactate (BLa) in the sports sciences. In Experiment 1, brachial artery (A), antecubital venous (V) and fingertip capillary (C) blood samples were drawn simultaneously from nine subjects (mean age 21.1 +/- 1.3 years) during an incremental treadmill protocol and immediately assayed for BLa concentration. Experiment 2 investigated the extent of lactate concentration differences in whole blood (WB), lysed blood (LB) and plasma (P) measured using a YSI 23 AM analyser. In Experiment 1, a comparison of the mean BLa concentrations obtained from the three sites revealed no significant differences (P greater than 0.05). Correlations between BLa samples from different sites were very high, with r values ranging from 0.858 to 0.983. In Experiment 2, the mean lactate concentrations were: WB, 4.7 +/- 2.7 mM; LB, 5.0 +/- 3.0 mM; P, 7.0 +/- 3.8 mM. Plasma (P) values were significantly higher than WB and LB. Values from all sites were highly correlated with coefficients ranging from 0.963 to 0.987. In conclusion: (1) Significant arterial and venous BLa concentration differences do not exist during incremental treadmill exercise. (2) As capillary BLa concentrations reflect arterial values, their use in laboratory and field settings is recommended. (3) Lactate concentration differences in whole blood, lysed blood and plasma will influence the assessment of performance at fixed lactate reference values. (4) If the inter-laboratory test procedures are to be standardized and results compared, precise reporting of lactate sampling and assay techniques is critical.     

Effects of strategy training on Progressive Matrices performance

Two qualitatively different information-processing algorithms for solution of Raven's Progressive Matrices items have been identified. Whereas the Gestalt algorithm involves spatial operations upon the test stimuli, the Analytic algorithm employs logical operations upon features abstracted from the displays. In this study, training groups were established varying both in the Strength (Weak or Strong) and Type (Gestalt or Analytic) of training at three grade levels. Two sets of post-test measures were given. Ambiguous items were constructed such that more than one correct answer was possible, some being the result of the Gestalt algorithm and others of the Analytic algorithm. Subjects' performances on the Ambiguous items indicated that strong Analytic training had been particularly effective and was specific to Analytic answer options. The second post-test measure was Set I of the Advanced Progressive Matrices. Performance on these Test items indicated that the effects of strategy training had been maintained, and were due to the facilitation of Analytic item performance by Analytic training. The effects of Strength and Type of training were consistent across Grades. These results support Hunt's analysis of Raven's Progressive Matrices items, and demonstrate that strategy training based upon a precise information processing task analysis can be effective in improving Progressive Matrices performance. The implications of these results for intellectual assessment are discussed.     

The making of Mark Rothko's Harvard Murals

Mark Rothko's Harvard Murals are a series of paintings on canvas commissioned by Harvard University and created in the early 1960s. The present study investigates Rothko's creative process, materials, and technique with ultraviolet and infrared imaging, analytical chemistry, cross-sectional analysis, and comparisons with the literature. Infrared and Raman spectroscopy imaging of cross sections help with the chemical mapping of the paint stratifications. A comparison of paper studies, studies on canvas, and the final five works installed give a detailed insight into Rothko's editing process. The intimate relationship between works on paper and canvas is traced by uncovering a back and forth between the two media, and the mixing of dry pigment with binder is a common theme for works on both supports. Motif developments, changes, and distinct painting campaigns become apparent with ultraviolet induced visible fluorescence imaging and infrared reflected infrared digital photography. Color measurements and microfading experiments give insight into the stability and light sensitivity of the materials used by Rothko in the Harvard Murals.     

Teachers’Choice of Storybooks: What Messages do Children Hear?

An important dimension to the teaching of literacy must be the quality of the texts provided for children to read. The features of reading texts in schools have only recently become the object of sustained inquiry but it appears there are some interesting issues in the different perceptions children and teachers may have of these texts. Phil Kirby explores some of these issues in this article and provides excellent evidence that choice of story books is not the simple issue it might appear.     

Social Media and Active Shooter Events: A School Crisis Communication Challenge

In recent years, the need to study the communication challenges schools face during crises has become essential. The current study included semi-structured interviews with 56 crisis team members from 21 P–12 districts. Participants identified the social media challenges and strategies districts employ during crisis events. Implications for scholars and P–12 administrators are discussed.     

Encountering my privilege (and others’ oppression)

ABSTRACT

Courses: Communication and Diversity, Intercultural Communication, Gender Communication

Objectives: After completing this semester-long activity, students should be able to (1) articulate a systems-of-oppression (privilege←→oppression) approach to thinking about difference; (2) confront and “interact differently” with one social identity category where they have privilege; and (3) explain the corresponding form of oppression at individual, institutional, and societal/cultural levels.     

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students’ chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry – ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.     

IRT analyses of Arabic letter knowledge in Kindergarten

Reading and Writing - Little research has been conducted on Arabic letter knowledge. This study investigates the nature of Arabic letter knowledge, its dimensionality, and the relative difficulty...