A network under stress: using embeddedness to understand uncertainty management and resilience in campus emergencies

Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis.     

Football and Urban Expansion in São Paulo,Brazil, 1880-1920

Football is central to Brazilian society, its way of imagining itself and its position in the world. Existing accounts of the origins of football in Brazil in the late nineteenth- and early twentieth-centuries tend towards mono-causal explanations, highlighting the role of British pioneers and Brazilian enthusiasm for the game. This article argues for a multi-causal explanation, using a mixed methodology of archival research in Brazil and the UK, combined with spatial analysis through the development of GIS maps. Building upon the existing interpretations, it shows how important the historical contexts of dynamics of urban expansion and transport infrastructure development – both with considerable British influence – were to the establishment of football as Brazil's national sport.     

The effect of 14 weeks of vitamin D3 supplementation on antimicrobial peptides and proteins in athletes

Heavy training is associated with increased respiratory infection risk and antimicrobial proteins are important in defence against oral and respiratory tract infections. We examined the effect of 14 weeks of vitamin D₃ supplementation (5000 IU/day) on the resting plasma cathelicidin concentration and the salivary secretion rates of secretory immunoglobulin A (SIgA), cathelicidin, lactoferrin and lysozyme in athletes during a winter training period. Blood and saliva were obtained at the start of the study from 39 healthy men who were randomly allocated to vitamin D₃ supplement or placebo. Blood samples were also collected at the end of the study; saliva samples were collected after 7 and 14 weeks. Plasma total 25(OH)D concentration increased by 130% in the vitamin D₃ group and decreased by 43% in the placebo group (both P = 0.001). The percentage change of plasma cathelicidin concentration in the vitamin D₃ group was higher than in the placebo group (P = 0.025). Only in the vitamin D₃ group, the saliva SIgA and cathelicidin secretion rates increased over time (both P = 0.03). A daily 5000 IU vitamin D₃ supplement has a beneficial effect in up-regulating the expression of SIgA and cathelicidin in athletes during a winter training period, which could improve resistance to respiratory infections.     

Visual body pedagogies: how anti-oppressive education informs the teaching and learning of sporting bodies

In this article, the authors borrow from anti-oppressive education theory for its potential to disrupt how students visually conceive sporting bodies and to problematize the teaching and learning of these bodies within undergraduate physical education (PE) programs. Fourteen photo stories produced by students enrolled in PE programs at two universities were analysed using a semiotic approach to excavate the emergent themes of sporting bodies from the narratives. Relying on Kumashiro's anti-oppressive educational theoretical framework, the authors found that most of stories reified discursive practices that (re)produce gender oppression in sport. Despite these findings, the authors also discovered anti-oppressive pedagogies are useful for teaching against the body oppressions conveyed in the photo stories. How anti-oppressive education informs other areas of PE should be examined in the future.     

Effects of load mass carried in a backpack upon respiratory muscle fatigue

Purpose: The purpose of this study was to investigate whether loads carried in a backpack, with a load mass ranging from 0 to 20?kg, causes respiratory muscle fatigue. Methods: Eight males performed four randomised load carriage (LC) trials comprising 60?min walking at 6.5?km?h^?1 wearing a backpack of either 0 (LC₀), 10 (LC₁₀), 15 (LC₁₅) or 20?kg (LC₂₀). Inspiratory (P_Imax) and expiratory (P_Emax) mouth pressures were assessed prior to and immediately following each trial. Pulmonary gas exchange, heart rate (HR), blood lactate and glucose concentration and perceptual responses were recorded during the first and final 60?s of each trial. Results: Group mean P_Imax and P_Emax were unchanged following 60-min load carriage in all conditions (p?>?.05). There was an increase over time in pulmonary gas exchange, HR and perceptions of effort relative to baseline measures during each trial (p?p?>?.05). Conclusions: These findings indicate that sub-maximal walking with no load or carrying 10, 15 or 20?kg in a backpack for up to 60?min does not cause respiratory muscle fatigue despite causing an increase in physiological, metabolic and perceptual parameters.     

A SPECIAL‐PURPOSE STUDIO

The paper describes the design and use of a studio system which arose out of the need to give demonstrations of experimental procedures to practical classes of up to 150 students. Since the requirements could be specified in some detail it was possible to use novel methods of working which turned out to be very efficient and economical.     

Behavior management in cognitive early education

Even though behavior management is a very high priority of teachers of young children, systems of behavior management receive less attention than do methods of teaching academic content. Even when there are well developed sytems of behavior management, they do not necessarily reflect the same philosophy and methods of teaching that are used to teach content. The authors report on “cognitive-mediational behavior management”, a system designed to be consistent with a cognitive early education program, the Cognitive Curriculum for Young Children. In both behavior management and all their other teaching, teachers use in this program a mediational teaching style. Teachers emphasize thinking processes rather than correct answers, take a problem-solving approach to learning, help children to acquire generalizable strategies of thinking and problem-solving rather than using trial-and-error learning, are optimistic about children’s abilities to learn, and facilitate children’s acquisition of fundamental thinking modes. This system is seen as basically incompatible with a behaviorist, contingent reinforcement system. Behavior sequences are suggested for working with unacceptable behavior so as to produce both behavior change and cognitive change.