Physical Exercise During the Morning School‐Break Improves Basic Cognitive Functions

Physical activity has not only been associated with increased physical and mental health, but also with beneficial effects on various cognitive and brain functions. This study investigated the effects of a motor and coordination oriented exercise intervention on academic achievements, attention/concentration ability, and on different facets of creative potential in a sample of school‐aged children between 11 and 14 years. The intervention was conducted during the morning school‐break over a time period of 4 weeks (5 units per week). The intervention was associated with beneficial effects on attention/concentration ability, basic arithmetic competence, and the fluency facet of creative potential. The finding that regular physical exercise during the morning break improves some basic academic and cognitive functions may motivate efforts to implement physical activity programs as promising and effective tools in the everyday school‐routine of the children to stimulate basic neurocognitive functions.     

The Cost of Critique: In(ter)vention and Ethical Violence in Kristeva and Benjamin

In this essay we argue that there is an important but frequently overlooked link between Walter Benjamin’s and Julia Kristeva’s attempts to explore new modes of critical practice. What connects Benjamin and Kristeva, in our account, is a vital concern with the cost of critique, that is, with the question whether critical agency in its most productive modes is inherently related to certain forms of ethical violence. We aim to show that, once we read them together, these authors’ pivotal contribution consists of offering an alternative model of critique animated by an ethos of in(ter)-vention, which is keyed to techniques of criticism that are both disruptive and innovative. Ethical violence here refers to a strategic displacement of moral self-perception, which undercuts people’s aspirations toward maintaining a morally robust character in the face of political adversity and social injustice. To illustrate the stakes of such displacement, we turn to the figure of the ‘anti-journalist’ Karl Kraus whose in(ter)ventions display integrity in action rather than integrity of character. Specifically, under the rubric of ethical violence, we propose a dynamic interpretation of Kraus’ performance in terms of polemical witnessing, which combines the corrosive aspects of Benjamin’s ‘destructive character’ with the constructive aspects contained in Kristeva’s notions of ‘sharing singularity’ and ‘intimate revolt’.     

Evaluation of tactical training in team handball by means of artificial neural networks

While tactical performance in competition has been analysed extensively, the assessment of training processes of tactical behaviour has rather been neglected in the literature. Therefore, the purpose of this study is to provide a methodology to assess the acquisition and implementation of offensive tactical behaviour in team handball. The use of game analysis software combined with an artificial neural network (ANN) software enabled identifying tactical target patterns from high level junior players based on their positions during offensive actions. These patterns were then trained by an amateur junior handball team (n = 14, 17 (0.5) years)). Following 6 weeks of tactical training an exhibition game was performed where the players were advised to use the target patterns as often as possible. Subsequently, the position data of the game was analysed with an ANN. The test revealed that 58% of the played patterns could be related to the trained target patterns. The similarity between executed patterns and target patterns was assessed by calculating the mean distance between key positions of the players in the game and the target pattern which was 0.49 (0.20) m. In summary, the presented method appears to be a valid instrument to assess tactical training.     

Differences in 3D kinematics between volleyball and beach volleyball spike movements

The purpose of this study was to identify differences between volleyball and beach volleyball spike jump movements performed on an indoor surface and sand surface respectively. Eight elite male volleyball players performed spike jump movements on both surfaces. An eight-camera motion capturing system (250Hz) was used to generate 3D kinematic data. Seven groups of variables representing the kinematics of the centre of mass, the countermovement, the approach phase, and the angular amplitudes and maximal velocities of the lower and upper limbs were examined using Hotelling's T2(2). Significant differences were observed in the movement of the centre of mass (P < 0.05), the countermovement, the kinematics of the approach phase, and the angular amplitudes of the lower limbs. However, no significant differences were observed either in the maximal angular velocities of the lower and upper limbs, or in the amplitudes of the upper limb motion. In conclusion, the participants showed significant adaptation to changed movement conditions. As a result of the compliance of the sand surface, the participants slowed down their movements, especially during the phase of transition from knee flexion to extension and during the extension phase. Furthermore, the participants demonstrated changes in foot position to reach the greatest height possible.     

Editorial introduction

The city-state of Hong Kong had a unique postcolonial birth in 1997, when it was handed over to the motherland, China, after the expiration of a hundred year lease on Hong Kong held by the British. In this paper, I suggest that Hong Kong's unique attainment of postcoloniality, and the evolution of her subsequent complicated relationship with Mainland China, leads to a deep sense of anxiety in Hong Kong's identity as a global city. This anxiety, I further argue, is mapped on to the physical landscape of Hong Kong. By analysing the portrayal of Tin Shui Wai, a marginal and isolated area of development in Hong Kong, and the contrasting depiction of public and private spaces in Ann Hui's 2009 film Night and Fog, I attempt to explore the Freudian “uncanny,” the return of the repressed, which constantly threatens to erupt. In the concluding section of the paper, I use Kristevian theories of abjection and the spatialization of identity to argue that the figure of Ling, the Mainland mother in Hui's film, brings to the fore Hong Kong's anxiety about its postcolonial identity and relationship with China. She epitomizes the othered self, the return of the repressed, the foreigner who must necessarily be expelled (through murder) from within the nation-space of Hong Kong.     

A Wikipedia powered state-based approach to automatic search query enhancement

This paper describes the development and testing of a novel Automatic Search Query Enhancement (ASQE) algorithm, the Wikipedia N Sub-state Algorithm (WNSSA), which utilises Wikipedia as the sole data source for prior knowledge. This algorithm is built upon the concept of iterative states and sub-states, harnessing the power of Wikipedia’s data set and link information to identify and utilise reoccurring terms to aid term selection and weighting during enhancement. This algorithm is designed to prevent query drift by making callbacks to the user’s original search intent by persisting the original query between internal states with additional selected enhancement terms. The developed algorithm has shown to improve both short and long queries by providing a better understanding of the query and available data. The proposed algorithm was compared against five existing ASQE algorithms that utilise Wikipedia as the sole data source, showing an average Mean Average Precision (MAP) improvement of 0.273 over the tested existing ASQE algorithms.     

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities

In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.     

Parent stress and satisfaction with early intervention services for children with disabilities – a longitudinal study from Germany

This study assessed parent–child and family-related stress at two points of time and analysed relationships between stress, child and family characteristics and parent satisfaction with early intervention services. In Germany, 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment responded to a questionnaire. Eighty-seven parents agreed to participate in the second survey. Results indicated that (a) perceived parenting competence is associated with general self-efficacy and satisfaction with professional support, (b) parent–child interactional stress increased with time, specifically in families with children with intellectual disability or visual impairment, (c) the level of satisfaction with amount and quality of family support was low in a considerable subgroup of parents, (d) regression analyses support predictive relationships among parent–child stress, family-related stress, perceived parenting competence and satisfaction with early intervention services.     

The pedagogic signature of special needs education

The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of a pedagogic signature should create an identity and provide guidance, particularly for teachers who are working in the context of inclusive schools with no prior knowledge or training in this regard. The study is carried out against the background of the structural uncertainty of the teaching profession and takes into consideration existing normative, theoretical and empirical approaches in education. Existing research regarding demands is largely theoretical, while empirical research is rudimentary. The present study used a multi-method approach to identify demands for working with students with special educational needs. Experts in the areas of learning disabilities and emotional/behavioural disorders completed an instrument from the field of industrial and organisational psychology, quantifying and weighting professional demands on teachers according to their importance. The results were added and validated through group discussions, creating a demand profile. By combining the results with the dimensions of a signature pedagogy, according to Shulman, it is apparent that surface structure and deep structure play a minor role in the perceptions of special needs teachers. The central importance of the implicit structure is characteristic of the pedagogic signature. This importance is represented by the target group’s emphasis on demands such as having an appreciative leadership or authenticity. An even greater emphasis is placed on the aspect of attitude – this is having a humanistic ethos. The demand profile and the resulting consequences for the practice of teaching will be considered with a view towards current problems and questions in research and practice, and particularly with regard to inclusion.