Adept through adaptation: Third culture individuals’ interpersonal sensitivity

This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity.     

Sexuality education: findings and recommendations from an analysis of 10 United States programmes

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes.     

Changes in serum haptoglobin as an acute response to a marathon road race

In order to assess the possible occurrence of acute haemolysis with prolonged exertion, serum haptoglobin levels were determined from venous blood samples collected from eight male runners immediately preceding (PreRH), immediately following (PRH1), and 6 h following (PRH2) completion of a marathon road race. The subjects' mean age, percentage of body fat, and maximum oxygen uptake (VO2max) were 46 +/- 9 years, 12.1 +/- 3.4% and 54.9 +/- 8.4 ml kg-1 min-1, respectively. The mean race finish time for the subjects was 3:35 +/- 0:18 h:min. The PreRH, PRH1 and PRH2 averaged 129 +/-18, 97 +/- 48 and 86 +/- 35 mg dl-1 respectively. Significant differences of -32.5 mg dl-1 between PreRH versus PRH1 and -42.5 mg dl-1 between PreRH versus PRH2 were found. The difference between PRH1 and PRH2 of -10.6 mg dl-1 was not significant. No significant correlations were found between the decreases in serum haptoglobin and VO2max or race finish time. The data suggests to occurrence of an acute haemolysis with performance of the marathon road race.     

Timing of ball release in overarm throws affects ball speed in unskilled but not skilled individuals

We tested the hypothesis that variability in the timing of ball release in overarm throws affects ball speed. Nine unskilled and six skilled throwers made 30 throws fast and accurately from a sitting and standing position. Angular positions of finger and arm segments were recorded with search-coils at 1000 Hz; ball speed was measured with a radar gun. The time of ball release from the fingertips was measured with respect to seven arm kinematic reference points. Mean timing windows for ball release were 28 ms for unskilled throwers and 7 ms for skilled throwers. Mixed-model analyses of variance showed that a there was a statistically significant relationship between ball speed and the timing of ball release in unskilled throwers, but not in skilled throwers. This was presumably due to the difference in variability of the timing of ball release between the two groups. In contrast, skilled throwers showed a relationship between ball speed and peak forearm angular velocity (one measure of arm speed). We conclude that although variability in the timing of ball release can affect ball speed, this is only a major factor in unskilled throwers. When skilled throwers throw fast, variability in ball speed is due to variability in arm speed.     

Comparison of 2D video and electrogoniometry measurements of knee flexion angle during a countermovement jump and landing task

Quantifying countermovement jump (CMJ) and landing knee flexion angle is important for performance and injury risk assessment. The purpose of the study was to compare electrogoniometer (El-Gon)- and video-derived CMJ and landing knee flexion angle. Twenty-two adults performed three CMJs while knee flexion angle was simultaneously assessed using an El-Gon and video. The average systematic offset (RMSE) of the El-Gon-derived knee flexion angle throughout the entire movement was 7.03°?±?2.69°. Excellent reliability was demonstrated by the El-Gon (ICCavg?=?0.92). Countermovement knee flexion angle, maximum landing knee flexion angle and flexion angle at maximum vertical ground reaction force were 12.0°, 10.9°, and 5.7° higher, respectively, when assessed using El-Gon (p?<?0.001), compared to video. Errors between instruments are likely due to El-Gon crosstalk, misalignment and/or axis determination. The El-Gon is a cost-effective and time-efficient alternative to video analysis for the assessment of knee flexion angle if the error is accounted for and the sensor is precisely attached.     

Causal Attributions for Success or Failure of Students in College Algebra

Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n = 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi- square procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty.     

Technology User Groups and Early Childhood Education: A Preliminary Study

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.