Outposts of science; the knowledge trade and the expansion of scientific community in post-Civil War America

By the second half of the nineteenth century, local and regional voluntary societies were among the most widespread, accessible, and familiar public scientific institutions in America. Collectively, they made up an institutional network that converted individuals' private interest in science into a public activity. They played an essential role in the dissemination of scientific information, the growth of a scientifically literate population, and the extension of public support for science in the decades after the Civil War. This essay delineates and maps the spread of these societies throughout the country, as well as the flow of scientific information both among societies and between a society and its regional hinterland. Using the Davenport [Iowa] Academy of Natural Sciences as an example, it demonstrates how local societies were embedded in a national scientific community and mediated between it and local scientific enthusiasts, to the benefit of both.     

Dynamic post-activation potentiation protocol improves rowing performance in experienced female rowers

ABSTRACT

Post-activation potentiation likely acutely improves power-based performance; however, few studies have demonstrated improved endurance performance. Forty collegiate female rowers performed isometric potentiating (ISO), dynamic potentiating (DYN) and control (CON) warm-up protocols on a rowing ergometer, followed by a three-minute all-out test to evaluate their total distance, peak power, mean power, critical power, anaerobic working capacity (W’) and stroke rate. Fifteen-second splits were also analysed. ISO consisted of 5 × 5-second static muscle actions with the ergometer handle rendered immovable with a nylon strap, while DYN consisted of 2 × 10-second all-out rowing bouts, separated by a 2-minute rest interval. The participants were divided into high and low experience groups by median experience level (3.75 years) for statistical analysis. Significant differences (DYN > CON; p < 0.05) were found for distance (+5.6 m), mean power (+5.9 W) and W’ (+1561.6 J) for more experienced rowers (n = 19) and no differences for less experienced rowers (n = 18). Mean power in DYN was significantly greater than CON and ISO in the 15–30, 30–45, 45–60 and 60–75 second intervals independent of experience level. These results suggest that DYN may benefit experienced female rowers and that these strategies might benefit a greater power output over shorter distances regardless of experience.     

Modelling Social Segregation

This paper proposes a multilevel modelling approach to the analysis of social segregation in schools. Using data on free school meal eligibility it shows that the underlying variation between schools for the period 1994-1999 has increased. It also shows that the change is greater for selective than non-selective local education authorities (LEAs). It is suggested that the approach of this paper can be applied generally to the modelling of social segregation at institution level.     

Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers

Abstract

Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments of an inquiry curriculum, then examined students' learning outcomes in classes taught by 2 teachers. The quantitative data show that there were significant differences in the learning outcomes of students in classes of the 2 teachers. This study then examined classroom enactments by the 2 teachers to understand the differences in the learning outcomes. This research specifically focused on how teacher-led discussions (a) helped connect the activities within a curriculum unit and (b) enabled deeper conceptual understanding by helping students make connections between science concepts and principles. This study examined the role that teacher facilitation played in helping students focus on the relations between the various activities in the unit and the concepts that they were learning. The results point to important differences in the 2 enactments, helping to understand better what strategies might enable a deeper conceptual understanding of the science content.     

Intellective Functioning and Strategy Use in Children with Insulin-dependent Diabetes Mellitus

The cognitive development of children with either early or late onset insulin-dependent diabetes mellitus (IDDM) was investigated with tasks measuring intellectual ability, memory, and academic progress. In addition, children's perceptions of their competence and parents' perspectives on family functioning and their children's behavior were compared. It was found that children with IDDM scored within the normal range on standardized measures of intelligence and academic performance but evidenced some school difficulties, as reflected in subscale performance as well as in their need of remedial education services. Further, evidence was found to suggest deficiencies in children's use of strategies to organize and recall information, particularly for those with early onset of disease. Children's perceived self-competencies and parents' reports of family functioning were strikingly similar across groups. However, parents of those children whose illness began prior to age 5 reported their children to have poor attention spans and difficulty completing tasks.