Scaring the Monster Away: What Children Know About Managing Fears of Real and Imaginary Creatures

Children around 4, 5, and 7 years old (N = 48) listened to scenarios depicting a child alone or accompanied by another person (mother, father, friend) who encounters an entity that looks like a real or an imaginary fear‐inducing creature. Participants predicted and explained each protagonist’s fear intensity and suggested coping strategies. Results showed age‐related increases in judgments that different people will experience different intensities of fear in the same situation. With age, children also demonstrated increasing knowledge that people’s minds can both induce and reduce fear, especially in situations involving imaginary creatures. Suggestions of reality affirmation strategies (e.g., reminding oneself of what is real vs. not real) significantly increased with age, whereas positive pretense strategies (e.g., imagining it is a friendly ghost) significantly decreased.     

Residing in silence and wonder: career counselling from the perspective of ‘being’

We are approaching career counselling from the perspective of “Being”, which we recognize to be a daunting task. Nevertheless we find it extremely important that the counsellor become aware of and try to think, talk and act from his or her embeddedness in being, and by that help the client to do the same. This process involves an ontological and spiritual approach, and builds upon the Socratic ability to wonder, the meditative way of “undoing” and the artful act of creation.     

The importance of the advisor’s relational and professional competence and formal power in meetings with farmers

Purpose: The aim of the paper is to explore how advisors’ relational and professional competence influences inter-subjectivity and farmers’ perceptions of farm visits in a setting where advisors have formal power.Methodology: Advisors from the dairy company Tine, which is owned by farmers in collaboration, visit farmers at least once a year. The aim of the visit is to assist farmers in managing the farm and to control the production conditions in the cowshed. In a case study, we attended 10 such mandatory advisor visits and interviewed both farmers and advisors.Findings: Together with advisor style, our findings show that the power relation leaves room for advisors to define their roles widely, ranging from inspector to coach. Advisors have different perceptions of what their jobs are and when they have done a good job. These differences determine the degree of inter-subjectivity and how satisfied farmers are with visits. Furthermore, advisors’ relational and professional competencies are crucial for achieving high inter-subjectivity and satisfied farmers.Theoretical implications: This paper contributes to the theory by identifying factors that influence farmers’ perceptions of advisor visits, as well as by showing the importance of the advisor’s relational and professional competence in a setting where they have formal power.Practical implications: Partly as an outcome of this study, Tine has started a process to separate the control function from farm visits. Tine has also decided to let farmers choose advisors themselves. Originality/value: The power relation in our study differs from most consultant–client interactions in the literature.     

Using Instrumental Variables to Account for Selection Effects in Research on First-Year Programs

The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation in first-year programs is significantly related to students’ academic success. Because students choose to participate in first-year programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present research examined the effects on first-semester grades of students participating in themed learning communities at a research university in the Midwest. Results indicated that membership in themed learning communities was positively associated with higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning communities on grades were not statistically significant. The results have implications for campus leaders and assessment practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate educational experiences on their campuses.     

Geometrical optimization of microstripe arrays for microbead magnetophoresis

Manipulation of magnetic beads plays an increasingly important role in molecular diagnostics. Magnetophoresis is a promising technique for selective transportation of magnetic beads in lab-on-a-chip systems. We investigate periodic arrays of exchange-biased permalloy microstripes fabricated using a single lithography step. Magnetic beads can be continuously moved across such arrays by combining the spatially periodic magnetic field from microstripes with a rotating external magnetic field. By measuring and modeling the magnetophoresis properties of thirteen different stripe designs, we study the effect of the stripe geometry on the magnetophoretic transport properties of the magnetic microbeads between the stripes. We show that a symmetric geometry with equal width of and spacing between the microstripes facilitates faster transportation and that the optimal period of the periodic stripe array is approximately three times the height of the bead center over the microstripes.     

Impact of professional development on teacher practice: Uncovering connections

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys, focus group, and assessment data, teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD. These obstacles included limited resources, time constraints, mandated curriculum pacing, language learning, and classroom management issues. Strategies to mitigate these barriers in order to maximize the impact of professional development need to be a priority in professional development reform.     

10 weeks of heavy strength training improves performance-related measurements in elite cyclists

ABSTRACT

Elite cyclists have often a limited period of time available during their short preparation phase to focus on development of maximal strength; therefore, the purpose of the present study was to investigate the effect of 10-week heavy strength training on lean lower-body mass, leg strength, determinants of cycling performance and cycling performance in elite cyclists. Twelve cyclists performed heavy strength training and normal endurance training (E&S) while 8 other cyclists performed normal endurance training only (E). Following the intervention period E&S had a larger increase in maximal isometric half squat, mean power output during a 30-s Wingate sprint (P < 0.05) and a tendency towards larger improvement in power output at 4 mmol ? L^?1 [la^?] than E (P = 0.068). There were no significant difference between E&S and E in changes in 40-min all-out trial (4 ± 6% vs. ?1 ± 6%, respectively, P = 0.13). These beneficial effects may encourage elite cyclists to perform heavy strength training and the short period of only 10 weeks should make it executable even in the compressed training and competition schedule of elite cyclists.     

Seated versus standing position for maximization of performance during intense uphill cycling

It is not known whether the seated or standing position favours performance during intensive bouts of uphill cycling. The following hypotheses were therefore tested: (1) the standing position results in better performance at a high power output, while (2) the seated position is best at a moderate power output. We also assessed the seated-standing transition intensity, above which seated cycling should be superseded by standing cycling for maximization of performance. Ten male cyclists (mean age 27 years, s = 3; height 1.82 m, s = 0.07; body mass 75.2 kg, s = 7.0; VO2max 70.0 ml.kg(-1).min(-1), s = 5.2) performed seated and standing treadmill cycling to exhaustion at 10% grade and at four power outputs ranging from 86% to 165% of their power output at maximal oxygen uptake (Wmax). Power output at maximal oxygen uptake was obtained during determination of VO2max. There was no difference in time to exhaustion between the two cycling positions at 86% of Wmax (P = 0.29). All participants performed best at the highest power output (165% of Wmax) when standing (P = 0.002). An overall seated-standing transition intensity of 94% of Wmax was identified. Thus, in general, cyclists may choose either the standing or seated position for maximization of performance at a submaximal intensity of 86% of Wmax, while the standing position should be used at intensities above 94% of Wmax and approaching 165% of Wmax.