Children and objects: affection and infection

This paper considers young children’s (aged 3–5 years) relations with objects, and in particular objects that are brought from home to school. We begin by considering the place of objects within early years classrooms and their relationship to children’s education before considering why some objects are often separated from their owners on entry to the classroom. We suggest that the ‘arrest’ of objects is as a consequence of them being understood as ‘infecting’ specific perceptions or constructs of young children. We further suggest that a focus on the dichotomy between affection/infection for and of certain objects may offer new possibilities for seeing and engaging with children, thus expanding the narrow imaginaries of children that are coded in developmental psychology, UK early years education policy and classroom practice.     

Assessing the doctoral thesis when it includes published work

In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined ‘hybrid’ theses with papers inserted as chapters, 41% had examined theses with publications appended and 14% had examined PhDs by publication (i.e. papers alone). Twenty-nine per cent of examiners used their own extended set of criteria to assess PBTs, 48% found them easier to assess but 26% wanted more guidance. Our analysis also indicated that 86% of the examiners were highly influenced by publications in top-ranked journals and international peer-reviewed journals. Among the concerns of the examiners was the intellectual input of the candidate in any multi-authored publication, as well as the coherence of the thesis. We recommend the need for clearer guidelines for doctoral candidates, supervisors and examiners managing PBTs.     

Three-dimensional two-component velocity measurement of the flow field induced by the Vorticella picta microorganism using a confocal microparticle image velocimetry technique

Understanding the biological feeding strategy and characteristics of a microorganism as an actuator requires the detailed and quantitative measurement of flow velocity and flow rate induced by the microorganism. Although some velocimetry methods have been applied to examine the flow, the measured dimensions were limited to at most two-dimensional two-component measurements. Here we have developed a method to measure three-dimensional two-component flow velocity fields generated by the microorganism Vorticella picta using a piezoscanner and a confocal microscope. We obtained the two-component velocities of the flow field in a two-dimensional plane denoted as the XY plane, with an observation area of 455×341 μm² and the resolution of 9.09 μm per each velocity vector by a confocal microparticle image velocimetry technique. The measurement of the flow field at each height took 37.5 ms, and it was repeated in 16 planes with a 2.50 μm separation in the Z direction. We reconstructed the three-dimensional two-component flow velocity field. From the reconstructed data, the flow velocity field [u_(x,y,z),v_(x,y,z)] in an arbitrary plane can be visualized. The flow rates through YZ and ZX planes were also calculated. During feeding, we examined a suction flow to the mouth of the Vorticella picta and measured it to be to 300 pl∕s.     

‘I actually used to like PE,but not now’: understanding care-experienced young people’s (dis)engagement with physical education

Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a sub-field of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people’s engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people’s experiences of physical education, teachers’ understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education.     

Narrative mapping: Listening with health,healing, and illness narratives in the classroom

Drawing on coursework associated with listening strategies in health communication, students will be guided through a process of reflection, contemplation and articulation as they map their health experience. As visual narrative, maps help to suspend preconceived notions and/or expectations about health; participants increase the capacity for a deeper understanding and clearer communication about health, the health of others, and course concepts.

Courses: Unit activity suited for undergraduate and/or graduate Health Communication courses.

Objectives: Students will increase their proficiency in working with health narratives. Students will apply listening strategies to improve their communication. Students will develop skills necessary for communicating with health professionals.     

The gendering of Albert Einstein and Marie Curie in children’s biographies: some tensions

Few twentieth century scientists have generated as much interest as Albert Einstein and Marie Currie. Their lives are centrally depicted in numerous children’s biographies of famous scientists. Yet their stories reflect interesting paradoxes and tacit sets of unexplored sociocultural assumptions about gender in science education and the larger society. Trevor Owens’ analysis of common Einstein and Currie biographies for children provides a context for us to consider a deeper reading of these scientists’ stories in ways that can be both empowering and liberating. In the process, we consider some interesting tensions surrounding the gendered nature of their stories.     

Impact of aerobic exercise trials with varied intensity patterns on perceptions of effort: an evaluation of predicted, in-task, and session exertion

Perceptions of effort provide a sense of momentary exertion during exercise, but may have value when considered prior to and after exercise. The purpose of the present study was to determine the relationship between perceived exertion assessed before, during, and after trials of aerobic exercise fixed for total work but varied on intensity patterns. Twenty participants completed five trials of treadmill exercise that included planned intensity variations every 10 minutes to result in the same total work. Perceived exertion was taken before, during, and after exercise. Analyses confirmed each trial was similar in terms of average speed and heart rate (P > 0.05). Predicted and session exertion results indicated that the steady exercise bout was perceived as easier than many trials of varied speed (P < 0.05). Trials including an intense segment in the middle or end of the session were perceived as more difficult than sessions that varied intensity otherwise or remained constant. Similarly, trials that remained constant during the 30-minute period were perceived as less aversive than most other trials. These findings suggest that exercise sessions involving a steady intensity throughout are viewed as less taxing than sessions with variable intensity, especially when compared to sessions that conclude with a higher intensity finish.