The multistage 20 metre shuttle run test for aerobic fitness

A maximal multistage 20 m shuttle run test was designed to determine the maximal aerobic power of schoolchildren, healthy adults attending fitness class and athletes performing in sports with frequent stops and starts (e.g. basketball, fencing and so on). Subjects run back and forth on a 20 m course and must touch the 20 m line; at the same time a sound signal is emitted from a prerecorded tape. Frequency of the sound signals is increased 0.5 km h-1 each minute from a starting speed of 8.5 km h-1. When the subject can no longer follow the pace, the last stage number announced is used to predict maximal oxygen uptake (VO2max) (Y, ml kg-1 min-1) from the speed (X, km h-1) corresponding to that stage (speed = 8 + 0.5 stage no.) and age (A, year): Y = 31.025 + 3.238 X - 3.248A + 0.1536AX, r = 0.71 with 188 boys and girls aged 8-19 years. To obtain this regression, the test was performed individually. Right upon termination VO2 was measured with four 20 s samples and VO2max was estimated by retroextrapolating the O2 recovery curve at time zero of recovery. For adults, similar measurements indicated that the same equation could be used keeping age constant at 18 (r = 0.90, n = 77 men and women 18-50 years old). Test-retest reliability coefficients were 0.89 for children (139 boys and girls 6-16 years old) and 0.95 for adults (81 men and women, 20-45 years old).(ABSTRACT TRUNCATED AT 250 WORDS)     

Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling

Supported Playgroups in Schools (SPinS) are a new initiative in the Australian early childhood education landscape. SPinS are playgroups hosted by a playgroup coordinator co-located on a local school site. Research has identified positive benefits of playgroup participation for children and families. However, little is known about the potential for SPinS to contribute to families’ knowledge about transition to formal schooling. This paper uses the social capital concepts of ‘bonding’ and ‘bridging’ to examine caregivers’ perspectives on their participation in a SPinS with potential to build parental knowledge about their child’s transition to formal schooling. Three main elements of caregivers’ participation in SPinS with such potential are identified, and these elements are mapped into a continuum of low-to-high bonding and bridging relationships to illustrate the potential for SPinS to contribute to the development of increased knowledge about transition to formal schooling by families of young children.     

International Testing in Geography: comparing students' achievements within and between countries

Interest in international testing in geography has been growing since the early 1990s. This paper outlines one project in this area, “InterGeo”, and the problems inherent with such testing. The main findings are that instruments used in international testing in geography may lack validity as they are not embedded in the geography curriculum and experiences that they are endeavouring to test. Furthermore, experience in international testing from other, ‘core’ curriculum areas, notably mathematics and science, provide valuable insights to a number of practical and technical issues which cannot be ignored. This paper argues that despite shortcomings and difficulties further development of international assessment in geography may prove worthwhile. However, the purpose and use of InterGeo, in a future manifestation, needs careful definition. The publication of the International Charter on Geographical Education (IGU, 1992) may be of significant help in fulfilling this task as the InterGeo project develops.     

Rabbit nictitating membrane conditioning: Lower limit of the effective interstimulus interval

In three experiments, the nictitating membrane response of rabbits was conditioned for 10 daily sessions at interstimulus intervals (ISIs) ranging from 48 to 125 msec, followed by a shift to 250 msec for 5 days. At tested ISIs shorter than 67 msec, there was no evidence of conditioning, and postshift performance revealed neither facilitation nor interference as a result of the first 10 conditioning sessions. Postshift performance of groups conditioned at preshift ISIs of 67 msec or longer revealed a gradient of increasing savings with increasing ISI. One of the groups in Experiment 1, initially conditioned at 250 msec ISI and then shifted to 48 msec, exhibited extinction of the previously well-conditioned response. Analysis of CR-onset latencies substantiated the absence of associative effects at very short ISIs. It was concluded that there is a temporal limit below which classical conditioning of the nictitating membrane response of rabbits employing forward CS-US pairing does not occur.     

Health Literacy of Students with and without Individualized Education Programs: A Brief Report

While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students receiving special education supports, this study sought to examine and compare the health needs and transition preparedness of 341 adolescents with and without Individualized Education Programs (IEPs). Survey items were selected from widely used health literacy, health risk, and health related quality of life measures. Findings revealed that for students with IEPs, the risk for having limited health literacy was 128% higher than for their peers without IEPs. Students with IEPs were also significantly more likely to demonstrate risk across indicators of health related quality of life, health risk, and access. Limitations, research recommendations, and implications are addressed.     

Bilingual education for majority english-speaking children

A variety of second-language program options are available to anglophone children in Montreal’s public schools: French-as-a second-language (FSL), delayed and early French immersion, and full French-medium schooling. In this research, the achievement in French, English, and mathematics of two cohorts of anglophone students in each of these program options was evaluated longitudinally through grade 6 (12 years of age). The performance of these students was compared to that of comparable anglophone and francophone control groups who were attending conventional all-English and all-French schools, respectively. In terms of approximations to native-like command of French, the French-medium option was the most effective followed by the early immersion option: students in these programs were generally indistinguishable from the French Controls on all written French language tests and in mathematics. On tests of French oral skills, however, they scored below the French Controls, the extent of disparity depending on the opportunities available for social interaction with francophones. As well, no retardation in English language development was found for any of the options, even those that provided little instruction time in English. To the contrary, anglophone students scored significantly higher than English Controls on tests of English and mathematics, and in general the more concentrated the second language component, the better they performed relative to the controls on first language skills and mathematics. The apparent transfer of competence from second language to first and the bilingual advantages involved in these results are discussed in terms of time spent on the target language, the mode of instruction, and the opportunities provided for interaction with native-speaking peers.     

Data management maturity assessment of public sector agencies

To determine how critical data assets are conceptualized and managed in the public sector, we conducted a large-scale empirical study at 15 government agencies. We use the Data Management Maturity (DMM) reference model framework to conduct a systematic multi-level analysis (inter-agency, intra-agency, and cross-case analysis). To aid the comparative assessment of multiple independent agencies, we propose and test the DMM Index. The study not only examines the maturity of data management practices in government agencies, but also provides guidance on how an enterprise-wide, systematic assessment may be conducted. The approach presented in the paper can be replicated at other large government entities and private conglomerates. Public and private sector agencies may apply the approach to develop custom roadmaps for data management improvements that align with the organization's business goals.     

The balance model of dyslexia and remedial training: an evaluative study

The aim of this study was to test the validity of Bakker's (1983, 1990) theory and treatment paradigm of dyslexia. Twenty-one children (mean age = 9.9 years) categorized as P-type dyslexics (showing accurate but slow and fragmented reading) and 19 children (mean age = 9.7 years) categorized as L-type dyslexics (fast but inaccurate readers) were presented with hemisphere-specific stimulation (HSS) and hemisphere-alluding stimulation (HAS). HSS was produced by presenting words to either the left or the right visual half-field, or to the left or right hand of the participant. HAS training was achieved through the presentation of either semantically/phonetically demanding or perceptually demanding text. Participants were given either a treatment program that was specifically designed for their particular dyslexia subtype, or a program that had been deliberately chosen to be inconsistent with their subtype. Contrary to predictions, participants made gains on all of the reading measures, regardless of the type of treatment given. On the basis of these findings it is suggested that treatment gains made are due to nonspecific training effects and not to the specific nature of Bakker's remedial strategies.     

Adding Value to Usage Statistics: The Journal Usage Statistics Portal (JUSP) Enhancements

The Journal Usage Statistics Portal (JUSP) provides a single point of access to journal usage data from participating publishers on behalf of UK academic libraries. In August 2011 JISC awarded funding to develop two value-added enhancements to support existing service provision and help libraries assess the value and impact of e-resources. This article describes the development of these enhancements and their impact.     

BOOK REVIEWS

Women students are one of the fastest growing populations on today's community college campuses and universities. Because of the number of female undergraduates over 25 continues to grow it is important for community colleges to become aware of the various reasons women participate in various stages of their lives. It is imperative that educators address the characteristics of women learners who participate and what programs and/or courses will best meet the needs of the women learners. By recognizing the appropriate programs for adult women students the community college will continue to be the leader of meeting and assisting women in their educational goals.