Tracking of physical activity in pubertal boys with different BMI over two-year period

We examined the tracking of physical activity (PA) measured by accelerometers and subjective self- and parental reports in normal weight and overweight and obese pubertal boys over two-year period. In total, 156 boys with mean (±SD) age of 11.53 ± 0.76 at baseline and with mean age of 13.94 ± 0.74 at 2 year follow-up were studied. At baseline and approximately two years later, the boys completed self-report questionnaire and wore an accelerometer for seven consecutive days. On the basis of first year assessment’s body mass index (BMI), the children were grouped as normal weight and overweight and obese groups according to BMI cut-offs. Tracking correlations of objectively measured PA and subjectively measured PA were fairly similar across the 12–14 year-old-boys weight groups over two year period. Tracking correlations of objectively measured PA and subjectively measured PA were not significantly different over two-year period between both BMI groups. The results of the study show that pubertal boys objectively measured PA decreased over two-year period and so the boys started to be less active in their pubertal period.     

Face processing in infancy: developmental changes in the use of different kinds of relational information

Adults use both first-order, or categorical, relations among features (e.g., the nose is above the mouth), and second-order, or fine spatial relations (e.g., the space between eyes), to process faces. Adults' expertise in face processing is thought to be based on the use of second-order relations. In the current study, 5-month-olds detected second-order changes, but 3-month-olds failed to detect second-order changes induced by 2 different manipulations. Three-month-olds did detect first-order changes, however. Also, inversion affected 5-month-olds' processing of second-order but not first-order information. These results suggest that, although sensitivity to first-order relations is available by 3 months or earlier, sensitivity to second-order information may not develop until sometime between 3 and 5 months of age.     

WHY THERE CAN BE NO CONFLICT RESOLUTION AS LONG AS PEOPLE ARE BEING HUMILIATED

International Review of Education - This paper discusses how conflict resolution and reconciliation, in their interplay with emotions, are embedded into two current trends: the transition toward...     

WHY THERE CAN BE NO CONFLICT RESOLUTION AS LONG AS PEOPLE ARE BEING HUMILIATED

This paper discusses how conflict resolution and reconciliation, in their interplay with emotions, are embedded into two current trends: the transition toward increasing global interdependence, and the call for equal dignity for all. In a traditional world of ranked honour, humiliation is often condoned as a legitimate and useful tool; however, in terms of human rights it is seen as a violation of humanity. This article argues that the norms of equal dignity are worth supporting for two reasons: first, the human rights framework promotes quality of life, and second, it is the best way to tackle increasing global interdependence. Yet, there is a caveat. While feelings of humiliation in the face of debasing conditions are an important resource in that they emotionally “fuel” the human rights movement, they also represent what the author calls the “nuclear bomb of the emotions” that, if instrumentalised, can power cycles of humiliation and atrocities. Only if the implementation of human rights is approached hands-on and these feelings converted into Mandela-like social transformation to form a decent global village can the human rights movement fulfil its promise and humiliation be transcended.     

Preschool programs in historical perspective

This paper compares two fundamentally different types of preschool programs—the academic preschool and the modern American nursery school—with a view to identifying issues that contribute to divergent points of view about early education. Discussion includes the influences from other fields of study and the points of convergence and divergence in the two models. The author sees the major differences as the interpretation of the role played by the teacher in the learning experience, of the child. Other differences emerge from the manner in which this concept is implemented. The history of the development of the teacher-child relationship emphasis is a significant aspect of the paper.

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Résumé L'auteur de cet article fait une comparaison entre les deux programmes préscolaires qui différent fondamentalement—le programme préscolaire académique et l'école maternelle moderne en Amérique—afin d'identifier les questions qui contribuent aux différents points de vue sur l'éducation préscolaire. Les influences provenant d'autres domaines d'études et les points de convergence et de divergence dans les deux modèles sont discutés. L'auteur voit les plus grandes différences en l'interprétation du rôle de l'institutrice dans les expériences éducatives de l'enfant. D'autres différences proviennent de la manière par laquelle on met en oeuvre ce concept. L'histoire du développement de la relation entre l'institutrice et l'enfant est un des aspects les plus importants de cet article.