MYTHPERCEPTIONS OF HEARING LOSS,HEARING AIDS,AND AGING

Myths are ill‐founded beliefs held uncritically by persons or groups about other persons or groups. Such myths hinder the communication process and lead to negative feelings or attitudes toward older persons with hearing loss. Hudson, Dancer, Patterson, Reynolds, and Tillery (1990) highlighted five common myths of hearing loss and aging. This article explores whether older persons themselves accept these and other myths presented by the DanPat, a 30‐item questionnaire with “Agree‐Disagree” statements such as the following: “Hearing Aids are Best Left to younger Persons Who Can Learn to Use Them,” or “Persons with Hearing Loss are Paranoid and Suspicious.”

Twenty older persons attending a Senior Companions and Foster Grandparents Health Fair filled out the DanPat with the following results to the 30 statements: informed about 14 of the statements; misinformed about 2 statements; and didn ‘t know the correct answer to 14 statements. Of the five prevalent myths presented by Hudson et al., this group of older adults still believes only one, that persons with hearing loss are excellent lipreaders. They don't know what to believe about two others, and they have discarded the remaining two. This article highlights the DanPat and provides correct answers to the questionnaire.     

Recovery of pulmonary diffusing capacity after maximal exercise

Abstract

Pulmonary diffusing capacity (Dl_co), together with spirometric variables, arterial oxygen tension (paO₂) and cardiac output were determined before and at intervals after maximal arm cranking, treadmill running and erogmeter rowing. Independent of the type of exercise, Dl_co increased immediately post‐exercise from a median 13.6 (range 7.3–16.3) to 15.1 (9.3–19.6) mmol min^‐1 kPa^‐1 (P <0.01). However, it decreased to 11.6 (6.9–15.5) mmol min^‐1 kPa^‐1 (P <0.01) after 24 h with cardiac output and paO₂ at resting values, and Dl_co normalized after 20 h. Thoracic electrical impedance at 2.5 and 100 kHz increased slightly post‐exercise, indicating a decrease in thoracic fluid balance, and there were no echocardiographic signs of left ventricular failure at the time of the decrease in Dl_co. Also, active muscle (limb) circumference and volume, and an increase in haematocrit from 43.8 (38.0–47.0) to 47.1 (42.7–49.8) (P <0.01), had normalized at the time of the decrease in Dl_co. Vital capacity, forced vital capacity, forced expiratory volume in 1 s, peak and peak mid‐expiratory flows did not change. However, total lung capacity increased from 6.8 (5.0–7.6) to 7.0 (5.1–7.8) litres (P <0.05) immediately after exercise and remained elevated at 6.9 (5.1–8.7) litres (P <0.05) when a decrease in Dl_co was noted. The results demonstrate that independent of the type of maximal exercise, an approximate 15% reduction in Dl_co takes place 2–3 h post‐exercise, which normalizes during the following day of recovery.     

Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting children's free play and those who propose more structured and interventionist practices in relation to young children's physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.     

A typology of drug resistance strategies

This study examined social influences on adolescents' responses to drug offers. Seventy narrative accounts of both successful and unsuccessful attempts to say no were collected. From these data, the authors developed a typology of both drug offers and drug resistance strategies. In addition, typologies were developed for: who made the offer, what substance was offered, where the offer occurred, and why the subject responded as she or he did. As well, the study revealed the influence of the type of drug, alcohol or controlled substance, on the process of offering and resisting.

The analysis revealed that adolescents were more likely to resist offers of controlled substances and did so more often when the offer was made by an acquaintance at school. When they did refuse, they were most likely to simply say no. Also, teenagers were more likely to accept offers of alcohol, particularly from friends in social situations when the friends used persuasive appeals.     

Toddlers’ Self-Recognition and Progression From Goal- to Emotion-Based Helping: A Longitudinal Study

Research has typically used cross-sectional designs to draw conclusions on the development of helping. This study aimed to examine the development of instrumental and empathic helping behaviors as they emerge, and assess how self-recognition might moderate this progression. Seventy-two children (14- to 25-months at T1) were assessed over four monthly sessions. Participants’ individual response patterns showed instrumental helping to be a necessary precursor to empathic helping for 55.77%–67.92% of children who helped during the study. Self-recognition emerged before empathic but not instrumental helping, yet did not directly influence helping behavior.     

Creative graduate pathways within and beyond the creative industries

This special issue explores the nuances of graduate creative work, the kinds of value that creative graduates add through work of various types, graduate employability issues for creative graduates, emerging and developing creative career identities and the implications for educators who are tasked with developing a capable creative workforce. Extant literature tends to characterise creative careers as either ‘precarious’ and insecure, or as the engine room of the creative economy. However, in actuality, the creative workforce is far more heterogeneous than either of these positions suggest, and creative careers are far more complex and diverse than previously thought. The task of creative educators is also much more challenging than previously supposed. In this introductory article, we commence by providing a brief overview of the creative labour debates, and the evidence for each position. We present the latest literature in this area that starts to speak to how diverse and complex the landscape of creative work actually is. We then introduce each of the articles in this special issue and indicate how they contribute to a more multi-faceted picture of creative activity, and the lives and career trajectories of graduates from creative degrees.     

Collecting sexual orientation in counseling research: Implications for counselor education

Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants.     

Relative age effects and academic timing in Canadian interuniversity football

Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ²) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed.     

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction,Teachers’ Pedagogical Content Knowledge,and Children’s Observations and Predictions

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK.     

Moving primary physical education forward: start at the beginning

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.