Anna Karenina (April 10-13, 2014)

Program for Anna Karenina (April 10-13, 2014). To view the photos from this production of Anna Karenina, please click here

A systematic review of intervention effects on potential mediators of children\u27s physical activity

Background : Many interventions aiming to increase children’s physical activity have been developed and implemented in a variety of settings, and these interventions have previously been reviewed; however the focus of these reviews tends to be on the intervention effects on physical activity outcomes without consideration of the reasons and pathways leading to intervention success or otherwise. To systematically review the efficacy of physical activity interventions targeting 5-12 year old children on potential mediators and, where possible, to calculate the size of the intervention effect on the potential mediator. Methods : A systematic search identified intervention studies that reported outcomes on potential mediators of physical activity among 5-12 year old children. Original research articles published between 1985 and April 2012 were reviewed. Results : Eighteen potential mediators were identified from 31 studies. Positive effects on cognitive/psychological potential mediators were reported in 15 out of 31 studies. Positive effects on social environmental potential mediators were reported in three out of seven studies, and no effects on the physical environment were reported. Although no studies were identified that performed a mediating analysis, 33 positive intervention effects were found on targeted potential mediators (with effect sizes ranging from small to large) and 73% of the time a positive effect on the physical activity outcome was reported. Conclusions : Many studies have reported null intervention effects on potential mediators of children’s physical activity; however, it is important that intervention studies statistically examine the mediating effects of interventions so the most effective strategies can be implemented in future programs

Reading ‘Fundamental British Values’ Through Children’s Gothic: Imperialism, History, Pedagogy

This paper reads the U.K. Government’s “fundamental British values” project alongside two children’s Gothic novels, Coram Boy (2000) by Jamila Gavin and City of Ghosts (2009) by Bali Rai. In 2011 the U.K. Government outlined what it described as “fundamental British values” (FBV), making it a requirement for U.K. schools to promote these values. Many critics have shown that the root of FBV lies in Islamophobia and imperialist nostalgia and suggested that the promotion of “British” values in school will exclude minority groups already under siege from racist elements in contemporary Britain. Other critics argue that the promotion of FBV reduces opportunities to explore issues of belonging, belief, and nationhood in the classroom. This article argues that the Gothic fictions of Jamila Gavin and Bali Rai offer a space in which to critically examine British history (and so, its values) in a way that is acutely relevant to these education contexts. Coram Boy and City of Ghosts use the Gothic to interrogate aspects of British history elided by the FBV project. That is, they point to Britain’s imperial and colonial history and offer a rejoinder to the Government’s insistence that “British Values” equate to democracy, respect for the rule of law and mutual respect and tolerance of those from different faiths and religions. Furthermore, Gavin’s and Rai’s use of the Gothic creates a space in which the ambiguities and contradictions inherent in FBV can be explored. However, their “gothicized” histories of Britain do not render the idea of shared values invalid. The diversity and interconnectedness of the characters offer an alternative version of identity to the patronising and arrogant FBV project, which is aimed at promoting a national identity based on sameness and assimilation. Rai and Gavin look to Britain’s past through the lens of the Gothic not only to refute nationalism and racism, but also to offer a productive alternative that gestures towards a more cosmopolitan vision of identity

A randomized trial of planned cesarean or vaginal delivery for twin pregnancy

Background: Twin birth is associated with a higher risk of adverse perinatal outcomes than singleton birth. It is unclear whether planned cesarean section results in a lower risk of adverse outcomes than planned vaginal delivery in twin pregnancy.\ud \ud Methods: We randomly assigned women between 32 weeks 0 days and 38 weeks 6 days of gestation with twin pregnancy and with the first twin in the cephalic presentation to planned cesarean section or planned vaginal delivery with cesarean only if indicated. Elective delivery was planned between 37 weeks 5 days and 38 weeks 6 days of gestation. The primary outcome was a composite of fetal or neonatal death or serious neonatal morbidity, with the fetus or infant as the unit of analysis for the statistical comparison.\ud \ud Results: A total of 1398 women (2795 fetuses) were randomly assigned to planned cesarean delivery and 1406 women (2812 fetuses) to planned vaginal delivery. The rate of cesarean delivery was 90.7% in the planned-cesarean-delivery group and 43.8% in the planned-vaginal-delivery group. Women in the planned-cesarean-delivery group delivered earlier than did those in the planned-vaginal-delivery group (mean number of days from randomization to delivery, 12.4 vs. 13.3; P = 0.04). There was no significant difference in the composite primary outcome between the planned-cesarean-delivery group and the planned-vaginal-delivery group (2.2% and 1.9%, respectively; odds ratio with planned cesarean delivery, 1.16; 95% confidence interval, 0.77 to 1.74; P = 0.49).\ud \ud Conclusion: In twin pregnancy between 32 weeks 0 days and 38 weeks 6 days of gestation, with the first twin in the cephalic presentation, planned cesarean delivery did not significantly decrease or increase the risk of fetal or neonatal death or serious neonatal morbidity, as compared with planned vaginal delivery