NASA micromin computer Monthly progress letter, Jan. 1967

Microminiature circuit development for flight control computer

Wayfinding: How Ecological Perspectives of Navigating Dynamic Environments Can Enrich Our Understanding of the Learner and the Learning Process in Sport

Wayfinding is the process of embarking upon a purposeful, intentional, and self-regulated journey that takes an individual from an intended region in one landscape to another. This process is facilitated through an individual’s capacity to utilise temporally structured, functional actions embedded within a particular environmental niche. Thus, individuals learn of their performance landscapes by experiencing them through interactions, detecting and exploiting its many features to ‘find their way’. In this opinion piece, we argue that these ecological and anthropological conceptualisations of human navigation can, metaphorically, deepen our understanding of the learner and the learning process in sport, viewed through the lens of ecological dynamics. Specifically, we consider sports practitioners as (learning) landscape designers, and learners as wayfinders; individuals who learn to skilfully self-regulate through uncharted fields (composed of emergent problems) within performance landscapes through a deeply embodied and embedded perception-action coupling. We contend that, through this re-configuration of the learner and the learning process in sport, practitioners may better enact learning designs that afford learners exploratory freedoms, learning to perceive and utilise available opportunities for action to skilfully navigate through emergent performance-related problems. We conclude the paper by offering two practical examples in which practitioners have designed practice landscapes that situate learners as wayfinders and the learning process in sport as wayfinding

Utilizing Relationship Marketing and Partnership Development as Critical Elements for Developing and Transforming Leadership Programs and Courses: Best Practice

This paper utilizes some of the same literature of relationship marketing and partnership building as previous AMTP papers but applies these variables within the context of developing and transforming leadership programs and courses offered to undergraduate students. More specifically, the focus of this paper is on required and elective courses that are components of a leadership program including leadership and management development and human resource management. In addition, a most innovative noncurricular or extra-mural model program for leadership development that has already been replicated within another discipline on campus will also be examined as to its value added. Their use can be readily viewed as Best Practice based on both the theory of leadership, the authors’ 75 + years of teaching/training and mentoring of business, academic, and government leaders, and the insight of CEOs, colleagues, donors, and alumni partners involved with these courses and/or programs

‘Knowing as we go’: a Hunter-Gatherer Behavioural Model to Guide Innovation in Sport Science

Where do novel and innovative ideas in sport science come from? How do researchers and practitioners collectively explore the dynamic landscape of inquiry, problem, solution and application? How do they learn to skilfully navigate from current place and practice toward the next idea located beyond their current vantage point? These questions are not just of philosophical value but are important for understanding how to provide high-quality support for athletes and sport participants at all levels of expertise and performance. Grounded in concepts from social anthropology, and theoretically positioned within an ecological dynamics framework, this opinion piece introduces a hunter-gatherer model of human behaviour based on wayfinding, situating it as a conceptual guide for implementing innovations in sport science. Here, we contend that the embedded knowledge of a landscape that guides a successful hunting and gathering party is germane to the pragmatic abduction needed to promote innovation in sport performance, leading to the inquisition of new questions and ways of resolving performance-preparation challenges. More specifically, exemplified through its transdisciplinarity, we propose that to hunt ‘new ideas’ and gather translatable knowledge, sport science researchers and practitioners need to wayfind through uncharted regions located in new performance landscapes. It is through this process of navigation where individuals will deepen, enrich and grow current knowledge, ‘taking home’ new ideas as they find their way

PET imaging of the neurovascular interface in cerebrovascular disease

Cerebrovascular disease encompasses a range of pathologies affecting different components of the cerebral vasculature and brain parenchyma. Large artery atherosclerosis, acute cerebral ischaemia, and intracerebral small vessel disease all demonstrate metabolic processes that are key to pathogenesis. Although structural imaging has been a mainstay of stroke clinical care and research, it has limited ability to detect these pathophysiological processes in vivo. Positron emission tomography (PET) provides a means to detect and quantify metabolic processes in each facet of cerebrovascular disease non-invasively. The use of PET has helped shape the understanding of key concepts in cerebrovascular medicine, including the vulnerable atherosclerotic plaque, salvageable ischaemic penumbra, neuroinflammation and selective neuronal loss after ischaemic insult, and the relationships between chronic hypoxia, neuroinflammation, and amyloid deposition in cerebral small vessel disease. This review considers how the ability to image these processes at the neurovascular interface has contributed to our understanding of cerebrovascular disease and facilitated translational research to advance clinical care.N.R.E. is supported by a research training fellowship from The Dunhill Medical Trust (grant number RTF44/0114). J.M.T. is supported by a Wellcome Trust research training fellowship (104492/Z/14/Z). J.H.F.R. is part-supported by the Higher Education Funding Council for England (HEFCE), the British Heart Foundation, and the Wellcome Trust. H.S.M. is supported by the Medical Research Council (MRC) as a National Institute for Health Research (NIHR) Senior Investigator. E.A.W. is supported by the British Heart Foundation. H.S.M., J.H.F.R., and E.A.W. are supported by the NIHR Cambridge Biomedical Research Centre

Utilizing the Innovative Leadership Behavior Inventory and Relationship Marketing as Critical Elements for Teaching/Learning Entrepreneurial Leadership (EL)

The focus of this paper will be on utilizing the five-factor Leader Behavior Inventory (LBI) as the structure, and various teaching or learning pedagogy and related processes and relationships as the intervening variables in order to help entrepreneurs assess then enhance their potential leadership behavior. In turn, this should foster the decision process necessary to accomplish enterprise building or organizational development thus enhancing the cycle time for critical change. Should the LBI and associated assessment tools and processes indicate such, the best practice strategies may involve bringing in professional management, slowing the growth of the enterprise to allow for leadership development, or an appropriate exit strategy

Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children’s Executive Function and Self-Regulation Skills?

Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early childhood, underpinned by either of two major theories of motor learning, can support teachers in the creation of learning environments, as well as guide their pedagogical practice to facilitate children’s development of key cognitive skills, in particular executive function and self-regulation skills. These skills are crucial for learning and development and have been found to be a higher predictor of academic achievement than IQ. They also enable positive behaviour and allow us to make healthy choices for ourselves and others, therefore providing further evidence that the development of movement skills has the potential to secure positive attitudes and outcomes towards physical activity across the lifespan

Pulmonary Dysfunction in Patients with Femoral Shaft Fracture Treated with Intramedullary Nailing

Background: This study was undertaken to determine whether alveolar dead space increases during intramedullary nailing of femoral shaft fractures and whether alveolar dead space predicts postoperative pulmonary dysfunction in patients undergoing intramedullary nailing of a femoral shaft fracture. Methods: All patients with a femoral shaft fracture were prospectively enrolled in the study unless there was evidence of acute myocardial infarction, shock, or heart failure. Arterial blood gases were measured at three consecutive time-periods after induction of general anesthesia: before intramedullary nailing and ten and thirty minutes after intramedullary nailing. The end-tidal carbon-dioxide level, minute ventilation, positive end‐expiratory pressure, and percent of inspired and expired inhalation agent were recorded simultaneously with the blood-gas measurement. Postoperatively, all subjects were monitored for evidence of pulmonary dysfunction, defined as the need for mechanical ventilation or supplemental oxygen (at a fraction of inspired oxygen of >40%) in the presence of clinical signs of a respiratory rate of >20 breaths/min or the use of accessory muscles of respiration. Results: Seventy‐four patients with a total of eighty femoral shaft fractures completed the study. Fifty fractures (62.5%) underwent nailing after reaming, and thirty fractures (37.5%) underwent nailing with minimal or no reaming. The mean alveolar dead-space measurements before canal opening and at ten and thirty minutes after canal opening were 14.5%, 15.8%, and 15.2% in the total series of seventy‐four patients (general linear model, p = 0.2) and 20.5%, 22.7%, and 24.2% in the twenty patients with postoperative pulmonary dysfunction (general linear model, p = 0.05). Of the twenty‐one patients with an alveolar dead-space measurement of >20% thirty minutes after nailing, sixteen had postoperative pulmonary dysfunction. According to univariate and multivariate analysis, the alveolar dead-space measurement was strongly associated with postoperative pulmonary dysfunction. Conclusions: According to our data, intramedullary nailing of femoral shaft fractures did not significantly increase alveolar dead space, and the amount of alveolar dead space can predict which patients will have pulmonary dysfunction postoperatively

Enskilment: an Ecological-Anthropological Worldview of Skill, Learning and Education in Sport.

The aim of this paper is to explore a different, more relational worldview of skill, learning and education in sport. To do this, we turn to the work of social anthropologist, Tim Ingold, leaning on the notion of enskilment, which proposes that learning is inseparable from doing and place. From this worldview, what is learned is not an established body of knowledge, transmitted into the mind of a passive recipient from an authorised being, but is a progressively deepening embodied-embedded attentiveness, where an individual learns to self-regulate by becoming more responsive to people and environmental features by 'looking, listening and feeling'. As we discuss, Ingold's perspectives on enskilment are rooted in the etymological connotations of education-ex-ducere, which roughly means 'to lead out'. In applying this notion to sport, we unpack three of its entangled components, taskscapes, guided attention, and wayfinding, detailing the implications of each for the growth of enskilled sports performers. To promote the translation of these ideas, in addition to encouraging their inquiry beyond the scope of what is discussed here, sporting examples are threaded throughout the paper

Confirmation of psychometric properties of the Movement Specific Reinvestment Scale for Children (MSRS-C).

Purpose: To validate the Movement-Specific Reinvestment Scale for Children (MSRS-C) in English-speaking children that assesses a child’s propensity to consciously monitor and control body movement (termed movement reinvestment). Method: Three-hundred and forty children aged 7-13 years completed the MSRS-C alongside a measure of sustained attention. Results: Results from the confirmatory factor analysis revealed that the MSRS-C possessed sound internal validity, fair convergent validity, acceptable internal consistency, and test-retest reliability. Negligible gender differences and no association with age were found. Conclusions: Future research can further ascertain the predictive validity of the MSRS-C. Understanding movement reinvestment in the child population has practical implications for practitioners responsible for teaching children motor skills and in children’s sustained engagement in sport and exercise