Simply academic or damaging. What are the implications of academic stereotypes for women?

Since the public intellectuals of the 1960s, there has been a shift towards the celebrity academic, as subjects such as history and science have transferred into popular television entertainment, often with female academics as the presenters. Using a case study of the British media, a post-feminist lens has been applied to examine how 17 celebrity academics have been represented. The use of gendered academic stereotypes such as the blue stocking, the school ma’am, the eccentric academic and the thinking man's crumpet were in evidence, alongside the male academic stereotypes of the hegemonic academic male, the nerd and the complicit male. With increasing numbers of women participating in the education workforce, one might expect gendered stereotypes to have become more positive. This research indicates that academic stereotypes should be added to the list of gendered stereotypes that need to be addressed as part of the work towards gender equality

Do stiffness and asymmetries predict change of direction performance?

Change of direction speed (CODS) underpins performance in a wide range of sports but little is known about how stiffness and asymmetries affect CODS. Eighteen healthy males performed unilateral drop jumps to determine vertical, ankle, knee and hip stiffness, and a CODS test to evaluate left and right leg cutting performance during which ground reaction force data were sampled. A step-wise regression analysis was performed to ascertain the determinants of CODS time. A two-variable regression model explained 63% (R-2 = 0.63; P = 0.001) of CODS performance. The model included the mean vertical stiffness and jump height asymmetry determined during the drop jump. Faster athletes (n = 9) exhibited greater vertical stiffness (F = 12.40; P = 0.001) and less asymmetry in drop jump height (F = 6.02; P = 0.026) than slower athletes (n = 9); effect sizes were both "large" in magnitude. Results suggest that overall vertical stiffness and drop jump height asymmetry are the strongest predictors of CODS in a healthy, non-athletic population

Persistence of self-injurious behaviour in autism spectrum disorder over 3 years: a prospective cohort study of risk markers

BACKGROUND: There are few studies documenting the persistence of self-injury in individuals with autism spectrum disorder (ASD) and consequently limited data on behavioural and demographic characteristics associated with persistence. In this longitudinal study, we investigated self-injury in a cohort of individuals with ASD over 3 years to identify behavioural and demographic characteristics associated with persistence. METHODS: Carers of 67 individuals with ASD (Median age of individuals with ASD in years = 13.5, Interquartile Range = 10.00–17.00), completed questionnaires relating to the presence and topography of self-injury at T(1) and three years later at T(2). Analyses were conducted to evaluate the persistence of self-injury and to evaluate the behavioural and demographic characteristics associated with persistence of self-injury. RESULTS: At T(2) self-injurious behaviour had persisted in 77.8 % of individuals. Behavioural correlates of being non-verbal, having lower ability and higher levels of overactivity, impulsivity and repetitive behaviour, were associated with self-injury at both time points. Risk markers of impulsivity (p = 0.021) and deficits in social interaction (p = 0.026) at T(1) were associated with the persistence of self-injury over 3 years. CONCLUSIONS: Impulsivity and deficits in social interaction are associated with persistent self-injury in ASD and thus may act as behavioural risk markers. The identification of these risk markers evidences a role for behaviour dysregulation in the development and maintenance of self-injury. The findings have clinical implications for proactive intervention; these behavioural characteristics may be utilised to identify ‘at risk’ individuals for whom self-injury is likely to be persistent and therefore those individuals for whom early intervention may be most warranted

The Contribution of Morphological Knowledge to 7th Grade Students’ Reading Comprehension Performance

In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students’ morphological knowledge, and whether skilled readers do in fact have higher levels of morphological knowledge than less skilled student peers. We found that students’ sensitivity to the morphological structure of words accounted for 18% of the variance in these students’ reading performance. We further found that skilled readers had a significantly higher level of sensitivity to the structure of words than did less skilled readers. In light of these findings, we offer recommendations for interpreting and using the results obtained to better understand and scaffold students’ morphological knowledge, with the goal of helping promote students’ vocabulary growth and reading comprehension performance

Reliability of unilateral vertical leg stiffness measures assessed during bilateral hopping

The assessment of vertical leg stiffness is an important consideration given its relationship to performance. Vertical stiffness is most commonly assessed during a bilateral hopping task. The current study sought to determine the inter-session reliability, quantified by the coefficient of variation, of vertical stiffness during bilateral hopping when assessed for the left and right limbs independently, this had not been previously investigated. On four separate occasions, ten healthy males performed 30 unshod bilateral hops on a dual force plate system with data recorded independently for the left and right limbs. Vertical stiffness was calculated as the ratio of peak ground reaction force to the peak negative displacement of the centre of mass during each hop and was averaged over the 6-10th hops. For vertical stiffness, average coefficients of variation of 15.3% and 14.3% were observed for the left and right limbs respectively. An average coefficient of variation of 14.7% was observed for bilateral vertical stiffness. The current study reports that calculations of unilateral vertical stiffness demonstrate reliability comparable to bilateral calculations. Determining unilateral vertical stiffness values and relative discrepancies may allow the coach to build a more complete stiffness profile of an individual athlete and better inform the training process

A comparison of methods to determine bilateral asymmetries in vertical leg stiffness

Whilst the measurement and quantification of vertical leg stiffness (Kvert) asymmetry is of important practical relevance to athletic performance, literature investigating bilateral asymmetry in Kvert is limited. Moreover, how the type of task used to assess Kvert may affect the expression of asymmetry has not been properly determined. Twelve healthy males performed three types of performance task on a dual force plate system to determine Kvert asymmetries; the tasks were: a) bilateral hopping, b) bilateral drop jumping, and c) unilateral drop jumping. Across all three methods, Kvert was significantly different between compliant and stiff limbs (P < 0.001) with a significant interaction effect between limb and method (P = 0.005). Differences in Kvert between compliant and stiff limbs were -5.3% (P < 0.001), -21.8% (P = 0.007) and -15.1% (P < 0.001) for the bilateral hopping, bilateral drop jumping and unilateral drop jumping methods respectively. All three methods were able to detect significant differences between compliant and stiff limbs, and could be used as a diagnostic tool to assess Kvert asymmetry. Drop jumping tasks detected larger Kvert asymmetries than hopping, suggesting that asymmetries may be expressed to a greater extent in acyclic, maximal performance tasks

Unilateral stiffness interventions augment vertical stiffness and change of direction speed

It has previously been shown that pre-conditioning interventions can augment change of direction speed (CODS). However, the mechanistic nature of these augmentations has not been well considered. The current study sought to determine the effects of pre-conditioning interventions designed to augment vertical stiffness on CODS. Following familiarization, ten healthy males (age: 22 ± 2 years; height: 1.78 ± 0.05 m; body mass: 75.1 ± 8.7 kg) performed three different stiffness interventions in a randomized and counterbalanced order. The interventions were: a) bilateral-focused, b) unilateral-focused, and c) a control of CODS test practice. Vertical stiffness and joint stiffness was determined pre- and post-intervention using a single leg drop jump task. CODS test performance was assessed post-intervention using a double 90o cutting task. Performances following the unilateral intervention were significantly faster than control (1.7%; P = 0.011; d = -1.08), but not significantly faster than the bilateral intervention (1.0% faster; P = 0.14; d = -0.59). Versus control, vertical stiffness was 14% greater (P = 0.049; d = 0.39) following the unilateral intervention and 11% greater (P = 0.019; d = 0.31) following the bilateral intervention; there was no difference between unilateral and bilateral interventions (P = 0.94; d = -0.08). The findings of the current study suggest that unilateral pre-conditioning interventions designed to augment vertical stiffness improve CODS within this experimental cohort

The voice of experienced Elective Home Educating (EHE) parents: The risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning

Written evidence submitted by the Centre for Social Mobility, University of Exeter regarding: The effect of cancelling formal exams, including the fairness of qualifications awarded and pupils’ progression to the next stage of education or employment. Written evidence submitted by Joanna Merrett, Malcolm Richards and Anna Mountford-Zimdars (The Centre for Social Mobility). The Centre for Social Mobility at the University of Exeter is a joint practitioner-academic centre set up to advance social mobility through robust research and evidence-based policy and practic