Introduction: Contemporary developments in games teaching

For individuals interested in contemporary physical education and sports coaching practices, the well-known saying, 'may you live in interesting times' (sometimes referred to as the Chinese curse) will hold some resonance. As debate occurs about the very nature of what constitutes physical education and sports coaching, and 'which' knowledge should be privileged through pedagogical encounters, we do live in interesting times characterised by profound social and cultural changes (Wright, Macdonald and Burrows 2004). For some, these changes have produced professional working lives that are extremely fast-paced and time-poor. With many commercial enterprises claiming to offer 'innovative' and 'cutting-edge' practical solutions and 'quick fixes' for highly complex problems, as professionals we are now required to become critical consumer of what others have termed the global information explosion (Wright et. al. 2004). In relation to physical education and coaching we believe that in order to be effective critical consumers, 'context' matters and as such, we need local, nuanced examples of how various teaching coaching approaches are applied to consider their relevance for the issues we face in our own practice

Anti-Woke Capitalism, the First Amendment, and the Decline of Libertarianism

Firms across the globe, including financial institutions like banks, asset managers, and pension fund managers, are adopting strategies to account for the risks they face from climate change. These strategies include declining to invest in certain emissions-intensive projects or advising firms in their portfolios to report or reduce climate impacts and risks. These forms of private environmental governance can be characterized as one aspect of the “E” within a broader management strategy of “ESG,” or the management of environmental, social, and governance factors. Regulators in the United States and other countries are beginning to mandate that firms take some of these factors into account. With the rise of firms’ consideration of ESG factors has come backlash, often under the umbrella of anti-wokeness. This backlash has come to a head in the form of state laws prohibiting state agencies and municipalities, including state pension funds, from doing business with financial institutions that are alleged to be “boycotting” the fossil fuel industry or that are broadly taking ESG factors into account. These laws are part of a larger trend of targeting firms’ decisions to address social and governance issues like declining to invest in gun manufacturing or taking positions on other social issues, including racial justice, abortion, and LGBTQ+ rights. The last three decades of First Amendment law have been strongly influenced by laissez-faire constitutionalism, stemming in significant part from the adoption of libertarian ideas by the conservative legal movement. New so-called “anti-woke” capitalism laws represent a fundamental shift in the conservative legal movement away from libertarianism, First Amendment Lochnerism, and deregulatory constitutionalism and toward identitarianism and efforts to directly influence the substance of firm decision-making. This Article traces this important turn away from laissez-faire law and policy, which has significant constitutional implications, particularly for the First Amendment. These anti-woke laws, and the identitarian politics they reflect, may foreshadow a similar turn in First Amendment law. At the same time, these laws raise important First Amendment issues. These include the difficult questions of when a governmental motive is sufficiently untoward to trigger heightened scrutiny or render a law unconstitutional, and when a social practice should be considered a medium of expression in public discourse for constitutional purposes. These issues have long vexed courts and scholars and are also crucial to the disposition of many of today’s most contested First Amendment questions. This Article offers the first in-depth constitutional analysis of these so-called “anti-woke capitalism” laws. Rather than declaring that some of these laws—which vary across doctrinally significant axes—are constitutional or unconstitutional, this Article focuses on articulating the questions and constitutional values that should guide analyses of these laws and others like them that regulate social practices at the intersection of political and economic life. By focusing on the First Amendment’s underlying objectives—to protect decisional and participatory liberty in both political life and the marketplace—this Article uses these laws as a lens to clarify and rethink existing doctrinal categories in order to forward a conception of the First Amendment that advances democracy in a thoroughgoing way

SparkNotes Use and Attitudes Among High School English Language Arts Students: A Retrospective Exploratory Mixed-Method Study

This mixed-method study explored recollections of SparkNotes use among high school students in terms of the rate of use, the reasons for use, and the characteristics of users. The study also explored feelings and attitudes about SparkNotes use, particularly whether or not it is considered a form of cheating. An electronic survey collected quantitative and qualitative data from 209 anonymous participants with high school graduation dates between 2000 and 2020, most of whom described themselves as good readers who enjoyed reading. Sixty-nine percent reported that they had used SparkNotes for support with English homework, and this proportion did not vary significantly across geographic, vocational, or reading behavior-based cohorts, although there was a slight positive association between SparkNotes use and graduation year. Participants mainly reported using SparkNotes when they needed help understanding a text (68%) or remembering details of what they had read (66%), or when they had not entirely read the text (57%). Forty percent of participants said that using SparkNotes is not cheating, and 38% said it depends. When prompted for elaboration, participants offered qualitative comments suggesting intellectual engagement, plagiarism, and not reading as main factors in determining the legitimacy of a student’s SparkNotes use. The implications of these findings are discussed in terms of New Literacy Studies. Overall, results of the study indicate that SparkNotes is widely used as both a supplement to and a partial replacement for reading primary texts in high school English class, and that whether or not this is considered cheating depends largely on individual conceptions and values around reading

STEAM on the Quad

STEAM on the Quad is a family-oriented educational program, initiated in 2016, involving K-12 youth. Participants are able to do hands-on activities that improve their knowledge and interest in the science, technology, engineering, arts and math fields. The event is a collaborative project between Ohio State – Lima and OSU Extension. The 4-H programs of Putnam, Hardin and Allen counties hosted activities that featured Bluetooth sports, circuitry, Lego zip lines, virtual reality, graphics tablets, solar panels, sculpture building, hovercrafts and sewing. Community partners included the Allen County Soil and Water Conservation District, ArtSpace/Lima, YWCA Child Care, the Neil Armstrong Museum, and the Lima YMCA Bean City Bots Robotics Team. Ohio State – Lima faculty from biology, education, engineering, geology, and theater engaged K-12 students and their families in a variety of hands-on projects, as did Ohio State law enforcement. Ohio State staff and students aided in these endeavors and in logistical support. Outcomes and Impacts: 1) Connect local families, faculty, educators, and businesses to promote STEAM education through innovation, learning, and creativity in collaboration with Ohio State. 2) Take Ohio State's current resources and equipment and create programming that reaches new audiences, while bringing local 4-H members to an Ohio State campus. 3) Create a program model that can be reproduced by Extension in Ohio and other states. Outcomes and impacts will consist of recording the attendance and partnerships created through the STEAM programming, categorized by age group, program area, and type of use. Each student will complete a retrospective pre- and post-survey to see if our key STEM metrics are met. Finally, program evaluations will illustrate usage by parents and will collect open-ended feedback about how the STEAM programming has benefited their child. Quarterly progress reports will be provided to the university.AUTHOR AFFILIATION: Kelly Coble, Educator, 4-H Youth Development, The Ohio State University Extension, Allen County, [email protected] (Corresponding Author); Jason Hedrick, Educator, 4-H Youth Development, The Ohio State University Extension, Putnam County; Mark Light, Educator, 4-H Youth Development, The Ohio State University Extension, Hardin County; Amanda Raines, Program Assistant, 4-H Youth Development, The Ohio State University Extension, Hardin County; Sarah Jackson, Program Assistant, 4-H Youth Development, The Ohio State University Extension, Allen County.STEAM on the Quad is a family-oriented educational program, initiated in 2016, involving K-12 youth. Participants did hands-on activities that improved their knowledge and interest in the science, technology, engineering, arts and math fields. The event is a collaborative project between Ohio State – Lima and OSU Extension. The 4-H programs of Putnam, Hardin and Allen counties hosted activities that featured Bluetooth sports, Lego zip lines, virtual reality, graphics tablets, solar panels, sculpture building, hovercrafts and sewing. Community partners included the Allen County Soil and Water Conservation District, ArtSpace/Lima, YWCA Child Care, the Neil Armstrong Museum, and the Lima YMCA Bean City Bots robotics team. Ohio State – Lima faculty from biology, education, engineering, and theater engaged K-12 students and their families in a variety of hands-on projects, as did Ohio State law enforcement. Ohio State staff and students aided in these actvities and logistical support

bcl-2 Transgene Expression Inhibits Apoptosis in the Germinal Center and Reveals Differences in the Selection of Memory B Cells and Bone Marrow Antibody-Forming Cells

Immunization with T cell–dependent antigens generates long-lived memory B cells and antibody-forming cells (AFCs). Both populations originate in germinal centers and, predominantly, produce antibodies with high affinity for antigen. The means by which germinal center B cells are recruited into these populations remains unclear. We have examined affinity maturation of antigen-specific B cells in mice expressing the cell death inhibitor bcl-2 as a transgene. Such mice had reduced apoptosis in germinal centers and an excessive number of memory B cells with a low frequency of V gene somatic mutation, including those mutations encoding amino acid exchanges known to enhance affinity. Despite the frequency of AFCs being increased in bcl-2–transgenic mice, the fraction secreting high-affinity antibody in the bone marrow at day 42 remained unchanged compared with controls. The inability of BCL-2 to alter selection of bone marrow AFCs is consistent with these cells being selected within the germinal center on the basis of their affinity being above some threshold rather than their survival being due to a selective competition for an antigen-based signal. Continuous competition for antigen does, however, explain formation of the memory compartment

Early appearance of germinal center–derived memory B cells and plasma cells in blood after primary immunization

Immunization with a T cell–dependent antigen elicits production of specific memory B cells and antibody-secreting cells (ASCs). The kinetic and developmental relationships between these populations and the phenotypic forms they and their precursors may take remain unclear. Therefore, we examined the early stages of a primary immune response, focusing on the appearance of antigen-specific B cells in blood. Within 1 wk, antigen-specific B cells appear in the blood with either a memory phenotype or as immunoglobulin (Ig)G1 ASCs expressing blimp-1. The memory cells have mutated VH genes; respond to the chemokine CXCL13 but not CXCL12, suggesting recirculation to secondary lymphoid organs; uniformly express B220; show limited differentiation potential unless stimulated by antigen; and develop independently of blimp-1 expression. The antigen-specific IgG1 ASCs in blood show affinity maturation paralleling that of bone marrow ASCs, raising the possibility that this compartment is established directly by blood-borne ASCs. We find no evidence for a blimp-1–expressing preplasma memory compartment, suggesting germinal center output is restricted to ASCs and B220+ memory B cells, and this is sufficient to account for the process of affinity maturation

Symptom variability following acute exercise in myalgic encephalomyelitis/chronic fatigue syndrome: a perspective on measuring post-exertion malaise

Background: Consensus for an operational definition of post-exertion malaise (PEM) and which symptoms best characterize PEM has not been established and may be due to variability within and between studies. Purpose: Determine the magnitude of the effect of maximal and submaximal physical exertion on multiple myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) symptoms that are associated with PEM and explore variability among two studies in which mood, fatigue, and pain symptoms were measured before and after exercise. Methods: Symptoms were measured before, and 48 and 72 hours after exercise in study 1 (ME/CFS = 13; Controls = 11) and before and 24 hours after exercise in study 2 (ME/CFS = 15, Controls = 15). Between-study variability was examined by comparing Hedges d effect sizes (95% CI) from studies 1 and 2. Within-patient group variability was examined via inspection of dot density plots. Results: In study 1, large increases in general fatigue (Δ = 1.05), reduced motivation (Δ = 0.93), feelings of fatigue (Δ = 0.90), feelings of confusion (Δ = 0.93), and total mood disturbance (Δ = 0.90) were found at 72 hours. In study 2, a large increase in affective/sensory pain (Δ = 0.79) was found at 24 hours. Dot density plots in both studies revealed substantial variability among people with ME/CFS relative to healthy control participants. Conclusions: PEM symptoms are variable among people with ME/CFS and several gaps in the literature need to be addressed before guidelines for measuring PEM in the clinical or research setting can be established

Effects of grid spacing on high-frequency precipitation variance in coupled high-resolution global ocean–atmosphere models

© The Author(s), 2022. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Light, C., Arbic, B., Martin, P., Brodeau, L., Farrar, J., Griffies, S., Kirtman, B., Laurindo, L., Menemenlis, D., Molod, A., Nelson, A., Nyadjro, E., O’Rourke, A., Shriver, J., Siqueira, L., Small, R., & Strobach, E. Effects of grid spacing on high-frequency precipitation variance in coupled high-resolution global ocean–atmosphere models. Climate Dynamics, (2022): 1–27, https://doi.org/10.1007/s00382-022-06257-6.High-frequency precipitation variance is calculated in 12 different free-running (non-data-assimilative) coupled high resolution atmosphere–ocean model simulations, an assimilative coupled atmosphere–ocean weather forecast model, and an assimilative reanalysis. The results are compared with results from satellite estimates of precipitation and rain gauge observations. An analysis of irregular sub-daily fluctuations, which was applied by Covey et al. (Geophys Res Lett 45:12514–12522, 2018. https://doi.org/10.1029/2018GL078926) to satellite products and low-resolution climate models, is applied here to rain gauges and higher-resolution models. In contrast to lower-resolution climate simulations, which Covey et al. (2018) found to be lacking with respect to variance in irregular sub-daily fluctuations, the highest-resolution simulations examined here display an irregular sub-daily fluctuation variance that lies closer to that found in satellite products. Most of the simulations used here cannot be analyzed via the Covey et al. (2018) technique, because they do not output precipitation at sub-daily intervals. Thus the remainder of the paper focuses on frequency power spectral density of precipitation and on cumulative distribution functions over time scales (2–100 days) that are still relatively “high-frequency” in the context of climate modeling. Refined atmospheric or oceanic model grid spacing is generally found to increase high-frequency precipitation variance in simulations, approaching the values derived from observations. Mesoscale-eddy-rich ocean simulations significantly increase precipitation variance only when the atmosphere grid spacing is sufficiently fine (< 0.5°). Despite the improvements noted above, all of the simulations examined here suffer from the “drizzle effect”, in which precipitation is not temporally intermittent to the extent found in observations.Support for CXL’s effort on this project was provided by a Research Experiences for Undergraduates (REU) supplement for National Science Foundation (NSF) grant OCE-1851164 to BKA, which also provided partial support for PEM. In addition, BKA acknowledges NSF grant OCE-1351837, which provided partial support for AKO, Office of Naval Research grant N00014-19-1-2712 and NASA grants NNX17AH55G, which also provided partial support for ADN, and 80NSSC20K1135. JTF’s participation, and the SPURS-II buoy data, were funded by NASA grants 80NSSC18K1494 and NNX15AG20G

LEARN: A multi-centre, cross-sectional evaluation of Urology teaching in UK medical schools

OBJECTIVE: To evaluate the status of UK undergraduate urology teaching against the British Association of Urological Surgeons (BAUS) Undergraduate Syllabus for Urology. Secondary objectives included evaluating the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC)-mandated urological procedures, and the proportion of undergraduates considering urology as a career. MATERIALS AND METHODS: LEARN was a national multicentre cross-sectional study. Year 2 to Year 5 medical students and FY1 doctors were invited to complete a survey between 3rd October and 20th December 2020, retrospectively assessing the urology teaching received to date. Results are reported according to the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). RESULTS: 7,063/8,346 (84.6%) responses from all 39 UK medical schools were included; 1,127/7,063 (16.0%) were from Foundation Year (FY) 1 doctors, who reported that the most frequently taught topics in undergraduate training were on urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%). The most infrequently taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). Male and female catheterisation on patients as undergraduates was performed by 92.1% and 73.0% of FY1 doctors respectively, and 16.9% had considered a career in urology. Theory based teaching was mainly prevalent in the early years of medical school, with clinical skills teaching, and clinical placements in the later years of medical school. 20.1% of FY1 doctors reported no undergraduate clinical attachment in urology. CONCLUSION: LEARN is the largest ever evaluation of undergraduate urology teaching. In the UK, teaching seemed satisfactory as evaluated by the BAUS undergraduate syllabus. However, many students report having no clinical attachments in Urology and some newly qualified doctors report never having inserted a catheter, which is a GMC mandated requirement. We recommend a greater emphasis on undergraduate clinical exposure to urology and stricter adherence to GMC mandated procedures