Can international alliances influence sustainable fashion practices: a UK/Bangladesh experience?

The presentation will outline current work that has been undertaken as part of a three-year British Council funded Development Partnerships in Higher Education (DelPHE) project that brings together international collaboration between London College of Fashion (LCF), the BGMEA Institute of Fashion Technology (BIFT) in Dhaka and the United Nations Industrial Development Organization (UNIDO). As retailers are increasingly under pressure to ensure that ethical and environmental standards run all the way through the supply chain, there is a need for research projects to explore best practice and ways forward to improve the competitiveness of the Bangladesh manufacturing sector to add value in this area

Rehabilitation interventions for foot drop in neuromuscular disease

"Foot drop" or "Floppy foot drop" is the term commonly used to describe weakness or contracture of the muscles around the ankle joint. It may arise from many neuromuscular diseases

Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project (N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so

High-resolution Spectroscopy of [Ne II] Emission from TW Hya

We present high-resolution echelle spectra of [Ne II] 12.81 micron emission from the classical T Tauri star (CTTS) TW Hya obtained with MICHELLE on Gemini North. The line is centered at the stellar radial velocity and has an intrinsic FWHM of 21\pm 4 km/s. The line width is broader than other narrow emission lines typically associated with the disk around TW Hya. If formed in a disk, the line broadening could result from turbulence in a warm disk atmosphere, Keplerian rotation at an average distance of 0.1 AU from the star, or a photoevaporative flow from the optically-thin region of the disk. We place upper limits on the [Ne II] emission flux from the CTTSs DP Tau and BP Tau.Comment: Accepted by ApJ. 18 pages, including 2 figures and 2 table

Effective Educational Strategies Combining Emerging Genetic Science and Native American Cultural Issues

The purpose of this paper is to describe how new topics in genetic science are implemented and evaluated within Genetic Education for Native Americans (GENA®) workshops. These workshops are typically implemented during professional conferences, training programs, Native American meetings and at tribal colleges. As genetic science evolves, public health educators are more and more likely to need to understand increasingly complex components within genetic research. These research discoveries are likely to impact cardiovascular health, cancer treatments, prevention and control of diabetes. The public and patients want to understand health information that affects them personally, as well as their communities. The focus of this paper is on GENA® objective 14 (emerging genetic science: microRNA), but the three 2006 3-hour workshops also addressed excerpts of GENA® objectives 5 and 29. at three meetings: the 2006 summer and fall Disparities Training Programs held in Houston, Texas and the 2006 Society for the Advancement of Chicanos and Native Americans in the Sciences (SACNAS) conference (October, Tampa, Florida). The emphasis on objective 14 is because it was updated during spring 2006 (initial focus was on stem cell research) and selected components of objectives 5 and 20 have been published elsewhere. The paper briefly describes the content, interactive learning opportunity and the evaluation from the three 2006 workshops. The overall findings verify the effectiveness (p value of less than .01) of GENA® to significantly increase knowledge level of workshop participants about emerging genetic science breakthroughs

Interactive Lesson on the Cell

The purpose of this article is to explain how a basic hands-on lesson about the human cell was developed, implemented and evaluated through Genetic Education for Native Americans (GENA®) workshops

Construct validity of the social support survey in sport

publication-status: Publishedtypes: ArticleCopyright © 2007 Elsevier B.V. NOTICE: This is the author’s version of a work accepted for publication by Elsevier. Changes resulting from the publishing process, including peer review, editing, corrections, structural formatting and other quality control mechanisms, may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Psychology of Sport and Exercise, 2007, Vol. 8, Issue 3, pp. 355 – 368 DOI: 10.1016/j.psychsport.2006.06.005Objectives: Richman, J. M., Rosenfeld, L. B., & Hardy's, C. J. [(1993). The Social Support Survey: A validation of a clinical measure of the social support process. Research on Social Work Practice, 3, 288-311] model of social support is increasingly used as a framework for researching social support in sport, particularly in relation to sports injury. The Social Support Survey (SSS) is based upon this model. Through confirmatory factor analyses of the SSS, Rees, T., Hardy, L., Ingledew, D. K., & Evans, L. [(2000). Examination of the validity of the social support survey using confirmatory factor analysis. Research Quarterly for Exercise and Sport, 71, 322-330] questioned the construct validity of the SSS and the model it is based upon. This study further addresses the construct validity of the SSS.Design: Relationships between 5 of the SSS dimensions and a set of items with known relevance to sport were examined using structural equation modelling.Methods: College athletes (n = 320: 170 males, 150 females), mean age 19.94 (SD 2.23 years), ranging in ability from college level to international level, completed the 5 SSS dimension subscales and items representing 3 social support dimensions from Rees, T., & Hardy, L. [(2000). An investigation of the social support experiences of high-level sports performers. The Sport Psychologist, 14, 327-347].Results: SSS listening support (beta = .39, p < .05) and SSS emotional support (beta =.58, p < .05) explained 74% of the variance in the Rees and Hardy (2000) emotional support dimension. SSS task appreciation (beta =.54, p < .05) and SSS task challenge (beta =.40, p < .05) explained 68% of the variance in the Rees and ---Hardy esteem support dimension. SSS personal assistance (beta = .43, p < .05) explained 18% of the variance in the Rees and Hardy tangible support dimension.Conclusions: These results provide some evidence of the construct validity of 5 of the SSS content factors in sport. (C) 2006 Elsevier Ltd. All rights reserved

Understanding of Emotions and Emotion Regulation in Adolescent Females with Conduct Problems: A Qualitative Analysis

Adolescent girls with conduct problems were interviewed regarding their (a) understanding of positive and negative emotions, (b) parental context of experiencing emotions, (c) ways of regulating emotions, (d) success in emotion regulation, and (e) use of alternative strategies in dealing with emotions. It was found that the girls have relatively little understanding of their negative internal states and/or are unable to express them to others, especially to fathers. They have few successful strategies for regulating negative emotions in themselves and others and are unaware of alternative strategies. This dysregulatory pattern likely prevents them from learning more appropriate ways of expressing and constructively handling their negative emotions that are necessary for healthy adjustment