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Although research has shown that the prevalence of ill-being among collegiate student-athletes is greater compared to regular college students and general population, very little is known about the role of coaches in this process. Grounded in the achievement goal and self-determination theories, the aim of this study was to examine the role of coach-created motivational climate on student-athletes' anxiety and depression. A sample for this prospective cohort study was 117 (77 females and 34 males; Mage = 20.24±1.35) student-athletes recruited from one university in the Southeastern US. The research team collected self-reported data via email. The results showed high levels of anxiety (71.4%) and depression (17.3%) among the respondents. Females had almost seven times more likely to have anxiety than males (OR = 6.903, CI95% [1.650, 28.830]), but there were no gender differences in the prevalence of depression (OR = 1.166, CI95% [.442, 3.076]). In addition, parameter estimates suggest that coach-created task-involving climate (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.41, -0.01]) and autonomy-support (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.39, -0.04]) were significant negative predictors of anxiety, whereas controlling motivational climate increased student-athletes' anxiety symptoms. Our findings highlight the need for the task- and autonomy-supportive coaching strategies as preventive measures to support student-athletes' mental health.

This article discusses teachers' experiences of making simple changes to lessons with the aim of enhancing students' ability to make connections between their everyday knowledge and science and enrich their perception of what counts as science, increasing their science capital. The classroom work followed findings by the ASPIRES team at King's College London and later University College London, which found that, although young people from diverse backgrounds are interested in science, those with fewer chances to connect with science in their everyday lives are less likely to continue their interest or aspire to science jobs. The article suggests that it is realistic to implement small but important changes in the classroom and goes on to consider ways to assess whether such changes have an impact on students' perception of science.

The article considers options for allowing a person legally or functionally incompetent to make decisions. Use of a proxy decision-maker for important decisions, use of financial devices to manage financial decisions, and questions to consider in deciding functional competence (and thus the need for legal guardianship) are covered. (DB)

Contends that the aging of the population and the widespread prevalence of significant mental and physical disabilities create ethical dilemmas in providing care. Discusses two dilemmas, competency to refuse treatment, and recompense for prior mistreatment as illustrations. (Author/ABL)

The article discusses the course of study for the kindergarten. The direction of the study is getting to be more or less artificial and lacking in simplicity The plan for kindergarten study will be to go back to the simplest, most commonplace conditions that surround the children at home, bringing them into objective relations to the most familiar things and stimulating their natural tendency to investigation. The plan of work includes homes, home industries, preparations for winter, outside changes, thanksgiving, homes of animals, materials used and rhythm.

The article presents a report from the president of the Michigan Reading Association (MRA). She cites winter, other people, and legislation as potential causes that may erode to damage a personal attitude. She also suggests to join the MRA as a solution to gaining a sunny disposition on life, as the association is filled with positive people.

The article offers tips on how to make decorative items for Valentine's Day.

The article presents the course of study for kindergarten. The subjects to be taken up are more focused on work and play which is centered on the activities of home life. For the history subject, children are to familiarize their homes such as the arrangement of rooms, furniture and equipment of each part of the house. Under geography, children can be taught about the routes from homes to school, from the school to the park and to other recreation areas, the direction of the farm and delivery of goods. Other things the children need to learn are about nature, songs, games, and stories.