Search

Generativity, defined as care and concern for future generations as a legacy of the self, is central to developmental success in midlife, though recent research suggests that it is also an importan...

Although active learning improves student outcomes in science, technology, engineering, and mathematics (STEM) programs, it may provoke anxiety in some students. We examined whether two psychological variables, social anxiety (psychological distress relating to the fear of negative evaluation by others) and academic self-efficacy (confidence in one's ability to overcome academic challenges), interact with student perceptions of evidence-based instructional practices (EBIPs) and associate with their final grades in a STEM-related course. Human anatomy and physiology students in community college courses rated various EBIPs for their perceived educational value and their capacity to elicit anxiety (N = 227). In general, practices causing students the most anxiety (e.g., cold calling) were reported by students as having the least educational value. When controlling for students' self-reported grade point averages, socially anxious students rated several EBIPs as more anxiety inducing, whereas high-efficacy students reported less anxiety surrounding other EBIPs. Furthermore, mediation analysis revealed that individual differences in academic self-efficacy at the beginning of the term explained some of the negative association between students' social anxiety levels and final grades in the course. Our results, obtained in a community college context, support a growing body of evidence that social anxiety and academic self-efficacy are linked with how students perceive and perform in an active-learning environment.

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N= 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.

This paper presents community college (CC) instructors' responses to the Community College Anatomy and Physiology Educational Research (CAPER) project, a professional development program focused on active learning and educational research. We engage with conceptual change theory to better understand why and how CC instructors shifted their perspectives toward active learning. Qualitative data indicate that the participating CC instructors experienced pedagogical discontentment, leading to increased positive beliefs about active learning and educational research. In addition, we find that CC instructors have continued their pursuit of pedagogical change and educational research through communities of practice, which provide positive learning environments.

Circadian rhythms play an influential role in nearly all aspects of physiology and behavior in the vast majority of species on Earth. The biological clockwork that regulates these rhythms is dynamic over the lifespan: rhythmic activities such as sleep/wake patterns change markedly as we age, and in many cases they become increasingly fragmented. Given that prolonged disruptions of normal rhythms are highly detrimental to health, deeper knowledge of how our biological clocks change with age may create valuable opportunities to improve health and longevity for an aging global population. In this Review, we synthesize key findings from the study of circadian rhythms in later life, identify patterns of change documented to date, and review potential physiological mechanisms that may underlie these changes.

The endogenous circadian system provides an adaptive means of aligning cellular activity, physiological processes, and behaviors with the predictable 24 hour solar cycle. Circadian rhythms play a crucial role in the regulation of sleep by influencing not only the time of day at which sleep occurs but also a variety of other characteristics of sleep including sleep propensity, architecture, and the consolidation of nightly sleep episodes and daily waking in humans. Circadian rhythms exhibit marked plasticity across the life span, with older adulthood being no exception, and developmental changes in a variety of physiological rhythms are implicated in the characteristics of sleep observed in healthy older adulthood. In this chapter, we summarize the role of the circadian system in sleep, describe age-related changes in circadian rhythms, examine how these changes are implicated in the characteristics of sleep in later life, and consider how circadian-oriented interventions may help to address sleep disturbances among otherwise healthy older adults.

Despite varied etiologies and symptoms, several neurodegenerative diseases – specifically, Alzheimer’s, Parkinson’s, and Huntington’s diseases – share the common feature of abnormal circadian rhythms, such as those in behavior (e.g., disrupted sleep/wake cycles), physiological processes (e.g., diminished hormone release), and biochemical activities (e.g., antioxidant production). Circadian disturbances are among the earliest symptoms of these diseases, and the molecular mechanisms of the circadian system are suspected to play a pivotal, and possibly causal, role in their natural histories. Here, we review the common circadian abnormalities observed in Alzheimer’s, Parkinson’s, and Huntington’s diseases, and summarize the evidence that the molecular circadian clockwork directly influences the course of these disease states. On the basis of this research, we explore several circadian-oriented interventions proposed as treatments for these neurological disorders.

Symptoms of opiate withdrawal include disturbances in circadian rhythms. We examined in male Wistar rats (n=48) the effects of a daily, mid-morning morphine injection (5-40 mg/kg, i.p.) and its withdrawal on 24-h wheel-running activity and on the expression of the clock protein, PERIOD2 (PER2), in the suprachiasmatic nucleus (SCN), oval nucleus of the bed nucleus of the stria terminalis (BNSTov), central amygdala (CEA), and dorsal striatum. Rats were killed over 2 days at 10, 22, 46, and 58 h after the last daily morphine injection at zeitgeber times (ZT) 1 or ZT13. Daily morphine injections and their withdrawal suppressed nighttime wheel running, but did not entrain any increase in activity in advance of the injection. Neither morphine injection nor its withdrawal affected PER2 expression in the SCN, whereas the normal daily peaks of PER2 in the BNSTov, CEA, and dorsal striatum were blunted both during morphine administration and its withdrawal. Treatment with a dopaminergic agonist (the D2/3 agonist, quinpirole, 1.0 mg/kg) or a noradrenergic agonist (alpha2 agonist, clonidine, 0.1 mg/kg) in morphine withdrawal did not restore normal PER2 patterns in each affected region; however, both quinpirole and clonidine themselves altered normal daily PER2 expression patterns in morphine-naive rats. These findings confirm and extend previous observations that opiates disrupt daily patterns of clock gene expression in the limbic forebrain. Furthermore, catecholaminergic drugs, which have been previously found to alleviate symptoms of opiate withdrawal, do not alleviate the effects of morphine withdrawal on PER2, but do modulate daily patterns of PER2 expression in saline controls.

Normal circadian rhythms of behavior are disrupted in disorders involving the dopamine (DA) system, such as Parkinson's disease. We have reported previously using unilateral injections of the catecholamine toxin, 6-hydroxydopamine (6-OHDA), into the medial forebrain bundle that DA signaling regulates daily expression of the clock protein, PERIOD2 (PER2), in the dorsal striatum of the rat. In the present study, we made widespread lesions of DA fibers using large injections of 6-OHDA into the third ventricle to determine the involvement of DA in normal daily rhythms of wheel-running activity and PER2 patterns in the suprachiasmatic nucleus (SCN) and several regions of the limbic forebrain. Rats injected with 6-OHDA and housed in constant darkness were less active in the wheel and showed a disorganized pattern of activity in which wheel running was not confined to a specific phase over 24 h. The 6-OHDA injection had no effect on the daily PER2 pattern in the SCN, but blunted the normal rise in PER2 in the dorsal striatum. 6-OHDA also blunted PER2 expression in the periventricular nucleus of the hypothalamus, a region in which a daily PER2 pattern has not been previously reported in male rats, and in the oval nucleus of the bed nucleus of the stria terminalis, but not in the central nucleus of the amygdala. These results indicate that DA plays a prominent role in regulating circadian activity at both behavioral and molecular levels.

In recent years, there has been an increasing focus among childhood researchers on the concept of children's agency, or children as social actors, within research. The argument for the focus on children as ‘agents’ has commonly critiqued an earlier dominant tradition of research, whereby children had been positioned as passive objects of investigation, with their capacity for social agency largely ignored. This paper provides a theoretical and methodological exploration of the concept of children's agency in the research process. The authors outline conceptual developments that have contributed to the increased focus on children's agency and discuss how this focus has influenced research methods, both in terms of counting children in and researching collaboratively with them. Key elements of a methodological framework for promoting children's agency in collaborative research are outlined and some of the contextual obstacles to the implementation of this framework are discussed, in particular those encountered in attempting to ‘balance power relations’ between adults and children. The facilitation by adults of children themselves as researchers is identified as a possible way forward. The paper concludes with a brief discussion on the extent to which the acknowledgement of children's agency in research may lead to more inclusive policy practices.

Monitoring and reporting on the well-being of children has a central role to play in the development of policies to improve children's lives. This paper uses two reports on child well-being – the State of London's Children Reports – as exemplars to show how regular reporting on children can be linked to planning and policy-making in an urban environment. The paper describes how the some of the themes and key findings from the State of London's Children Reports are being taken forward through policies to improve the lives of London children. The paper also draws on the process of researching and writing the reports in a discussion of some broader issues relating to child well-being measurement, focusing particularly on the integration of children's own conceptions of their well-being within the processes of indicator development and reporting. The author proposes that children's perspectives on what constitutes their well-being should be integrated alongside and together with more adult-oriented measures; and that work to involve children in child well-being development should make a clear contribution to policies which are aimed at improving the lives of children.

Circadian rhythms in rodents respond to arousing, nonphotic stimuli that contribute to daily patterns of entrainment. To examine whether the motivational significance of a stimulus is important for eliciting nonphotic circadian phase shirts in Syrian hamsters (Mesocricetus auratus), the authors compared responses to a highly rewarding stimulus (lateral hypothalamic brain stimulation reward [BSR]) and a highly aversive stimulus (footshock). Animals were housed on a 14:10-hr light-dark cycle until test day, when they were given a 1-hr BSR session (trained animals) or a 1-mA electric footshock at 1 of 8 circadian times, and were maintained in constant dark thereafter. Both BSR pulses and footshock produced nonphotic phase response curves. These results support the hypothesis that arousal resulting from the motivational significance of a stimulus is a major factor in nonphotic phase shifts.

This paper uses a research and development project – the A Space project in Hackney – as an exemplar for discussion of policy and practice issues arising from the recent expansion of out-of-school child care and study support services. In particular, the authors explore children's participation rights and multi-agency working, two key principles upon which A Space is based. The paper suggests that current government out-of-school policy raises key questions about the siting, staffing, coordination and costs of future services; and that underlying these are more fundamental questions about: how children should be spending their time; and whose perspectives on this should be taken into account. Copyright © 2001 John Wiley & Sons, Ltd.

From September 1999 all schools in England and Wales will be expected to have a 'home-school' agreement in place. The home-school agreement initiative has provoked considerable debate amongst and between politicians, educationalists, professional associations and parents' organisations. This article provides an analysis of this controversy . The first part places home-school agreements within the historical context of home-school relations. The second part discusses two key issues of 'enforceability' and 'partnership' that have informed much of the debate . The article concludes by suggesting that models of parents as 'problems', as 'partners' and as 'consumers' are all implicit within this recent initiative and it questions whether an acceptable balance between these models can be incorporated in the process of implementation.

This article discusses issues arising from a qualitative study, `Children, Parents and Risk', where children (aged 9 and 12 years) and their parents were asked to talk about children's daily life in and around the home, with emphasis on decision-making. The discussion of the data is contextualized mainly within the idea of children as a social group. Themes in the research are intergenerational identifications of risk, understandings of children, childhood and parenthood, power relations between children and parents, and how access to resources shapes children's and parents' understanding and management of risk. The article suggests that differences in perspective and debates between children and their parents hinge on ideas about socialization and the good childhood. Children, while recognizing and somewhat endorsing parental stress on children's time-future, place considerable emphasis on the quality of their lived childhoods in time-present.

This paper discusses some of the findings from a research study that was carried out in 1995. The study aimed to examine the implications of the use of the purchaser/provider separation (and associated care management processes) in social work with children and families, focusing on the effects of separation on service delivery and on the role of the social worker. The research involved two stages: a telephone survey (to gather quantitative data about the prevalence of organizational separation in England and qualitative data about perceived advantages and disadvantages of separation) and a single exploratory case study in a Local Authority Social Services Department. The paper is concerned primarily with the case study findings. It begins by locating organizational separation within a social policy context. This is followed by an overview of the existing literature on the implications of the purchaser/provider separation and care management for service delivery and for the social work role. The methods and key findings for the telephone survey and the case study are then described. Analysis of the case study data suggested that separation in this setting could be understood along three dimensions: efficient processing versus delays; control of the work and work processes versus lack of control; and clarity of role and task versus duplication. The paper ends with a discussion of the study’s main conclusion – that the purchaser/provider separation in child and family work may introduce benefits of specialization whilst also bringing problems associated with fragmentation of the traditional social work role.

This paper is based on a qualitative research study, Children, Parents and Risk. This study looks at the ways in which risks to children are understood and managed by children and parents. The paper focuses on two areas of the research—gaining access and interviewing—in order to show how the research process itself has constituted an important source of data on childhood and risk.

The mechanisms through which buprenorphine (BUP), a mixed opioid agonist-antagonist, reduces both heroin and cocaine taking remain unclear. Evidence suggests that chronic exposure to BUP blunts drug seeking by attenuating the salience of drug-associated cues. Here, we examined the effect of chronic BUP treatment (osmotic minipumps, 3.0 mg/kg/day) in rats on responding for sucrose pellets and associated cues on FR1, FR5, and PR schedules and on extinction and reinstatement of sucrose seeking by sucrose priming. The effect of chronic BUP treatment on the dopamine (DA) response in the nucleus accumbens (NAc) to sucrose pellets and to lab chow was also measured using in vivo microdialysis. Whereas chronic BUP treatment had only a modest effect on pellet intake on the FR1 schedule, it significantly reduced responding at the outset of sessions and reduced lever pressing during sucrose-associated cue presentations. No effect was observed in the FR5 or PR schedules. BUP slightly reduced responding during extinction and significantly reduced reinstatement. Chronic BUP did not alter the NAc DA response to either sucrose pellets or lab chow, although it did significantly increase basal DA. Consistent with previous studies with heroin and cocaine, chronic BUP reduced responding in the presence of reward-related cues.

Three experiments examined 3- to 6-year-olds' interference control using a task in which children saw 2 corresponding sets of colored cards, a large set in front of them and a small set behind them. A colored candy (Smartie) was placed on a large card with mismatching color, and children could win the Smartie by selecting the small card that matched the color of the large card. Three-year-olds performed poorly whereas older children performed well. Having children label the correct color before responding improved 3-year-olds' performance (Experiment 2), as did pointing to the large card (Experiment 3); decreasing the affective salience of the stimuli (colored beads vs. Smarties) did not (Experiment 3). Results reveal the role of selective attention in action control.