The psychology of containment: mis/representing emotional and behavioural difficulties in Australian schools

The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys.

Results of applying sensor fusion to a control system using optic flow

The results from applying a sensor fusion process to an adaptive controller used to balance all inverted pendulum axe presented. The goal of the sensor fusion process was to replace some of the four mechanical measurements, which are known to be sufficient inputs for a linear state feedback controller to balance the system, with optic flow variables. Results from research into the psychology of the sense of balance in humans were the motivation for the investigation of this new type of controller input. The simulated model of the inverted pendulum and the virtual reality environments used to provide the optical input are described. The successful introduction of optical information is found to require the preservation of at least two of the traditional input types and entail increased training till-le for the adaptive controller and reduced performance (measured as the time the pendulum remains upright)

Food restriction reverses the hyper-muscular phenotype and force generation capacity deficit of the myostatin null mouse

Food restriction has a great impact on skeletal muscle mass by inducing muscle protein breakdown to provide substrates for energy production through gluconeogenesis. Genetic models of hyper-muscularity interfere with the normal balance between protein synthesis and breakdown which eventually results in extreme muscle growth. Mutations or deletions in the myostatin gene result in extreme muscle mass. Here we evaluated the impact of food restriction for a period of 5 weeks on skeletal muscle size (i.e., fibre cross-sectional area), fibre type composition and contractile properties (i.e., tetanic and specific force) in myostatin null mice. We found that this hyper-muscular model was more susceptible to catabolic processes than wild type mice. The mechanism of skeletal muscle mass loss was examined and our data shows that the myostatin null mice placed on a low calorie diet maintained the activity of molecules involved in protein synthesis and did not up-regulate the expression of genes pivotal in ubiquitin-mediated protein degradation. However, we did find an increase in the expression of genes associated with autophagy. Surprisingly, the reduction on muscle size was followed by improved tetanic and specific force in the null mice compared to wild type mice. These data provide evidence that food restriction may revert the hyper-muscular phenotype of the myostatin null mouse restoring muscle function.

The MaPS project: mapping teacher conceptions of musical development

The chapter starts from the premise that an historically- and institutionally-formed orientation to music education at primary level in European countries privileges a nineteenth century Western European music aesthetic, with its focus on formal characteristics such as melody and rhythm. While there is a move towards a multi-faceted understanding of musical ability, a discrete intelligence and willingness to accept musical styles or 'open-earedness', there remains a paucity of documented evidence of this in research at primary school level. To date there has been no study undertaken which has the potential to provide policy makers and practitioners with insights into the degree of homogeneity or universality in conceptions of musical ability within this educational sector. Against this background, a study was set up to explore the following research questions: 1. What conceptions of musical ability do primary teachers hold a) of themselves and; b) of their pupils? 2. To what extent are these conceptions informed by Western classical practices? A mixed methods approach was used which included survey questionnaire and semi-structured interview. Questionnaires have been sent to all classroom teachers in a random sample of primary schools in the South East of England. This was followed up with a series of semi-structured interviews with a sub-sample of respondents. The main ideas are concerned with the attitudes, beliefs and working theories held by teachers in contemporary primary school settings. By mapping the extent to which a knowledge base for teaching can be resistant to change in schools, we can problematise primary schools as sites for diversity and migration of cultural ideas. Alongside this, we can use the findings from the study undertaken in an English context as a starting point for further investigation into conceptions of music, musical ability and assessment held by practitioners in a variety of primary school contexts elsewhere in Europe; our emphasis here will be on the development of shared understanding in terms of policies and practices in music education. Within this broader framework, our study can have a significant impact internationally, with potential to inform future policy making, curriculum planning and practice.

Test performance indicators from a single soccer specific fitness test differentiate between highly trained and recreationally active soccer players

Aim. The aim of this study was to investigate whether a single soccer specific fitness test (SSFT) could differentiate between highly trained and recreationally active soccer players in selected test performance indicators. Methods. Subjects: 13 Academy Scholars (AS) from a professional soccer club and 10 Recreational Players (RP) agreed to participate in this study. Test 1-(V)over dotO(2) max was estimated from a progressive shuttle run test to exhaustion. Test 2-The SSFT was controlled by an automated procedure and alternated between walking, sprinting, jogging and cruise running speeds. Three activity blocks (1A, 2A and 3A) were separated by 3 min rest periods in which blood lactate samples were drawn. The 3 blocks of activity (Part A) were followed by 10 min of exercise at speeds alternating between jogging and cruise running (Part B). Results. Estimated (V)over dotO(2) max did not significantly differ between groups, although a trend for a higher aerobic capacity was evident in AS (p<0.09). Exercising heart rates did not differ between AS and RP, however, recovery heart rates taken from the 3 min rest periods were significantly lower in AS compared with RP following blocks 1A (124.65 b(.)min(-1) +/-7.73 and 133.98 b(.)min(-1) +/-6.63), (p<0.05) and 3A (129.91 b.min(-1) +/-10.21 and 138.85 b.min(-1) +/-8.70), (p<0.01). Blood lactate concentrations were significantly elevated in AS in comparison to RP following blocks 2A (6.91 mmol(.)l(-1) +/-2.67 and 4.74 mmol(.)l(-1) +/-1.28) and 3A (7.18 mmol(.)l(-1) +/-2.97 and 4.88 mmol(.)l(-1) +/-1.50), (p<0.05). AS sustained significantly faster average sprint times in block 3A compared with RP (3.18 sec +/-0.12 and 3.31 sec +/-0.12), (p<0.05). Conclusion. The results of this study show that highly trained soccer players are able to sustain, and more quickly recover from, high intensity intermittent exercise.

A netball specific fitness test.

Performance analysis has been used for many applications including providing feedback to coaches and players, media applications, scoring of sports performance and scientific research into sports performance. The current study has used performance analysis to generate knowledge relating to the demands of netball competition which has been used in the development of a Netball Specific Fitness Test (NSFT). A modified version of the Bloomfield movement classification was used to provide a detailed analysis of player movement during netball competition. This was considered during a needs analysis when proposing the structure of the NSFT. A series of pilot versions were tested during an evolutionary prototyping process that resulted in the final version of the NSFT, which was found to be representative of movement in netball competition and it distinguished between recreational club players and players of university first team level or above. The test is incremental and involves forward, backward and sideways movement, jumping, lunging, turning and choice reaction.

Preliminary results from a real time control system using optical information

Successful results from training an adaptive controller to use optical information to balance an inverted pendulum are presented in comparison to the training requirements using traditional controller inputs. Results from research into the psychology of the sense of balance in humans are presented as the motivation for the investigation of this new type of controller. The simulated model of the inverted pendulum and the virtual reality environments used to provide the optical input are described The successful introduction of optical information is found to require the preservation of at least two of the traditional input types and entail increased training time for the adaptive controller and reduced performance (measured as the time the pendulum remains upright).

Investigating affect in algorithmic composition systems

There has been a significant amount of work implementing systems for algorithmic composition with the intention of targeting specific emotional responses in the listener, but a full review of this work is not currently available. This gap creates a shared obstacle to those entering the field. Our aim is thus to give an overview of progress in the area of these affectively driven systems for algorithmic composition. Performative and transformative systems are included and differentiated where appropriate, highlighting the challenges these systems now face if they are to be adapted to, or have already incorporated, some form of affective control. Possible real-time applications for such systems, utilizing affectively driven algorithmic composition and biophysical sensing to monitor and induce affective states in the listener are suggested.