Quantifying the relationship between mechanical loading and the skeletal response in pre- and early-pubertal girls

PURPOSE
Before exercise prescription for bone health can be recommended, the relationship between mechanical loading characteristics and the skeletal response need to be quantified. We asked i) does moderate impact exercise result in a greater gain in BMC than low impact exercise, ii) what are the loading characteristics associated with a moderate and low impact exercise program and does this differ from non-structured play?, and iii) does loading history affect the osteogenic response to a moderate or low impact program?

METHODS
Sixty-eight pre- and early-pubertal girls (aged 8.9 +/- 0.2 yrs) were randomized to take part in a moderate or low impact exercise program 3 times/wk for 8.5 mnths. The number and type of loads associated with the exercise classes and non-structured play (recess) were assessed from video footage. The magnitude of load was assessed using a pedar in-sole mobile system. Hours of moderate and high impact organized sport were assessed from a physical activity questionnaire.

RESULTS
The moderate and low impact exercise programs consisted of -400 impacts per class, but the jumping, hopping and dynamic activities performed during the moderate impact program produced forces ranging from 2 to 4 times body weight (BW) compared to -1 BW for the low impact program. Moderate impact exercise resulted in a 2.7% greater gain in BMC at the tibia compared to the low impact exercise. The moderate impact exercise program consisted of fewer low impacts (1-2 BW) and a higher number of moderate impacts (2-4BW) compared to those typically performed during non-structured play. There were greater gains in BMC in subjects participating in the moderate versus the low impact exercise programs who participated in 2 to 3 hours of moderate impact sports outside school (2.5% to 4.5%, p

CONCLUSION
Approximately 400 impacts ranging 2-4 BW, 3 times/wk was enough stimuli to result in an osteogenic response in normally active girls; even in those actively involved in moderate impact sports outside school.

The pragmatics of text facilitation : the study of academic English of native and non-native writers

In this paper I describe the discursive strategies related to the writer–reader textual reciprocity. I focus on one way of achieving such reciprocity -- the employment by the writer of facilitative schematic structures and metalanguage where one text segment signposts information conveyed in the segment that follows. I refer to these facilitative schematic structures as "organising relational schemata". I see organising relations as the most explicit components of the rhetorical structure of texts: they illuminate the main message and aid the reader's cognitive processes in the orientation of how information is conveyed by text.
This paper discusses the way the choices of organising relations and associated metalanguage by the writers in different cultures and different discourse communities contribute to the communicative homeostasis in the world of text. It shows how the influence of a native culture and intellectual style together with the forces operating within the writer's international disciplinary community interact in the authorial guidance in the scholarly prose.
I introduce and exemplify three types of organising relational structures: Advance Organisers, Introducers and Enumerators. I trace the utilisation of these three types of relations in sociology research papers written in English and produced in "Anglo" and Polish academic discourse comunities by native English speaking and native Polish speaking scholars. The relational typology adopted is based on a study by Golebiowski (2002), which proposed a theoretical framework for the examination of discoursal structure of research papers, referred to as FARS – Framework for the Analysis of the Rhetorical Structure of Texts. FARS entails a relational taxonomy which displays a pattern of rhetorical relations utilised by the writer to achieve textual coherence.
I describe intertextual differences in the frequency of occurrence of organising relations, their degree of explicitness and their positioning in the hierarchical structure of texts. Differences in the mode of employment of textual organisers suggest that the rhetorical structure of English research prose produced by non-native speakers cannot escape being shaped by the characteristics and conventions of the authors’ first language. They are also attributed to cultural norms and conventions as well as educational systems prevailing within the discourse communities which constitute the social contexts of texts.

Standardising differences? Theorising 'identities' and pedagogical approaches to working with diversity

‘Race’, socio-economic status, gender and ethnicity are theorised as fluid, dynamic and interconnected categories of identity within post-structural theories. Understanding identities as socio-culturally constructed offers opportunities to think differently about how teachers and teacher education students position themselves and are positioned within these discourses. In Australia, where the teaching profession is overwhelmingly Anglo-Australian (Rizvi 1992; Santoro et al, 2001), mono-lingual and of middle-class background, Australian students are becoming far more linguistically and culturally diverse. Since engagement with teachers who ‘know’ their students, (Delpit, 1995) and the communities from which they come is a major predictor of successful educational outcomes, the growing disparity between teachers’ and students’ cultural and classed experiences is of concern. While teacher education programs focus on developing the attributes in new graduates to work productively with difference, the actualities of doing so are problematic.

This paper reviews some current Australian, North American and United Kingdom approaches to working with student teachers’ constructs of self in terms of ethnicity, ‘race’ and class in order to problematise taken-for-granted ideas of ‘normal’. It considers debates that surface around ‘individuality’ versus ‘collective’ differences; additionally, some of the resistances and dilemmas that emerge when ‘white’, middle class students are asked to rethink their own positionality are examined. Questions regarding what constitutes productive ways to teach inclusive and transformative pedagogies are raised in light of current theory and practice.