James Brooker, UM track 1923

[Michiganensian caption: Brooker was forced into second place in the Conference pole vault, but Brownell of Illinois was forced to break the world's collegiate record to beat him.]

Bermuda past and present,

Mode of access: Internet.

The new universe : an outline of the worlds in which we live.

Mode of access: Internet.

Water and nutrient availabilities do not affect lignotuber growth and sprouting ability of three eucalypt species of south-eastern Queensland

Shoot biomass and lignotuber size of seedlings of three eucalypt species, Eucalyptus acmenoides Schauer, E. siderophloia Benth. and Corymbia variegata [syn. E. maculata (F. Muell.)K. D. Hill and L. A. S. Johnson], were measured for glasshouse-grown seedlings established under two water and nutrient regimes. Seedlings were subjected to shoot removal (clipping) at ages from 9 to 19 weeks, and transferred to the high water treatment for a further 8 weeks to assess shoot emergence from lignotubers. Seedling shoot biomass was greater in both the high than the low nutrient and water treatments, but lignotuber diameter was not affected significantly. C. variegata seedlings had the largest lignotuber diameters, followed by E. siderophloia and E. acmenoides, respectively. Although growth of shoots was influenced by nutrient availability, results suggest that species differences in the growth of lignotubers was less affected. It is suggested that lignotuber growth was strongly influenced by genotype. More than 70% of C. variegata seedlings clipped at 9 weeks sprouted, compared with only 5 and 10% of seedlings of E. siderophloia and E. acmenoides, respectively. All C. variegata seedlings sprouted after being clipped at 19 weeks, but < 80% of E. siderophloia and < 60% of E. acmenoides sprouted when clipped at the same age. It was concluded that seedlings forming part of the regeneration stratum in dry sclerophyll forests need to be protected from damage for at least 4 months (for C. variegata) or at least 6 months (for E. siderophloia and E. acmenoides) if they are to survive by sprouting from lignotubers.

Cost-benefit analyses for your group and yourself: The rationality of decision-making in conflict

Two studies in the context of English-French relations in Québec suggest that individuals who strongly identify with a group derive the individual-level costs and benefits that drive expectancy-value processes (rational decision-making) from group-level costs and benefits. In Study 1, high identifiers linked group- and individual-level outcomes of conflict choices whereas low identifiers did not. Group-level expectancy-value processes, in Study 2, mediated the relationship between social identity and perceptions that collective action benefits the individual actor and between social identity and intentions to act. These findings suggest the rational underpinnings of identity-driven political behavior, a relationship sometimes obscured in intergroup theory that focuses on cognitive processes of self-stereotyping. But the results also challenge the view that individuals' cost-benefit analyses are independent of identity processes. The findings suggest the importance of modeling the relationship of group and individual levels of expectancy-value processes as both hierarchical and contingent on social identity processes

Attachment anxiety and friendship group identification under attachment threat:the moderating role of priming support network expectations

We examined the role of priming participants' own network expectations on their subsequent identification with their friendship group. We examined this prime alongside attachment anxiety and attachment threat, as predictors of friendship group identification. Previous research has suggested that attachment anxiety is associated with negative network expectations. In this study, we extended this work to show that when a network expectation prime was absent, higher attachment anxiety was associated with lower group identification under attachment threat, compared to a control condition. However, when expectations of support network were primed, attachment threat no longer affected group identification, so that only attachment anxiety predicted group identification. This suggests that priming participants who are high in attachment anxiety with their own network expectancies (which are negative), results in participants dis-identifying with their friendship group, regardless of whether or not they have experienced attachment threat. © 2012 Elsevier Ltd.

Interpersonal attachment predicts identification with groups

We propose a model documenting the relationship between interpersonal attachment style and identification with groups. We hypothesized that following threat to a romantic interpersonal relationship higher attachment anxiety would be associated with lowered tendencies to identify with groups. In two studies using varied social groups we observed support for this hypothesis. In Experiment 1 we found that participants higher in attachment anxiety identified less with a salient ingroup after imagining a distressing argument with their romantic partner. In Experiment 2 we replicated these findings using an implicit measure of social identification and additionally observed a moderating role for attachment avoidance. We discuss the implications of these findings for theoretical models of interpersonal attachment and social identification. © 2008 Elsevier Inc. All rights reserved.

Individual differences in toddlers' social understanding and prosocial behavior: disposition or socialization?

We examined how individual differences in social understanding contribute to variability in early-appearing prosocial behavior. Moreover, potential sources of variability in social understanding were explored and examined as additional possible predictors of prosocial behavior. Using a multi-method approach with both observed and parent-report measures, 325 children aged 18-30 months were administered measures of social understanding (e.g., use of emotion words; self-understanding), prosocial behavior (in separate tasks measuring instrumental helping, empathic helping, and sharing, as well as parent-reported prosociality at home), temperament (fearfulness, shyness, and social fear), and parental socialization of prosocial behavior in the family. Individual differences in social understanding predicted variability in empathic helping and parent-reported prosociality, but not instrumental helping or sharing. Parental socialization of prosocial behavior was positively associated with toddlers' social understanding, prosocial behavior at home, and instrumental helping in the lab, and negatively associated with sharing (possibly reflecting parents' increased efforts to encourage children who were less likely to share). Further, socialization moderated the association between social understanding and prosocial behavior, such that social understanding was less predictive of prosocial behavior among children whose parents took a more active role in socializing their prosociality. None of the dimensions of temperament was associated with either social understanding or prosocial behavior. Parental socialization of prosocial behavior is thus an important source of variability in children's early prosociality, acting in concert with early differences in social understanding, with different patterns of influence for different subtypes of prosocial behavior.

Socialization of Early Prosocial Behavior: Parents' Talk about Emotions is Associated with Sharing and Helping in Toddlers.

What role does socialization play in the origins of prosocial behavior? We examined one potential socialization mechanism, parents' discourse about others' emotions with very young children in whom prosocial behavior is still nascent. Two studies are reported, one of sharing in 18- and 24-month-olds (n = 29), and one of instrumental and empathy-based helping in 18- and 30-month-olds (n = 62). In both studies, parents read age-appropriate picture books to their children and the content and structure of their emotion-related and internal state discourse were coded. Results showed that children who helped and shared more quickly and more often, especially in tasks that required more complex emotion understanding, had parents who more often asked them to label and explain the emotions depicted in the books. Moreover, it was parents' elicitation of children's talk about emotions rather than parents' own production of emotion labels and explanations that explained children's prosocial behavior, even after controlling for age. Thus, it is the quality, not the quantity, of parents' talk about emotions with their toddlers that matters for early prosocial behavior.

Toddlers' prosocial behavior: from instrumental to empathic to altruistic helping.

The study explored how the meaning of prosocial behavior changes over toddlerhood. Sixty-five 18- and 30-month-olds could help an adult in 3 contexts: instrumental (action based), empathic (emotion based), and altruistic (costly). Children at both ages helped readily in instrumental tasks. For 18-month-olds, empathic helping was significantly more difficult than instrumental helping and required greater communication from the adult about her needs. Altruistic helping, which involved giving up an object of the child's own, was the most difficult for children at both ages. Findings suggest that over the 2nd year of life, prosocial behavior develops from relying on action understanding and explicit communications to understanding others' emotions from subtle cues. Developmental trajectories of social-cognitive and motivational components of early helping are discussed.

Food Swamps, Obesity & Health Zoning Restrictions on Fast Food Restaurants

Protecting public health is the most legitimate use of zoning, and yet there is minimal progress in applying it to the obesity problem. Zoning could potentially be used to address both unhealthy and healthy food retailers, but lack of evidence regarding the impact of zoning and public opinion on zoning changes are barriers to implementing zoning restrictions on fast food on a larger scale. My dissertation addresses these gaps in our understanding of health zoning as a policy option for altering built, food environments.

Chapter 1 examines the relationship between food swamps and obesity and whether spatial mapping might be useful in identifying priority geographic areas for zoning interventions. I employ an instrumental variables (IV) strategy to correct for the endogeneity problems associated with food environments, namely that individuals may self-select into certain neighborhoods and may consider food availability in their decision process. I utilize highway exits as a source of exogenous variation .Using secondary data from the USDA Food Environment Atlas, ordinary least squares (OLS) and IV regression models were employed to analyze cross-sectional associations between local food environments and the prevalence of obesity. I find even after controlling for food desert effects, food swamps have a positive, statistically significant effect on adult obesity rates.

Chapter 2 applies theories of message framing and prospect theory to the emerging discussion around health zoning policies targeting food environments and to explore public opinion toward a list of potential zoning restrictions on fast-food restaurants (beyond moratoriums on new establishments). In order to explore causality, I employ an online survey experiment manipulating exposure to vignettes with different message frames about health zoning restrictions with two national samples of adult Americans age 18 and over (N1=2,768 and N2=3,236). The second sample oversamples Black Americans (N=1,000) and individuals with high school as their highest level of education. Respondents were randomly assigned to one of six conditions where they were primed with different message frames about the benefits of zoning restrictions on fast food retailers. Participants were then asked to indicate their support for six zoning policies on a Likert scale. Subjects also answered questions about their food store access, eating behaviors, health status and perceptions of food stores by type.

I find that a message frame about Nutrition and increasing Equity in the food system was particularly effective at increasing support for health zoning policies targeting fast food outlets across policy categories (Conditional, Youth-related, Performance and Incentive) and across racial groups. This finding is consistent with an influential environmental justice scholar’s description of “injustice frames” as effective in mobilizing supporters around environmental issues (Taylor 2000). I extend this rationale to food environment obesity prevention efforts and identify Nutrition combined with Equity frames as an arguably universal campaign strategy for bolstering public support of zoning restrictions on fast food retailers.

Bridging my findings from both Chapters 1 and 2, using food swamps as a spatial metaphor may work to identify priority areas for policy intervention, but only if there is an equitable distribution of resources and mobilization efforts to improve consumer food environments. If the structural forces which ration access to land-use planning persist (arguably including the media as gatekeepers to information and producers of message frames) disparities in obesity are likely to widen.

Dificultades del profesorado para planificar, coordinar y evaluar competencias claves. Un análisis desde la Inspección de Educación.

Este artículo presenta una investigación en la que se analizan las dificultades del profesorado para planificar, coordinar y evaluar competencias claves en una muestra de 23 centros educativos. El tema tiene hondas repercusiones ya que una mala praxis educativa de las competencias claves puede conculcar uno de los derechos fundamentales del alumnado a ser evaluado de forma objetiva (LODE: Art.6b y RD 732/1995: Art. 13.1) y poder superar las pruebas de evaluación consideradas necesarias para la obtención del título académico mínimo que otorga el estado español. La investigación se ha desarrollado desde una doble perspectiva metodológica; en primer lugar, es una investigación descriptiva en la que presentamos las características fundamentales de las competencias claves y la normativa básica para su desarrollo y evaluación. En segundo lugar,  aplicamos un procedimiento de análisis con una doble vertiente cualitativa mediante el empleo del programa Atlas-Ti y del enfoque reticular-categorial del análisis de redes sociales con la aplicación de UCINET y el visor yED Graph Editor para abordar el análisis de las principales dificultades y obstáculos detectados. Los resultados muestran que existen serias dificultades en las tres dimensiones analizadas: "planificación", "coordinación" y "evaluación" de competencias clave; especialmente en la necesidad de formación del profesorado, en la evaluación de las competencias, en la metodología para su desarrollo y en los procesos de coordinación interna para su consecución en los centros educativos.

Addressing surprise and uncertain futures in marine science, marine governance, and society

On an increasingly populated planet, with decreasing biodiversity and limited new opportunities to tap unexploited natural resources, there is a clear need to adjust aspects of marine management and governance. Although sectarian management has succeeded in addressing and managing some important threats to marine ecosystems, unintended consequences are often associated with overlooking nonlinear interactions and cumulative impacts that increase the risk of surprises in social-ecological systems. In this paper, we begin to untangle science-governance-society (SGS) interdependencies in marine systems by considering how to recognize the risk of surprise in social and ecological dynamics. Equally important is drawing attention to our state of preparedness, adaptation, and timeliness of response in ecosystem governance and society, which involve fostering transformations away from rigid and nonintegrated structures of governance. More inclusive decision-making processes, deeper understanding of complexity, and colearning across SGS can help to build constructive solutions that are likely to benefit multiple stakeholders and build capacity to understand and respond to change.

Niveles de actividad física de niños y adolescentes durante las clases de educación física en tres colegios oficiales de Bogotá

La clase de educación física es un espacio en el cual los niños y adolescentes pueden incrementar los niveles de actividad física y alcanzar las recomendaciones emitidas por la Organización Mundial de la Salud (OMS), sin embargo, existe poca evidencia científica a nivel nacional sobre las actividades físicas que realizan los estudiantes dentro del ámbito escolar, específicamente dentro de las clases de educación física y sus relaciones con el contexto; es por esto que el objetivo de este estudio fue evaluar los niveles de actividad física de niños y adolescentes durante las clases de educación física en tres colegios oficiales de Bogotá, Colombia, por medio de la herramienta SOFIT. Estudio de diseño descriptivo y transversal realizado entre octubre de 2014 y mayo de 2015. Las observaciones se llevaron a cabo en tres colegios oficiales de la ciudad de Bogotá ubicados en las localidades de Tunjuelito y Ciudad Bolívar que aceptaron su participación en la investigación. Se obtuvo la aprobación para participar de 1361 estudiantes (682 niñas y 679 niños) de 5 a 17 años de los cuales 180 estudiantes (93 niños y 87 niñas) fueron seleccionados de manera aleatoria sistemática, siguiendo el protocolo SOFIT para observar su nivel de actividad física durante las clases de educación física. El 45,23% del tiempo de la clase de educación física los estudiantes mantuvieron un comportamiento sedentario; mientras que el 30.91% y el 23.86% del tiempo de la clase presentaron un nivel de actividad física moderada (AFM) y vigorosa (AFV) respectivamente. El nivel de actividad física moderada a vigorosa (AFMV), fue de 54,78% es decir, 35,27 minutos de la clase. Los docentes no promovieron la actividad física en un 56,47% del tiempo de la clase y se encontró que ningún docente promovió la actividad física fuera de la clase, es decir, alentando a sus estudiantes a que practicaran cualquier forma de actividad física en horas extraescolares. El contexto de la clase que más se desarrolló fue la condición física con un 35,66% del tiempo de la clase, seguido por los contextos de generalidades 24,83% y habilidades 23,84%. El contexto de la clase generalidades está asociada significativamente y de manera negativa (β=-0,32, p=0,006) con menor porcentaje de tiempo en AFM y AFV, las variables activas de SOFIT, lo que sugiere que las clases deben invertir menos tiempo en este contexto e incrementar el porcentaje de tiempo en los otros contextos como condición física y habilidades para aumentar la cantidad de minutos de AFMV en los estudiantes.