Spatial distribution of PAH concentrations and stable isotope signatures (δ13C, δ15N) in mosses from three European areas – Characterization by multivariate analysis

Polycyclic aromatic hydrocarbon (PAH) concentrations and N, C stable isotope signatures were determined in mosses Hypnum cupressiforme Hedw. from 61 sites of 3 European regions: Île-de-France (France); Navarra (Spain); the Swiss Plateau and Basel area (Switzerland). Total PAH concentrations of 100-700 ng g-1, as well as δ13C values of -32 to -29‰ and δ15N values of -11 to -3‰ were measured. Pearson correlation tests revealed opposite trends between high molecular weight PAH (4-6 aromatic rings) content and δ13C values. Partial Least Square regressions explained the very significant correlations (r > 0.91, p < 0.001) between high molecular weight PAH concentrations by local urban land use (<10 km) and environmental factors such as elevation and pluviometry. Finally, specific correlations between heavy metal and PAH concentrations were attributed to industrial emissions in Switzerland and road traffic emissions in Spain

Re-establishing the social-class order : Restorative reactions against high-achieving, low-SES pupils

International audienceThis research investigates a barrier faced by low‐SES pupils who are on an upward social mobility trajectory: resistance to their high‐achiever status. We hypothesize that, as they disconfirm the usual social‐class academic disparities (i.e., high‐SES on average outperform low‐SES pupils), they threaten the status quo and induce restorative reactions that may hinder their chances of success. Experiment 1 showed that participants remembered less accurately information about pupils when low‐SES pupils were presented as outperforming high‐SES pupils than when the reverse was true. The errors appeared to be congruent with existing social hierarchies. In Experiment 2, preservice teachers assessed a test supposedly produced by a low‐ versus high‐SES pupil who was presented as being either high or low achieving. The evaluation was harshest when the test was produced by a high‐achieving low‐SES pupil. These results suggest that people attempt to recreate the social‐class academic hierarchy when it is challenged

The boundedness of multilinear Calderón-Zygmund operators on weighted and variable Hardy spaces

We establish the boundedness of the multilinear Calderon{Zygmund operators from a product of weighted Hardy spaces into a weighted Hardy or Lebesgue space. Our results generalize to the weighted setting results obtained by Grafakos and Kalton [18] and recent work by the third author, Grafakos, Nakamura, and Sawano [20]. As part of our proof we provide a finite atomic decomposition theorem for weighted Hardy spaces, which is interesting in its own right. As a consequence of our weighted results, we prove the corresponding estimates on variable Hardy spaces. Our main tool is a multilinear extrapolation theorem that generalizes a result of the first author and Naibo [10]

Problematising social mobility in relation to Higher Education policy

This paper problematises the concept of social mobility through an exploration of it in relation to Higher Education policy in England. Based upon a content analysis of a number of key policy documents from distinct eras, it identifies definitions and understandings of social mobility within them, exploring how such references have changed over time, and critiquing the differences between the imagined ideals of what policy rhetoric seeks to do and the reality of policy implementation. In particular, it considers the characterisation of social mobility as an individualised concern; it positions aspirations of improving social mobility within the market of Higher Education; and it ultimately asks whether Higher Education can solve the government's social mobility problem

‘Fair and square’: what do students think about the ethnicity degree awarding gap?

In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views toward the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students’ sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions

Reeducação postural global e alongamento estático segmentar na melhora da flexibilidade, força muscular e amplitude de movimento: um estudo comparativo

Exercícios de alongamento são usados para aumentar a flexibilidade e amplitude de movimento (ADM). Entre os métodos existentes, destacam-se a reeducação postural global (RPG), que promove o alongamento global das cadeias musculares, e o alongamento segmentar, que alonga um músculo ou grupo muscular específico. Este estudo visou comparar o alongamento segmentar e o global pela técnica de RPG quanto ao ganho de flexibilidade, ADM e força muscular. Trinta mulheres foram distribuídas aleatoriamente em três grupos (n=10 em cada): o grupo global fez alongamento de cadeias musculares; o grupo segmentar realizou alongamento segmentar; e o grupo controle não fez alongamento. Antes e depois do tratamento, em todos os grupos, foram avaliadas a ADM de extensão da perna, flexibilidade pelo teste 3o dedo-solo e força isométrica de flexão da perna em 45° e 90°. Os dois grupos experimentais realizaram oito sessões de alongamento de 30 minutos cada, duas vezes por semana. Toda a análise estatística foi realizada com pStretching exercises are prescribed to increase flexibility and range of motion (ROM). Two current stretching methods are the global posture reeducation (GPR), where muscle chains are stretched, and segmentary exercises, where a single muscle or muscle group is stretched. The aim of this study was to compare these two techniques, assessing their effects on improving flexibility, ROM and muscle strength. Thirty women were randomly distributed into three groups (n=10 each): global group performed stretching following GPR method; segment group performed segment stretching exercises; and control group did no exercise. Before and after treatment, in all groups, knee extension ROM, flexibility by means of the fingertip-to-floor test, and isometric muscular strength at 45° and 90° knee flexion were measured. Each treated group performed eight stretching 30-minute sessions for four weeks, twice a week. Data were statistically analysed and the significance level set at p<0.05. Global and segment group results were similar and better than control group's concerning ROM, flexibility and muscle strength at 45° and 90° knee flexion (p<0.05). When assessing improvement inter-sessions, both groups had better ROM improvement at the first sessions, decreasing along the others. Both global and segmentary stretching techniques were hence found effective in improving flexibility, ROM and leg muscle strength

Comparing and learning from English and American higher education access and completion policies

England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. We focus on five key policy strands: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; and programmes to improve higher education retention and completion. At the end, we draw conclusions on what England and the US can learn from each other. The US would benefit from following England in using Access and Participation Plans to govern university outreach efforts, making more use of income-contingent loans, and expanding the range of information provided to prospective higher education students. Meanwhile, England would benefit from following the US in making greater use of grant aid to students, devoting more policy attention to educational decisions students are making in early secondary school, and expanding its use of contextualised admissions. While we focus on England and the US, we think that the policy recommendations we make carry wider applicability. Many other countries with somewhat similar educational structures, experiences, and challenges could learn useful lessons from the policy experiences of these two countries