How rebel groups form in genocide: The Warsaw Ghetto fighters

The Warsaw Ghetto Uprising is emblematic of armed Jewish resistance to the Holocaust; it should also be emblematic of rebel organization formation and capacity building in the most extreme power asymmetry. The Warsaw Ghetto Uprising happened because civilians who were directly experiencing a genocide formed rebel organizations that gained the capacity to hold territory. Drawing from video testimonies and memoirs of survivors, diaries of witnesses, and the work of historians, this study analyzes the formation and evolution of the Jewish Fighting Organization (ŻOB) to create and begin to validate a generalizable theory on how rebel organizations form in genocide, and how they create the capacity to hold territory from the genocidal opponent. The ŻOB evolved from a violent resistance organization to a rebel organization with a military infrastructure that could hold territory against the Nazis; further, it was this capacity to hold territory that allowed the ŻOB to win the survival of many Jews. These findings offer important insights on the possibility of rebel group mobilization against genocidal persecution, and can be used to understand contemporary genocide resisters.

Comparison of Three Eccentric Overload Training Strategies on Power Output and Interlimb Asymmetry in Youth Soccer Players

Background: The present study compared the effects of performing the lateral squat exercise in three different formats from eccentric overload training on concentric/eccentric peak/mean power and inter-limb asymmetries in young soccer players. Methods: Forty-five young male (U-17) soccer players were distributed into three groups. Two groups performed the same training volume with both legs, beginning with the weaker leg (SVW, n = 15) or with the stronger leg (SVS, n = 15). The third group executed double volume with the weaker leg and also commenced with such leg (DVW, n = 15) in the lateral squat during a 10-week period. Pre- and post-intervention metrics included concentric and eccentric peak/mean power during the lateral squat test and their corresponding asymmetries. Results: All groups improved all power variables. Concentric mean and peak power asymmetry were substantially reduced in the SVW (ES: 0.89), DVW (ES: 0.43), and in SVW (ES: 1.60). Eccentric mean and peak power asymmetry were also substantially decreased in SVW (ES: 0.81) and in DVW (ES: 0.68). Between-group analyses showed substantially better performance in concentric and eccentric variables with stronger and weaker legs in SVW and DVW groups compared with SVS. Conclusions: Those groups which started with the weaker leg showed greater both power enhancements and reductions on inter-limb asymmetries.

Learning, Unlearning, and Relearning Together: Unmasking Power in a Students as Partners Program using Collaborative Autoethnography

We interrogated a students as partners (SaP), co-curricular program that focuses on supporting student learning. To center power and equity in SaP, the program was grounded in social design-based experiment methodology. We considered the manifestation of power and equity beyond higher education, to that of broader socio-political contexts. Collaborative autoethnography (CAE) was used to garner a richer understanding of student-staff experiences of the program. Through CAE, power emerged as central to our collective experiences, and a recognition that power asymmetry in students as partners programs is complex and multi-layered. We found that to address power imbalances in these programs requires considered strategies and intentional designs. Further, CAE, in and of itself, can be a powerful way to foster self-awareness, mutual trust, respect, and the acknowledgement of others in student-staff partnerships. We conclude by recommending the importance of deliberate design for equity and power towards consequential learning and transformational change.