Contextual Variation in External and Internal Workloads across the Competitive Season of a Collegiate Women’s Soccer Team

As sports technology has continued to develop, monitoring athlete workloads, performance, and recovery has demonstrated boundless benefits for athlete and team success. Specifically, technologies such as global positioning systems (GPS) and heart rate (HR) monitors have granted the opportunity to delve deeper into performance contributors, and how variations may exist based upon context. A team of NCAA Division I women’s soccer athletes were monitored during games throughout one competitive season. Individual athlete, positional groups, and team external and internal workloads were explored for differences based upon game location, opponent ranking, game result, and the final score differential. Game location and opponent ranking were found to have no effect on team-wide absolute or relative external workloads, whereas game result and score differential did. Internal workloads across the team tended to only vary by game half, independent of game context; however, the HR of defenders was determined to be higher during losses as compared to wins (p = 0.0256). Notably, the games that resulted in losses also represented the games with the fewest number of substitutions. These findings suggest high value in monitoring performance and workloads that are characteristic of varying, often multifaceted, contexts. It is hoped that this information can lead to more informed approaches to vital game-time and coaching decisions.

Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts

Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 579 Finnish children (8–15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention Deficit Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers’ awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.

Pinpointing Patterns of Violence: A Comparative Genocide Studies Approach to Violence Escalation in the Ukrainian Holodomor

This article utilizes the case study of the 1930s Ukrainian Holodomor, an artificially induced famine under Joseph Stalin, to advance comparative genocide studies debates regarding the nature, onset, and prevention of large-scale violence. Fieldwide debates question how to 1) distinguish genocide from other forms of large-scale violence and 2) trace genocides as unfolding processes, rather than crescendoing events. To circumvent unproductive definitional arguments, methodologies that track large-scale violence according to numerically-based thresholds have substituted for dynamics-based analyses. Able to address aspects of the genocide puzzle, these methodologies struggle to incorporate cross-cultural contextual variation or elicit ripe moments for specific, real-time interventions. Demonstrating how genocide’s precise, changing dynamics can be mapped over its duration, I present and apply a new mixed methods methodology, affirming that historical cases can inform modern prevention efforts. By coding 1932–1933 Ukraine-specific correspondences to/from Stalin, I pinpoint the precise moment when genocidal intent and victim selection overlaps.

Candidate Preference, State Context, and Voter Turnout: Comparing Non-Voters and Voters in the 2016 Presidential Election

While much attention has been paid to understanding the drivers of support for Donald Trump, less focus has been placed on understanding the factors that led individuals to turn out and vote or stay home. This paper compares non-voters and voters in the 2016 election and explores how self-reported candidate preference prior to the election predicted turnout across three different state contexts: (1) all states, (2) closely contested states won by Trump, and (3) closely contested states won by Clinton. We find that preference for both candidates predicted turnout in the aggregate (all states) and in closely contested states won by Clinton, but only preference for Trump predicted turnout in the closely contested states won by Trump. Moreover, we find that political interest is negatively associated with preference for Clinton when examining candidate preferences among non-voters. Our analysis suggests that non-voters in the 2016 election held meaningful candidate preferences that impacted voter turnout but that state context played an important role in this relationship. This study sheds light on an understudied component of the 2016 election, the attitudes and behavior of non-voters, as well as points to the importance of incorporating contextual variation in future work on electoral behavior and voter turnout.

Contextual variation and objectivity in olfactory perception

According to Smell Objectivism, the smells we perceive in olfactory experience are objective and independent of perceivers, their experiences, and their perceptual systems. Variations in how things smell to different perceivers or in different contexts raise a challenge to this view. In this paper, I offer an objectivist account of non-illusory contextual variation: cases where the same thing smells different in different contexts of perception and there is no good reason to appeal to misperception. My central example is that of dihydromyrcenol, a substance that can smell both woody and citrusy depending on what other odourants one has recently been exposed to. I first argue that the subjects’ apparently conflicting reports about the way dihydromyrcenol smells are best understood as comparative characterisations of a smell. Given this understanding, different reports can be correctly made in response to perceiving the very same smell. I then argue that the phenomenal difference between the experiences subjects have across contexts can be explained compatibly with Smell Objectivism. On the account proposed, subjects perceive the very same smell but different qualities, notes, or aspects of it are salient to them, depending on the context of perception. I then consider how the proposed defence of Smell Objectivism can be adapted to other cases where the same thing is reported as smelling different in different contexts.

Reconstructing the Study of Human Cognition

The study of human cognition is a prominent part of psychology and related disciplines. While the modern approach begun during the Cognitive Revolution hasbeen seemingly successful, it is not without concerns. I address five concerns with how human cognition is studied: (1) reliance on homogeneous participant sampleswhen trying to generalize behavior to real-world contexts; (2) focus on controlling for or ignoring "extraneous" variables; (3) assumption of a generic human actor instead of a focus on individual and contextual variation; (4) insufficient theory building.I contend that these concerns are deeply connected and that the solution is a significant change in how we study human cognition, similar in scope to the Cognitive Revolution. We need to reconsider the assumption of cognitive universals and how that assumption is built into the norms of the discipline. I propose a reconstruction of how researchers study human cognition by implementing acombination of methodological approaches and theoretical positions. These combined approaches (1) integrate human heterogeneity, (2) consider human behavior in context, (3) incorporate multiple levels of analysis and non-cognitivefactors, (4) focus not only on averaged behavior but variation across individuals and context, (5) create theory that combines cognition and context.

Policing language in the world of new work: the commodification of workplace communication in organizational consulting

This paper examines how the shift to knowledge and innovation economy has created new sites for the commodification of language and communication in the context of organizational consulting. The data come from a consultant-led development and training program of the management teams of a Finnish educational organization. In the study, the year-long training was videotaped (45 h) and followed ethnographically. By using rhetorical discourse analysis as a method, we examine how the consultant-led training activities present the role of language and communication in changing working life. The results show how the activities factualize the transformation of work and the centrality of language in this transformation. They conceptualize language and communication as key elements of professional competence and resources for organizational improvement. Moreover, they construct causal relations between organizational success and the ability to assess and modify one’s own communicative behavior. With its focus on language awareness and contextual variation the training differs from settings examined in previous studies where the mechanisms of commodification are based on standardization practices. In conclusion, we reflect the training programs both as indicators and vehicles for social change and discuss how they act as spaces where the new worlds of work are discursively construed.

The Epistemic Normativity of Conjecture

This chapter looks more closely into the epistemic normativity of a particular constative—conjecture—and examines and accounts for the contextual variation of its propriety. The chapter has two aims: (1) it breaks new ground in that it develops the first fully fledged account of the epistemic normativity of conjecture in the literature; (2) it goes sharply against orthodoxy, in arguing that the epistemic requirements placed on us by conjecture are stronger than those governing assertion. According to the view developed here, one’s conjecture that p is permissible only if one knows that one has warrant, but not sufficient warrant, to believe that p.