Effects of Swimming and Walking on Exercise Recovery and Subsequent Swim Performance

Abstract

Six female collegiate swimmers were used to evaluate the hypothesis that the recovery procedure after exercise will not only affect subsequent performance, but will also affect the recovery process after the subsequent performance. Each swimmer exercised for two minutes at 90% [Vdot]O₂ max on a swimming ergometer, recovered for 15 minutes by walking on land or swimming, then swam 200 yds. for time. Oxygen uptake was measured for 15 minutes after the 200 yd. swim. Venous blood, obtained after the ergometry swim, and before and after the 200 yd. swim, was analyzed for lactate. Two hundred yard swim times were not significantly affected by either the walking or swimming recovery procedures. Blood lactate after the ergometry swim averaged 96.7 ± 18 mg/100 ml. The swimming recovery reduced the lactate levels by 53.3% compared to a 38.5% reduction during the walking recovery. Significant differences in blood lactate were also noted after the 200 yd. swim, with the trials in which swimming recovery protocol was used yielding less than the trials involving the walking recovery (99 ± 8 mg/100 ml compared to 113 ± 8 mg/100 ml, respectively). The post 200 yd. swim oxygen uptakes averaged 7.74 ± 1.51 liters and were not affected by protocol. It was concluded that a 15 minute recovery period may be sufficient for repeated bouts of high intensity work lasting less than three minutes. It was also concluded that self-selection of the mode of recovery is not always the most effective for removal of blood lactate.     

‘The Charm of Being Loose and Free’: Nineteenth-Century Fisherwomen in the North American Wilderness

During the nineteenth century, the popularity of angling among white, middle- and upper-class North American women grew as it came to be seen as an ideal and respectable means of access to the benefits of nature. Unlike hunting, angling enjoyed a wider and more respectable tradition of white female participation that extended back to the Renaissance. Though nineteenth-century middle- and upper-class white women were limited in their access to the natural world by scientific and cultural views of gender, many discovered that angling afforded unique opportunities to explore and engage nature through the overlapping roles of tourist, naturalist and conservationist. Moreover, angling allowed some elite white women to lay claim to nature as agents of colonisation, while for others, it assisted in the development of a public voice for conservation. Thus, angling served to extend the domestic sphere as it allowed middle- and upper-class white women a more independent use of mind and body within the context of nature.     

Family Conflict,Mood, and Adolescents' Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms

Using daily diary data, this study examined cross‐day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; M_age = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent–adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father–adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent–adolescent conflict and daily negative mood. By demonstrating cross‐domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets.     

Decision support system through automatic algorithms and electronic request in diagnosis of anaemia for primary care patients

IntroductionAn appropriate management of anaemia laboratory tests is crucial for a correct diagnosis and treatment. A non-sequential “shotgun” approach (where every anaemia related test is ordered) causes workload and cost increases and could be potentially harmful. We have implemented a Decision Support System through our laboratory information system (LIMS) based on reflexive algorithms and automatic generation of interpretative reports specifically in diagnosis of anaemia for primary care patients.Materials and methodsWhen a request contained an “Anaemia Suspicion Study” profile, more than twenty automatic reflexive rules were activated in our LIMS based upon laboratory results. These rules normally involved the addition of reflexive tests. A final report was automatically generated for each interpretation which was always reviewed for their validity by two staff pathologists. We measured the impact of this system in the ordering of most common anaemia related tests and if a proper treatment was established based on the interpretive report.ResultsFrom all the studies performed, only 12% were positive being “iron deficiency” and “anaemia of chronic disease” the most frequent causes, 62% and 17%, respectively. Proper treatment was established in 88% of these anaemic patients. Total iron, transferrin, ferritin, folate and vitamin B12 demand decreased substantially after implementation representing a cost reduction of 40% only for these five tests.ConclusionsOur system has easily improved patient outcomes, advising on individual clinical cases. We have also noticeably reduced the number of over-requested tests and laboratory costs.     

Troops to Teachers: Future Implications for Teacher Educators

Teacher educators will soon be confronted with the prospect of a relatively large number of former members of the United States Armed Forces seeking to make a transition to the profession of education. With support from the federal government in the form of the Troops-to-Teachers program as well as various state supplements, America's colleges and universities will be charged with ensuring that these aspiring teachers will be trained properly. It will soon be imperative that teacher education professionals recognize and effectively deal with the unique challenges related to this coming reality.     

European graduates’ level of satisfaction with higher education

In this paper we investigate satisfaction rates among young European higher education graduates with their tertiary level study. Ordered choice models are used to parse out those factors that influence study satisfaction, such as environmental factors, field of study, usefulness of study and other individual-specific characteristics. Results show that those graduates who were most satisfied with their course of study scored course content and social aspects very highly, while opportunity to participate in research projects and poor supply of teaching materials were among the main reasons for dissatisfaction with higher education studies.     

Job satisfaction among young European higher education graduates

The effects of diverse education-related variables on job satisfaction scores are analysed using a sample of European higher education graduates at early stages of their working life. Ordered choice models for job satisfaction are estimated including as explanatory diverse educational variables such as field of study, graduates’ evaluation of their educational experience, the match between the competences developed during education and those required by jobs, as well as information on graduates’ values and interests. The results show, even after controlling for actual job characteristics, that education-related variables have a great impact on graduates’ job satisfaction. Additionally, estimation results by each one of the countries included in the sample are also presented.     

The impact of funding cuts to further education colleges in Scotland

This article explores the impact of funding cuts to the Further Education colleges in Scotland. The reduction in the number of students in the colleges has been hugely politically controversial. The research utilised the Infact database on the Scottish Funding Council’s website and also a literature review. The research found there had been a significant reduction in the number of students aged under 16 and 25 and over. This is related to a decision to focus on full-time courses for school leavers and to stop funding courses which lead to no recognised qualifications or last less than ten hours. The implications of this are that an increased focus on employability and qualification attainment of school leavers is important to increase employability and reduce the likelihood of NEET and/or enter a long-term cycle of low skilled work and unemployment. However, the reduction of other courses may affect part-time and older students. Many people will be prevented from retraining or upskilling as they are only able to study part-time. This would likely hit those with disabilities and caring responsibilities proportionately harder. Furthermore, there is a concern over the loss of staff from the sector, particularly those with skills of assisting students with additional support needs. The focus on employability courses may well come at the expense of basic living skills courses, which some students may have to undertake before progressing to an employability course. The implications may be that these students simply do not attend college at all and there may be additional costs to support them elsewhere.     

Preservice Primary Teachers' Understanding of the Concept of Altitude of a Triangle

The way teachers understand mathematics strongly influences their teaching and what their pupils learn. Using Vinner's model of acquisition of mathematical concepts with its distinction of concept image and concept definition as a framework, we analyze concept images, difficulties, and errors related to the concept of altitude of a triangle exhibited by 190 preservice primary teachers in a written test. We describe the influence of two variables on the preservice teachers' performances: (a) the presence of a formal definition and (b) previous classroom activities that dealt with the concept of altitude. We categorize and analyze some common errors and identify the concept images that may lead to those errors. Finally, we present some implications of our results for teacher education. This revised version was published online in July 2006 with corrections to the Cover Date.