Determinants of success during triathlon competition

Eleven male triathletes were studied to determine the relationships between selected metabolic measurements and triathlon performance. Measurements of oxygen uptake (VO2), pulmonary ventilation (VE), and heart rate (HR) were made during submaximal and maximal 365.8 m freestyle swimming (FS), cycle ergometry (CE), and treadmill running (TR). Submaximal workloads were 1 m/s for swimming, 200 W for cycling, and 201.2 m/min for running. The mean VO2 max (l/min) was significantly (p less than .05) lower during FS (4.17) than CE (4.68) or TR (4.81). Swimming, cycling, and running performance times during the Muncie Endurathon (1.2 mile swim, 56 mile cycle, 13.1 mile run) were not significantly related to the event-specific VO2 max (ml/kg/min): -.49, -32 and -.55, respectively. The VO2 max expressed in l/min was found to be significantly (p less than .05) related to cycling time (r = -.70). A significant (p less than .05) relationship was observed between submaximal VO2 (ml/kg/min) during TM and run performance time (r = .64), whereas swimming and cycling performance times were significantly (p less than .05) related to submaximal VO2 max (l/min), r = .72 and .60, respectively. The percentage of VO2 (%VO2 max) used during the submaximal tests was significantly (p less than .05) related to swimming (.91), cycling (.78), and running (.86) performance times. Time spent running and cycling during triathlon competition was significantly (p less than .05) related to overall triathlon time, r = .97 and .81, respectively. However, swimming time was not significantly related (.30) to overall triathlon time. This study suggests that economy of effort is an important determinant of triathlon performance.     

Testing Teacher Proficiency: developing a framework for a communicative language proficiency test

Increasingly in Canada, concern is being expressed about the lack of proficiency of some French as a first and second language teachers. Flewelling, Gagne and Lewin are developing a communicative proficiency test designed to determine the competency levels of test takers in all language skill areas. The test could be used to assist faculties of education, board of education administrators and others to establish the level of proficiency in any language possessed by applicants to courses, for teaching positions or in other areas where language competency is of importance.     

Quick,incidental word learning in educational media: all contexts are not equal

Educational technology research and development - Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single...     

An examination of ethnic incongruence in school‐based psychological services and diversity‐training experiences among school psychologists

The current study examined the prevalence of ethnic incongruence in three school psychological services: assessment, consultation, and counseling; the prevalence of diversity training among school psychologists; and practitioners' attitudes about their training experiences. A mail survey was sent to a random sample of 500 school psychologists drawn from the 1999 membership roster of the National Association of School Psychologists (NASP). Ethnic incongruence, defined as ethnic differences between a professional and a client, was commonly reported for assessment, consultation, and counseling cases. Diversity training was reported by 90.7% of participating school psychologists in the form of graduate coursework, internship experiences, or continuing education. Though most respondents rated their training experiences positively, improvements were suggested. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 419–432, 2005.     

埃迪·兰恩的父亲

Mr Lane, Eddie Lane's Dad, came out the door of the betting shop at the end of Davis Road. With long, slow steps he walked across Davis Road, across the car     

Self‐concept in Arab American adolescents: Implications of social support and experiences in the schools

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self‐Worth) of self‐concept in Arab American adolescents in relation to their school experiences, including discrimination, self‐perceived teacher social support, and self‐perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self‐perceived classmate support was significantly related to all domains of self‐concept; however, self‐perceived teacher support was not significantly related to any of the self‐concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families.     

We Are the Tea Party!: The Use of Facebook as an Online Political Forum for the Construction and Maintenance of in-Group Identification during the “GOTV” Weekend

Researchers have found Facebook to be a viable tool for major party candidates; however, few scholars have sought to investigate how Facebook messages influence an emerging political group's online identity. This study examined how Tea Party supporters used Facebook to construct and maintain an identity during the “Get Out The Vote” weekend. Applying a grounded theory approach, we found that Tea Party supporters engaged in two types of polarization language strategies to construct and preserve their online identity. The implications of these findings are discussed in terms of the “echo chamber” effect.     

Rethinking Universal Service: Citizenship, Consumption Norms, and the Telephone

One of the reasons the proponents of expanded universal service have not made much headway is that they have not been able to provide a coherent justification for the major resource and policy commitments it requires. The lack of consensus on the very meaning of the term "universal service" has added to the confusion. This article argues that it is critically important to articulate a clear justification for universal service before we discuss what it should include and how it should be funded, the two main preoccupations of the current debate. It answers the "why" question by drawing on the literature on consumption norms and citizenship rights and thereby provides a cogent justification for universal service. A clear articulation of the rationale for universal service should reduce some of the confusion in the current debate and bring greater clarity to the ongoing debate on this important public policy issue.