Test-Wiseness for Teachers and Students

Seventh-grade students' comments about their responses to a test designed to illustrate faulty items suggests students are quite proficient in using secondary clues to figure out correct answers. Teacher comments suggest teachers are unaware they provide such clues.     

Changes in blood lactate and pyruvate concentrations and the lactate-to-pyruvate ratio during the lactate minimum speed test

The aim of this study was to assess the responses of blood lactate and pyruvate during the lactate minimum speed test. Ten participants (5 males, 5 females; mean +/- s: age 27.1+/-6.7 years, VO2max 52.0+/-7.9 ml x kg(-1) x min(-1)) completed: (1) the lactate minimum speed test, which involved supramaximal sprint exercise to invoke a metabolic acidosis before the completion of an incremental treadmill test (this results in a 'U-shaped' blood lactate profile with the lactate minimum speed being defined as the minimum point on the curve); (2) a standard incremental exercise test without prior sprint exercise for determination of the lactate threshold; and (3) the sprint exercise followed by a passive recovery. The lactate minimum speed (12.0+/-1.4 km x h(-1)) was significantly slower than running speed at the lactate threshold (12.4+/-1.7 km x h(-1)) (P < 0.05), but there were no significant differences in VO2, heart rate or blood lactate concentration between the lactate minimum speed and running speed at the lactate threshold. During the standard incremental test, blood lactate and the lactate-to-pyruvate ratio increased above baseline values at the same time, with pyruvate increasing above baseline at a higher running speed. The rate of lactate, but not pyruvate, disappearance was increased during exercising recovery (early stages of the lactate minimum speed incremental test) compared with passive recovery. This caused the lactate-to-pyruvate ratio to fall during the early stages of the lactate minimum speed test, to reach a minimum point at a running speed that coincided with the lactate minimum speed and that was similar to the point at which the lactate-to-pyruvate ratio increased above baseline in the standard incremental test. Although these results suggest that the mechanism for blood lactate accumulation at the lactate minimum speed and the lactate threshold may be the same, disruption to normal submaximal exercise metabolism as a result of the preceding sprint exercise, including a three- to five-fold elevation of plasma pyruvate concentration, makes it difficult to interpret the blood lactate response to the lactate minimum speed test. Caution should be exercised in the use of this test for the assessment of endurance capacity.     

Spaces for Change: Gender and Technology Access in Collaborative Software Design

Equitable computer collaborations in mixed-gender teams have been a pressing issue for many years. While some have argued for creating single-gender teams or girls-only computer activities, our approach was different. The current study examines a three-month software design activity in which mixed teams of girls and boys (10–12 year olds) designed and implemented multimedia astronomy resources for younger students. In this context we assessed gender differences in students' levels of access to technology and how these participation patterns changed throughout the project duration. We found through our qualitative analyses that the configuration of social, physical and cognitive spaces in the project environment contributed to a positive change in girls' levels of access. We discuss the implications of these results in regard to issues surrounding the development and maintenance of gender equity in computer use and further research.     

The optimization of online searches through the labelling of a dynamic, situation-dependent information need: The reference interview and online searching for undergraduates doing a social-science assignment

An important user group in academic libraries is the undergraduate student seeking information for coursework in the social sciences. With the proliferation of electronic databases, a major challenge for reference librarians is to conduct a quick and effective reference interview to determine the undergraduate's information need while also providing instruction on using the information system. The present article proposes a reference-interview strategy that will allow the reference librarian to (1) efficiently assess the information need of the undergraduate, (2) label the information need, and (3) assign the most appropriate search strategy to satisfy this need.