Comparison of power and EMG during 6-s all-out cycling between young and older women

Abstract To investigate the effects of ageing on the neural control strategies governing sprint cycling on a friction-loaded cycle-ergometer, 10 older (aged 70-83yr) and 8 young (aged 19-35yr) healthy women completed seven 6-s all-out cycling trials against varying loads. Root mean square (RMS), median frequency and muscle fibre conduction velocity were determined from the vastus lateralis of the dominant limb during each pedal stroke. Peak power was 43% lower in the older group compared to the younger (p??0.05). ΔRMS from the first to the sixth second during each trial was found to increase significantly with the development of power output in both groups (p?相似文献   

The experience of receiving and then losing a scholarship: a tracer study of secondary school scholarship recipients in Uganda

This study reports findings of a tracer that investigated differences in the profile and subsequent experiences of scholarship recipients in Uganda who were able to complete the lower secondary school cycle (O level) without interruption (N = 174) and those that dropped out before completing their O-level cycle (N = 51), thereby losing their scholarship. Findings indicate that the scholarship programme had important positive impacts on all participants, even if they were unable to complete their O level. Moreover, scholarships had a multiplier effect; they had positive impacts on recipients' siblings, parents, and neighbours. When scholarship recipients did drop out, the most prevalent causes were poverty, pregnancy, and poor performance. However, even the modest amounts of education these dropouts received changed the course of their lives in positive ways.     

Incentive Pay Programs

An attempt was made to formulate a theoretical framework of leadership forces in school organisations, which includes bureaucratic linkage, cultural linkage, tight coupling and loose coupling. Two instruments, the School Values Inventory (SVI) and the Teachers' School Life Questionnaire (TSLQ), were created and developed for this study to assess the administrative values espoused by principals and teachers' feelings about school life. Based on data collected from 1395 teachers from a randomly selected sample of 39 secondary schools in Hong Kong, the four scales of leadership forces in secondary schools were confirmed. Findings show that cultural linkage and loose coupling were the most effective leadership forces to bind people together within schools, tight coupling the next, but the use of bureaucratic linkage was controversial.     

THE ORTHODOX DAY SCHOOL AND ITS NONOBSERVANT POPULATION

Many of Canada's day schools¹ are experiencing a phenomenon whereby only 10 to 20 percent of their student populations reflect the school's Orthodox ideology. This ratio of observant to nonobservant is also an accurate estimate of their parent population. Yet, virtually all Canadian senior high schools² and many elementary schools of similar populations remain Orthodox in their philosophies. Such a situation can present schools and parent bodies with a variety of dilemmas: Parents are often not aware of Jewish educational goals; children are more educated than their parents; there is little parental support to many school values (eg. kashrut, Shabbat, etc.); some school values are discouraged; and parent/school tensions can result out of a lack of understanding. Such schools as Community Hebrew Academy of Toronto, Associated Hebrew Schools of Toronto,³ Herzilia Academy of Montreal,⁴ and Joseph Wolinsky Collegiate of Winnipeg⁵ all must address this issue since the observant population is a minority in their systems. Consequently, a significant percentage of their students do not subscribe to their school's philosophy. This situation is not unique in Canada. Many Orthodox day schools see their original mandate as increasing Torah awareness of all their pupils in the communities they serve.     

Education 3.0: breaking the mold with technology

In order to meet the needs of today's knowledge economy, education needs to move beyond the industrial age approach of treating all learners as if they are the same and adopt a learner-centered model of education suitable for the information age. To support this model, a new and transformative technology is needed that focuses on mastery and customized learning. This article reviews the existing approaches to educational technology before proposing a new, customizable, open, and interoperable technology: a personalized integrated educational system (PIES) that provides full functionality for students, teachers, parents and other stakeholders and bridges the gaps between formal and informal learning. PIES' four primary functions: record keeping, planning, instruction, and assessment, as well as secondary functions, are defined and described. Future challenges and research opportunities are also identified.