The effects of resistance exercise with and without different degrees of blood-flow restriction on perceptual responses

The aim was to compare exercise with and without different degrees of blood-flow restriction on perceived exertion (RPE) and discomfort. Participants were assigned to Experiment 1, 2, or 3. Each completed protocols differing by pressure, load, and/or volume. RPE and discomfort were taken before and after each set. For pressure and RPE, the 20% one repetition maximum (1RM) blood-flow restriction conditions were affected by increasing the pressure from 40% to 50% blood-flow restriction (~12 vs. ~14). This did not appear to happen within the 30% 1RM blood-flow restriction conditions or the higher pressures in the 20% 1RM conditions. The similar RPE between 20% and 30% 1RM to failure was expected given both were to failure. For discomfort, ratings were primarily affected by load at the lowest pressure. Increasing pressure to 50% blood-flow restriction increased discomfort at 20% 1RM (~2.6 vs. ~4). There was a further increase when increasing to 60% blood-flow restriction (~4 vs. ~4.8). The high-load condition had the lowest discomfort, while ratings were highest with 20% 1RM to failure. In conclusion, exercise with blood-flow restriction does not appear to augment the perceptual response observed with low-load exercise to failure.     

Assessing the Need and Potential of Community Networking for Development in Rural India

This article reports the results and conclusions of a mixed-methods research strategy designed to assess the potential of community networking in rural Tamil Nadu, India. The data reported and analyzed in this article include socioeconomic and household spending, agricultural marketing and price search, availability and use of information on agricultural problems, and communication media use. We use these data to define a framework of existing sources of information for various community agents, with a special emphasis on farmers. We analyze the methods and costs at which these agents obtain information, and identify information and communication gaps that information and communication technologies (ICTs) may help alleviate. This study allows us to demonstrate opportunities for socioeconomic development through ICT-enabled information access. The article concludes by stating the importance of basic communication technologies and contextually relevant information services, and suggesting recommendations for future research in this area.     

Education on the rails: a textual ethnography of university advertising in mobile contexts

ABSTRACT

As universities have succumbed to market discourses, they have adopted advertising strategies. It is not uncommon to see advertisements for them displayed in such mobile spaces as railway stations and alongside highways. Whilst it is true that such environments have always sought to take advantage of populations in transit, the fact that higher education institutions have turned to them as promotional sites, reflects the fact that the ‘transit’ demographic now includes large numbers of young people and high school students. In this paper, a sample of higher education advertisements found in Sydney’s transit spaces is analysed along with the ‘rationale’ provided by advertising companies responsible for their design. It is argued their existence reflects the fact that universities compete against one another for students and need to develop a persuasive ‘brand’. Thus in line with neo-liberalist constructions of subjectivity, they individualise the educational experience, and translate that experience into an economic asset, as a value-adding process. It is of note then that much of the imagery and copy of the advertising ‘visualises’ education as a journey and underpins the fact that mobility is an inescapable predicate of quotidian life.     

Coping with Complexity: How do educational psychologists assess students with emotional and behavioural difficulties?

This paper explores the issue of how educational psychologists (EPs) deal with emotional and behavioural difficulties (EBD) referrals. Self-reported EP practice is highlighted and discussed using data gathered from a survey of EPs ( n =107) drawn from 16 local education authorities. Data relating to the age and gender of students referred, the types and frequency of tests used, and specialist interventions recommended/used are presented. A number of findings are emphasised; for example, the gender imbalance of referrals, the extensive range of behaviours deemed by referrers to provide evidence of EBD, and the considerable variations in the assessment and intervention practices of individual EPs.     

Learning Styles and Training and Development in Work Settings: lessons from educational research

Abstract While human resource development (HRD) practioners are interested in learning style, there has been relatively little empirical research in work settings. This paper reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can inform training and development practice. The need for more research in work settings is discussed and the dearth of valid and reliable measures of cognitive (learning) style that can be easily administered to employees is considered as a factor which may have inhibited research The advantages and disadvantages of a number of measures that could be used in work settings are discussed.     

A Surgical View of Anatomy: Perspectives from Students and Instructors

As curricular emphasis on anatomy in undergraduate medical education continues to evolve, new approaches to anatomical education are urgently needed to prepare medical students for residency. A surgical anatomy class was designed for third- and fourth-year medical students to explore important anatomical relationships by performing realistic surgical procedures on anatomical donors. Under the guidance of both surgeons and anatomists, students in this month-long elective course explored key anatomical relationships through performing surgical approaches, with the secondary benefit of practicing basic surgical techniques. Procedures, such as left nephrectomy, first rib resection for thoracic outlet syndrome, and carotid endarterectomy, were adapted from those used clinically by multiple surgical subspecialties. This viewpoint commentary highlights perspectives from students and instructors that suggest the value of a surgical approach to anatomical education for medical students preparing for procedure-oriented residencies, with the goals of: (1) describing the elective at the authors' institution, (2) promoting similar efforts across different institutions, and (3) encouraging future qualitative and quantitative studies of similar pedagogic efforts.     

Improving secondary students' perception of the “dreaded mathematics word problem assignment” by giving them more word problems

The purpose of the current study was to replicate and extend research on academic assignment preference by presenting high school students with control assignments containing eight 2‐digit × 2‐digit + 2‐digit × 2‐digit mathematics reading problems, experimental assignments that contained eight equivalent 2‐digit × 2‐digit + 2‐digit × 2‐digit problems, and three additional interspersed 4‐digit + 4‐digit mathematics reading problems. After spending 10 minutes and 40 seconds working on each assignment, significantly more high school students ranked the experimental assignments as being less difficult. When given a choice between the two assignments for homework, significantly more students chose a new experimental assignment. No differences were found on accuracy levels across assignments. Although the experimental assignments contained more problems, the students preferred the experimental over the control assignments. Discussion focuses on future research designed to investigate the applied implications of the interspersal technique within educational settings. © 1999 John Wiley & Sons, Inc.     

Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities

In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc.