The nature and implications of the growing importance of research grants to Canadian universities and academics

This paper analyzes a significant but virtually unexplored recent development within Canadian higher education, namely the growing importance of research grants to universities and academics. It addresses three main questions. First, the paper examines why and how research grants are becoming more important to Canadian universities and academics, focusing in particular on the role played by federal higher education policy. Next, it explores how the growing importance of research grants is transforming relations between and among the key players in Canadian higher education and academic research, including university administrators, academics, government, and the broader community. The paper’s final section takes up some of the actual and potential implications of these changes and raises concerns about detrimental effects on Canada’s universities and citizens. Prospects and possibilities for reform are also addressed.     

Effects of optimal pacing strategies for 400-, 800-, and 1500-m races on the VO2 response

The aim of this study was to compare the evolution of oxygen uptake (VO2) in specifically trained runners during running tests based on the 400-, 800-, and 1500-m pacing strategies adopted by elite runners to optimize performance. Final velocity decreased significantly for all three distances, with the slowest velocity in the last 100 m expressed relative to the peak velocity observed in the 400 m (77%), 800 m (88%), and 1500 m (96%). Relative to the previously determined VO2max values, the respective VO 2peak corresponded to 94% (400 m) and 100% (800 and 1500 m). In the last 100 m, a decrease in VO2 was observed in all participants for the 400-m (15.6 ± 6.5%) and 800-m races (9.9 ± 6.3%), whereas a non-systematic decrease (3.6 ± 7.6%) was noted for the 1500 m. The amplitude of this decrease was correlated with the reduction in tidal volume recorded during the last 100 m of each distance (r = 0.85, P < 0.0001) and with maximal blood lactate concentrations after the three races (r = 0.55, P < 0.005). The present data demonstrate that the 800 m is similar to the 400 m in terms of decreases in velocity and VO2.     

Standards of practice to standards of evidence: developing assessment capable teachers

Abstract

Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment.