The effect of time constraints and running phases on combined event pistol shooting performance

The combined event is a crucial aspect of the modern pentathlon competition, but little is known about how shooting performance changes through the event. This study aimed to identify (i) how performance-related variables changed within each shooting series and (ii) how performance-related variables changed between each shooting series. Seventeen modern pentathletes completed combined event trials. An optoelectronic shooting system recorded score and pistol movement, and force platforms recorded centre of pressure movement 1 s prior to every shot. Heart rate and blood lactate values were recorded throughout the event. Whilst heart rate and blood lactate significantly increased between series (P < 0.05), there were no accompanying changes in the time period that participants spent aiming at the target, shot score, pistol movement or centre of pressure movement (P > 0.05). Thus, combined event shooting performance following each running phase appears similar to shooting performance following only 20 m of running. This finding has potential implications for the way in which modern pentathletes train for combined event shooting, and highlights the need for modern pentathletes to establish new methods with which to enhance shooting accuracy.     

Indices of cognitive function measured in rugby union players using a computer-based test battery

The purpose of this study was to investigate the intra- and inter-day reliability of cognitive performance using a computer-based test battery in team-sport athletes. Eighteen elite male rugby union players (age: 19 ± 0.5 years) performed three experimental trials (T1, T2 and T3) of the test battery: T1 and T2 on the same day and T3, on the following day, 24 h later. The test battery comprised of four cognitive tests assessing the cognitive domains of executive function (Groton Maze Learning Task), psychomotor function (Detection Task), vigilance (Identification Task), visual learning and memory (One Card Learning Task). The intraclass correlation coefficients (ICCs) for the Detection Task, the Identification Task and the One Card Learning Task performance variables ranged from 0.75 to 0.92 when comparing T1 to T2 to assess intraday reliability, and 0.76 to 0.83 when comparing T1 and T3 to assess inter-day reliability. The ICCs for the Groton Maze Learning Task intra- and inter-day reliability were 0.67 and 0.57, respectively. We concluded that the Detection Task, the Identification Task and the One Card Learning Task are reliable measures of psychomotor function, vigilance, visual learning and memory in rugby union players. The reliability of the Groton Maze Learning Task is questionable (mean coefficient of variation (CV) = 19.4%) and, therefore, results should be interpreted with caution.     

‘Eye-candy’ in ‘Interactive Books’– a Wholesome Diet?

CD-ROMs are becoming more widely used now and one particular genre seems to have a good deal to offer as a medium for the development of reading. These so-called ‘interactive books’ have not yet been investigated in terms of their usefulness in teaching reading and Clare Burrell and John Trushell make a useful beginning to this. They are particularly concerned with whether the eye catching graphics of these books helps or hinders children’s reading of them and their report raises many interesting issues.     

Introduction of a peer mentoring scheme within biomedical sciences education – easing the transition to university life

The transition from school to university can prove problematic for a number of academic and social reasons and first-year attrition rates are high. Research suggests that first-year students need help adjusting to a new phase of learning in a larger community of practice and that a student’s decision to leave represents a negative combination of multiple integration variables. One practice that may help to reduce stress and subsequently assist in lowering first-year attrition rates is a peer pentoring (PM) scheme. Within the Centre for Biomedical Sciences Education (CBMSE) at Queen’s University Belfast (QUB) a PM scheme was designed to engage new students in informal supportive relationships with more experienced students. Qualitative reports indicate that the scheme provided an avenue for new students to reappraise their previous expectations of university and develop a sense of identity within their course. An added benefit from this PM scheme was that it also allowed older students to gain transferrable employment-related skills in communication, teamwork and organisational expertise. In 2009–10, 9.1% of Biomedical Science (BMS) students, studying at QUB, did not return to the second year of their degree; however, following implementation of a PM scheme in 2011–12, figures show a reduction of first-year attrition to 3%. While such improvement is characteristic of many transition initiatives, not just those associated with PM, it is likely that implementation of PM is intrinsically linked to student retention within a course.     

Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators

This paper presents findings from the large-scale study Literacy Teacher Educators: Their Backgrounds, Visions, and Practices that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise.     

初恋

从未有过的震撼当爱来的如此突然,如此甘甜。她的脸如花儿般甜美娇艳,盗走了我整个心田。我的脸庞变得苍白,极度的苍白,双腿也不愿挪开,她明眸的顾盼让我魂萦梦牵,我的生命和我的一切俨然成了泥块。     

Student learning work: Grounds for anin situ analysis

The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined.     

Incidental Word Learning in Science Classes

The purpose of the project was to investigate students' incidental word learning in science classes that depended on discussion and hands-on activities. In separate studies, 4th- and 8th-grade students were given pretests and posttests that assessed depth of knowledge of topical words used in a single unit. In both studies, students made significant improvement in their knowledge of topical words; knowledge of nontopical words did not improve. Students who started the unit with partial knowledge of topical words were likely to learn meanings appropriate for the unit. Depth of topical word knowledge also contributed significantly to improvement on a test of applied problems. While significant incidental word learning occurred over the science units, students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit. The educational implications are potentially serious and need to be explored in further studies. Copyright 2000 Academic Press.     

Science and the diffusion of knowledge

Scientists, social scientists and politicians frequently credit basic science with stimulating technological innovation, and with it economic growth. Despite a substantial body of research investigating this general relationship, relatively little empirical attention has been given to understanding the mechanisms that might generate this linkage. This paper considers whether more rapid diffusion of knowledge, brought about by the norm of publication, might account for part of this effect. We identify the importance of publication by comparing the patterns of citations from future patents to three groups of focal patents: (i) those that reference scientific (peer-reviewed) publications, (ii) those that reference commercial (non-scientific) publications; and (iii) those that reference neither. Our analyses strongly implicate publication as an important mechanism for accelerating the rate of technological innovation: Patents that reference published material, whether peer-reviewed or not, receive more citations, primarily because their influence diffuses faster in time and space.