The lower body muscle activation of intermediate to experienced kayakers when navigating white water

In white-water kayaking, the legs play a vital part in turning, stabilising and bracing actions. To date, there has been no reported information on neuromuscular activation of the legs in an authentic white-water environment. The aim of the current study was to identify lower body muscle activation, using ‘in-boat’ electromyography (EMG), whilst navigating a white-water run. Ten experienced male kayakers (age 31.5?±?12.5 yr, intermediate to advanced experience) completed three successful runs of an international standard white-water course (grade 3 rapids), targeting right and left sides of the course, in a zigzag formation. Surface EMG (sEMG) outputs were generated, bilaterally, for the rectus femoris (RF), vastus lateralis, biceps femoris and gastrocnemius, expressed as a percentage of a dynamic maximal voluntary contraction (dMVC). Only RF showed significantly higher activation than any muscle on the left side of the body, and only on the left side of the course (P?=?.004; ETA²?=?0.56). Other results showed no significant difference between muscle activation in the right and left legs during each run, nor when assessed at either the right or left side of the course (P?>?.05). These findings indicate that contralateral symmetry in lower limb muscle activation is evident during white-water kayaking. This symmetry may provide a stable base to allow more asymmetrical upper body and trunk movements to be fully optimised. Lower body symmetry development should be considered useful in targeted training programmes for white-water kayakers.     

The use and misuse of taxpayers’ money: Publicly‐funded educational research

How should educational research be contracted? And is there anything wrong with the way that public funding of educational research is currently administered? We endeavour to answer these questions by appeal to the work of two of the most prominent philosophers of science of the twentieth century, namely Popper and Kuhn. Although their normative views of science are radically different, we show that they would nonetheless agree on a number of key rules concerning the extent to which scientific practice should be influenced ‘from the outside’. We then show that these rules are often broken in the way that research is publicly funded in the UK.     

Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum

The goal of the Deconstructing Engineering Education Programmes project is to revise the mechanical engineering undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students. This paper describes the methods used to study the prerequisites and the resulting proposed curriculum revision. The process involved dissecting each course into topics at roughly the level of a line in a syllabus, editing the list of topics, associating prerequisites and successors to each topic and then using a genetic algorithm to produce clusters of topics. The new curriculum, which consists of 12 clusters, each of which could be a full year course, is quite different from the traditional curriculum.     

Interpersonal Behavior,Laboratory Learning Environments,and Student Outcomes in Senior Biology Classes

The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000     

The Pros and Cons of Graduate Students Working Part-Time in Industry

To provide a method for graduate engineers to acquire advanced degrees, some industrial organizations have instituted a part-time employee program. The difficulties encountered by an industry, an employee and an educational institution which have been involved in such a program are indicated in this paper. Suggestions are made, which should improve the benefits derived from such a program. Since programs of this type will provide a better qualified technical force for industry and the nation, they deserve the attention of educators at this time. Greater cooperation between industry and educational institutions will provide a benefit to all.     

Transition from senior secondary to higher education: A learning environment perspective

The purpose of this study was to modify and validate a new form of the College and University Classroom Environment Inventory (CUCEI), and to then use it to compare students' actual and preferred perceptions of their classroom learning environments at the senior secondary and teritary levels of education. The study also examined differences in perceptions according to the student's gender. A sample of 504 students participated in the study. The reliabilities of the scales of the modified CUCEI ranged from .73 to .94. When the two levels were compared, students at the higher education level had a less favourable perception of their learning environment. Previous research was replicated in that females were found generally to perceive their learning environments in a more positive way than did males and that all students generally preferred a more positive learning environment in their classes.     

Art,anatomy, and medicine: Is there a place for art in medical education?

For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested that art can be utilized to teach observational skills in medical students, a skill that is integral to patient examination but seldom taught directly within medical curricula. This article is a subjective survey that evaluates a student selected component (SSC) that explored the uses of art in medicine and investigates student perception on the relationship between the two. It also investigates whether these medical students believe that art can play a role in medical education, and more specifically whether analyzing art can play a role in developing observational skills in clinicians. An “Art in Medicine” 8‐week course was delivered to first year medical students at Brighton and Sussex Medical School. The use of art to improve observational skills was a core theme throughout. Feedback from the students suggests that they believe a strong association between art and medicine exists. It also showed a strong perception that art could play a role in medical education, and more specifically through analyzing art to positively develop clinical observational skills. The results of this subjective study, together with those from research from elsewhere, suggest that an art‐based approach to teaching observational skills may be worth serious consideration for inclusion in medical and other healthcare curricula. Anat Sci Educ 7: 370–378. © 2014 American Association of Anatomists.