Free-weight resistance exercise on pulse wave reflection and arterial stiffness between sexes in young,resistance-trained adults

We sought to determine the sex-specific effects of an acute bout of free-weight resistance exercise (RE) on pulse wave reflection (aortic blood pressures, augmentation index (AIx), AIx at 75?bpm (AIx@75), augmentation pressure (AP), time of the reflected wave (Tr), subendocardial viability ratio (SEVR)), and aortic arterial stiffness in resistance-trained individuals. Resistance-trained men (n?=?14) and women (n?=?12) volunteered to participate in the study. Measurements were taken in the supine position at rest, and 10 minutes after 3 sets of 10 repetitions at 75% 1-repetition maximum on the squat, bench press, and deadlift. A 2?×?2?×?2 ANOVA was used to analyse the effects of sex (men, women) across condition (RE, control) and time (rest, recovery). There were no differences between sexes across conditions and time. There was no effect of the RE on brachial or aortic blood pressures. There were significant condition?×?time interactions for AIx (rest: 12.1?±?7.9%; recovery: 19.9?±?10.5%, p?=?.003), AIx@75 (rest: 5.3?±?7.9%; recovery: 24.5?±?14.3%, p?=?.0001), AP (rest: 4.9?±?2.8?mmHg; recovery: 8.3?±?6.0?mmHg, p?=?.004), and aortic arterial stiffness (rest: 5.3?±?0.6?ms; recovery: 5.9?±?0.7?ms, p?=?.02) with significant increases during recovery from the acute RE. There was also a significant condition?×?time for time of the reflected wave (rest: 150?±?7?ms; recovery: 147?±?9?ms, p?=?.02) and SEVR (rest: 147?±?17%; recovery: 83?±?24%, p?=?.0001) such that they were reduced during recovery from the acute RE compared to the control. These data suggest that an acute bout of RE increases AIx, AIx@75, and aortic arterial stiffness similarly between men and women without significantly altering aortic blood pressures.     

Independent evaluation of Q-Interactive: A paper equivalency comparison using the PPVT-4 with preschoolers

Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current study, equivalency was measured using the three-part test set forth by American Psychological Association in 1986. First, the researchers examined rank order similarity; then, they examined mean score similarity; and finally, they examined score-distribution similarity. One of these equivalency standards (rank order similarity) was not met, and one other standard is debatable (mean score similarity); therefore, the authors noted concerns about the use of Peabody Picture Vocabulary Test, Fourth Edition Q-Interactive for preschoolers. New normative data should be collected.     

Dynamic post-activation potentiation protocol improves rowing performance in experienced female rowers

ABSTRACT

Post-activation potentiation likely acutely improves power-based performance; however, few studies have demonstrated improved endurance performance. Forty collegiate female rowers performed isometric potentiating (ISO), dynamic potentiating (DYN) and control (CON) warm-up protocols on a rowing ergometer, followed by a three-minute all-out test to evaluate their total distance, peak power, mean power, critical power, anaerobic working capacity (W’) and stroke rate. Fifteen-second splits were also analysed. ISO consisted of 5 × 5-second static muscle actions with the ergometer handle rendered immovable with a nylon strap, while DYN consisted of 2 × 10-second all-out rowing bouts, separated by a 2-minute rest interval. The participants were divided into high and low experience groups by median experience level (3.75 years) for statistical analysis. Significant differences (DYN > CON; p < 0.05) were found for distance (+5.6 m), mean power (+5.9 W) and W’ (+1561.6 J) for more experienced rowers (n = 19) and no differences for less experienced rowers (n = 18). Mean power in DYN was significantly greater than CON and ISO in the 15–30, 30–45, 45–60 and 60–75 second intervals independent of experience level. These results suggest that DYN may benefit experienced female rowers and that these strategies might benefit a greater power output over shorter distances regardless of experience.     

Jonathan Livingstone,I Presume: teaching as a ‘high‐flying’ profession

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as ‘corporatising’ professionals. The authors note certain rhetoric shifts in Australian teacher education policy which, they argue, constitute quite a radical departure from notions of the professional worker which proliferated less than a decade ago. Drawing on Foucaultian notions of the discursive nature of knowledge and identity formation, they discuss the implications of this rhetorical shift in terms of its impact on the ‘professional’ identity of the teacher.     

Rethinking the role of the state in technology development: DARPA and the case for embedded network governance

This paper explores the role of the state in re-architecting social networks and thereby new technology directions in the United States. It draws on a case study of DARPA's Microsystems Technology Office from 1992 to 2008. Leveraging one of the most radical directorships in DARPA's history, I argue that the perceived “death” of DARPA under Tony Tether was because past analyses, by focusing on the organization's culture and structure, overlooked a set of lasting, informal institutions among DARPA program managers. I find that despite significant changes in the recipients and outcomes of DARPA attentions, these same institutions for directing technology were in place both before and during Tether's directorship. Drawing on these results, I suggest that we must add to technology policy-making a new option—embedded network governance.     

Skill Sets for the Human Performance Technologist Originally published in 1995, PIQ 8.2

Demand for human performance technology (HPT) practitioners is growing at the same time as their numbers are increasing. Yet no standard repertoire of professional skills exists, nor is thei:e any agency with authority to define required skill sets. A number of sources do, however, offer guidelines. These are observation of current practice, a rich and expanding literature, professional societies, recognized practitioners and knowledgeable clients. These sources provide us with strong indicators as to what constitute skill sets for both current and future practice. This article presents suggested basic and advanced skill sets, identifies future skill needs, and concludes with suggestions for maintaining and enhancing proficiency as a human performance technologist.