Nutritional, lifestyle, and weight control practices of professional jockeys

In this study, we describe diet and lifestyle practices of professional jockeys. Participants completed a 59-item nutrition, lifestyle, and health questionnaire (n = 21) and a 7-day estimated food diary (n = 18). Acute weight loss strategies included the use of saunas (86%), exercising to induce sweating (81%), and restricted energy intake (71%). Of the smokers (38%), 56% used smoking to control weight. Most (86%) jockeys reported attaining a 2-kg weight loss for racing (if required) 24-48 h before or on the designated race-day. Mean daily energy intake (1803 ± 564 kcal) was low and appeared to provide an insufficient availability of energy for sustainment of usual daily and metabolic processes. Carbohydrate intake (3.7 ± 1.3 g · kg?1) was below recommendations for athletes. A substantial proportion of jockeys failed to meet the estimated average requirement and lower threshold intake for a number of micronutrients. Jockeys consumed well below (0-2) the recommended five daily servings of fruit and vegetables set by the World Health Organization. Pressures of the jockey lifestyle and rigid weight limits appear to encourage unhealthy weight management practices in this group and may risk long term-health.     

An analysis of higher education staff attitudes in a dynamic environment

Abstract

Since 1980 the staff student ratio in the UK has halved. This has been contributed to, amongst other factors, by the massification policy of the UK government. The requirement to publish, the view of students as consumers, an increase in managerialism, and reduction in real pay levels as well as the threat of compulsory redundancies have also been changes which have affected the attitudes of staff. As a result of these factors, the experience of both academics and students has deteriorated, and this is likely to continue. This paper uses survey data from three higher education institutions, which indicates a reduction in the satisfaction of staff over a number of years. Interviews with key informants and a literature review also support the view that levels of stress are increasing amongst academic staff within UK Higher Education institutions.     

Development and use of an instrument for assessing the department-level work environment: The department-level environment questionnaire (DLEQ)

There has been little research into the work environments of teachers at the subject department level. Understanding and investigating the work environment at this level could provide insight into the type of work environment that might lead teachers to remain in the teaching profession. This article reports the development, validation and use of a work environment instrument at the subject department level. The department-level environment questionnaire (DLEQ) was developed using the school-level environment questionnaire as the parent instrument. Both Actual and Preferred Forms of the DLEQ were used. Early-career secondary school science teachers’ perceptions of the actual and preferred science department environment in New Zealand were sought. In addition, interviews with 17 % of the participants were conducted in order to find out why the teachers answered the questionnaire in the way that they did. The findings highlight the needs of this particular group of teachers. Future research opportunities for further instrument development and use of the instrument are suggested.     

Sex Education - the issues when working with boys

Sex education is a contentious issue. Recently debates in the UK have tended to concentrate on the need to reduce teenage pregnancy rates and on the 'promotion of homosexuality'. This article examines the issues that need to be addressed if boys are to receive the sex education they require. These issues include the characteristics and gender of the teacher needed; methodologies to which boys will respond; the perception of boys as problems in school; the content of sex education programmes, the need for separate classes and the ongoing concern of boys' literacy standards. Added to these are issues such as homosexuality and pornography, areas which are avoided in many schools. The culture related to boys' attitudes to education in general and sex education in particular are examined. The author calls for a change in approach and attitude by government in order to achieve the desired lowering of teenage pregnancy rates and for the adoption of a more positive attitude to sex education by government, parents and teachers.     

Listening to the boys again: an exploration of what boys want to learn in sex education classes and how they want to be taught

This article describes the preferences expressed by 16‐year‐old and 17‐year‐old boys when they were asked what they want to learn from sex and relationship education classes and how they want to be taught. Research was carried out in eight secondary schools with boys in year 12. Qualitative responses from questionnaires issued to 307 boys were analysed together with the results from three focus groups carried out in three of the schools. The research found that in most areas boys are not being taught what they want to know. The areas of feelings and emotions, sexuality, sexual techniques, sexually transmitted infections, pornography and the effects of the ‘boy culture’ are not being addressed sufficiently, or in some cases at all. Boys also called for smaller class groups, and for more active methods of teaching and some of them asked for time away from girls to express themselves without censure. They called for more education at an earlier age and that their desire for a safe, non‐critical environment should be met.     

The Development of Some Textbooks on the useful Arts c.1000‐c.1250

‘... I will formulate two hundred doubts supported for the sake of a trial...’ Paul of Venice, Quadratura. ^{1 1}‘Quoniam otium mors est hominis una viventis nec non ad multorum genera viciorum relapsus continuus, ideo ut inter mortuos vivam nec solito vel ceteris peior efficiar quatuor formabo dubia denariis quinque fulta temptativis’. Paulus Venetus, Quadratura (Venice: Bonetus Locatellus, 1493), Hain 12.521, no pagination. All references are to this edition. On Paul of Venice see Alan R. Perreiah, ‘A Biographical Introduction to Paul of Venice’, Augustiniana, XVII (1967), 450–461.      

TAG teachers: Only the creative need apply

Creativity is an asset to any teacher, but it is crucial for teachers of gifted and talented students. Inventive and productive creativity are necessary to efficiently and effectively develop or modify programs and curricula. Expressive creativity is present in instructional interactions with students, and creative problem solving skills are needed to enhance students’ creativity. Implications for supporting and enhancing teachers’ creativity are considered.     

Issues in teaching and learning for older adults in Hong Kong and Australia

ABSTRACT

There has not been ample recent research on teaching older adults. However, as described below, there is mounting research in how and why older adults want to learn. This brief discussion is derived from work undertaken for a workshop in Hong Kong on issues in teaching older adults. It combines recent research on learning and teaching in higher education as it applies to older adults. The paper addresses: learning and ageing, learning choices, an information processing view of learning, deep and surface learning, teaching and learning approaches, formal, non-formal and informal learning, teaching roles, evaluation, and technology. Some sections are exemplified with information from teaching older adults in Australia and Hong Kong