Assessment of the power performance of racing cyclists

A 30-s 'all-out' power protocol was studied in four groups of racing cyclists including internationals (n = 8), Category 1 (n = 10), Category 2 (n = 15) and Category 3 (n = 11). Following warm-up each subject completed five trials interspersed by 3 min of low intensity exercise on an ergowheel racing cycle ergometry system at a power output of 15 W kg-1 body weight, generated at 130 rev min-1. Temporal indices of performance included delay time (DT) to achieve the power criterion, total time (TT) of the maintenance of the power criterion and the ratio of TT/DT. 'Explosive' leg strength was assessed from a vertical jump. The results indicated that international and Category 1 cyclists had lower DT (2.2 +/- 0.1 s and 2.1 +/- 0.0 s, respectively; P less than 0.05), higher TT (28.1 +/- 0.7 s and 27.0 +/- 0.7 s, respectively; P less than 0.05) and elevated TT/DT (12.8 and 12.9, respectively; P less than 0.01). 'Explosive' leg strength was also higher (P less than 0.05) in the internationals than in the other groups of cyclists. The protocol provides a sport-related method for the assessment of short term endurance performance ability in racing cyclists which may be of value in identifying the anaerobic capability of individual cyclists.     

RESPONSIBLE BEHAVIOUR AS EFFECTIVE TEACHING: A NEW LOOK AT STUDENT RATING OF PROFESSORS

Items in student rating instruments unavoidably contain biases in favour of particular concepts of excellence which make them invalid for measuring the teaching effectiveness of a wide variety of college instructors. The use of scores from such instruments to penalise or reward faculty in salary, tenure and promotion decisions may adversely affect dedicated instruction. Given this problem, an alternative is proposed in which students report whether instructors acted responsibly rather than excellently. Proposed is a two-;part instrument which uses students to monitor acceptable employee behaviours in teaching settings to satisfy management needs, while at the same time providing qualitative feedback to the instructor for the purpose of self‐improvement.     

Evidence-based medicine for consumers: a role for the Cochrane Collaboration

Quality of health information on the Internet has been a concern since health information first began appearing on the Web. Evidence-based medicine tools, traditionally intended for physicians, may benefit consumers as they participate in making health care desisions. This article describes a rationale for Cochrane reviews as an evidence-based medicine tool for consumers. The Cochrane Collaboration, a global force for systematic literature reviews, has strict procedures for developing literature reviews. Criteria for Cochrane reviews are compared with critical evaluation skills commonly taught to consumers regarding the use of Websites. The Cochrane Collaboration''s Consumer Network has established a separate Website, with review synopses written for an audience of consumers. Suggestions for further research into consumer use of the Cochrane Library and consumer involvement with the Cochrane Collaboration are discussed.People who access health information are likely to play an active role in their health care [1]. Access to health information empowers consumers by enabling them to (1) make more knowledgeable choices in self-care, (2) more intelligently discuss medical conditions and treatments with their doctors, (3) educate themselves regarding good health practices, and (4) learn about the health care system. If access to information is to help consumers achieve better health, quality of accessible information must be considered by information producers and consumers. This paper identifies a rationale for evidence-based medicine for consumers, introduces the quality-control work of the Cochrane Collaboration, and explores consumer involvement in the Cochrane Library, relative to critical evaluation models.     

Teaching teachers: “Nation at risk” and the issue of knowledge in teacher education

Teacher education in the United States is historically grounded in a nineteenth century conception of education, influenced to some degree by social darwinism, and based on an efficiency, scientific deterministic model of teaching and learning. The knowledge disseminated in teacher training programs gives legitimacy to certain conceptions of reality and perpetuates a hierarchical structure without questioning the relationship between values, facts, and assumptions inherent in knowledge production: such knowledge must be viewed as problematic. This article argues for the efficacy of a critical consciousness in teacher preparation paradigms. By studying the methodological accounts of several master teachers, students of education can receive a theoretical grounding in and practical examples of emancipatory pedagogy in daily classroom activities.