The load-velocity profile differs more between men and women than between individuals with different strength levels

This study aimed to determine the suitability of the load-velocity relationship to prescribe the relative load (%1RM) in women, as well as to compare the load-velocity profile between sexes and participants with different strength levels. The load-velocity relationship of 14 men (1RM: 1.17 ± 0.19) and 14 women (1RM: 0.66 ± 0.13) were evaluated in the bench press exercise. The main findings revealed that: (I) the load-velocity relationship was always strong and linear (R² range: 0.987–0.993), (II) a steeper load-velocity profile was observed in men compared to women (Effect size [ES]: 1.09), with men showing higher velocities for light loads (ES: ? 0.81 and ? 0.40 for the y-intercept and 30%1RM, respectively), but women reporting higher velocities for the heavy loads (ES: 1.14 and 1.50 at 90%1RM and 100%1RM, respectively); and (III) while the slope of the load-velocity profile was moderately steeper for weak men compared to their strong counterpart (ES: 1.02), small differences were observed between strong and weak women (ES: ? 0.39). While these results support the use of the individual load-velocity relationship to prescribe the %1RM in the bench press exercise for women, they also highlight the large disparities in their load-velocity profile compared to men.     

Ali–Frazier 1: Black Gladiators,White Promoters,and the Economics of Big-Time Boxing

Abstract

The March 1971 heavyweight championship bout between undefeated black boxers Muhammad Ali and Joe Frazier elicited numerous responses. Ali, because of his brash persona, refusal to be drafted into the Vietnam War, and outspoken criticisms of white racism, had become a potent symbol of 1960s rebellion and Black Power. Frazier, by claiming the heavyweight championship while Ali was banished, cozying up to white politicians, and refusing to criticize the US government, made himself a worthy foil for Ali’s politics. But as the rhetoric surrounding the fight intensified, regarding black masculinity, patriotism, and community pride, one key aspect of the fight opened up debates in a surprising realm: the economics of black athletes and the possibilities and limitations of black capitalism. In an era when black capitalist programmes emerged nationwide, and when African-American athletes took on more vocal roles as community activists, the battles over the bout’s financial promotion became intense. While the boxers took home an unprecedented $2.5 million each for their participation, total revenues reached nearly $30 million. Discussions of the fight’s payout shed light on a wide range of economic issues facing the black community, and some of the unresolved issues in the quest for civil rights.     

Persistence to Graduation among At‐Risk Criminal Justice and Criminology Students: Experiences in Intervening with a Sophomore Cohort∗

A Seminar targeting academically at‐risk sophomores was developed and introduced in 2002 to address weak connectedness to the university and poor academic abilities. We measured changes in approaches taken to college studies by those at‐risk sophomores who enrolled in the course, as well as employed a longitudinal, quasi‐experimental design to track this experimental group (n = 29) and the remainder of the at‐risk cohort as a comparison group (n = 36). Our preliminary findings suggest that the Seminar has had a variety of positive outcomes, the most impressive impact being that the experimental group had dramatically better retention and graduation rates than the comparison group.     

The Art of the Impossible? A Case Study and Reflections on the Experience of Art in a Rural Kenyan Primary School

The arguments for, and justification of, the value of teaching art in school have been made previously, but contextually these are often situated in Western affluence. This article explores the issues with a strikingly contrasted setting. The rural school in the study is approximately 30 minutes' drive from the nearest town, and the pupils are drawn from the surrounding rural bush area which is itself developmentally and materially poor in comparison to the UK. In school, the poverty seemed initially to relate to a lack of educational resources, but the reality experienced in the classroom may have also been linked to other issues. These included the desperate preoccupation with survival in difficult climatic conditions, a postcolonial legacy and the delicate balance of utilising resources without waste. What conclusions might then be drawn about the teaching of art? Utilising the work of others who have considered the issues in Kenya, this small‐scale ethnographic case study is presented with personal reflection and observations. The author would be pleased to hear from others with similar experiences or who have recognised additional issues in seemingly challenging circumstances.     

ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES

The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.