Can sit-to-stand muscle power explain the ability to perform functional tasks in adults with severe obesity?

This study examined the relationship between sit-to-stand (STS) power and physical function in adults with severe obesity. Thirty-eight adults (age: 44 ± 12 years; body mass index [BMI]: 45.2 ± 7.8 kg/m²) completed evaluations of STS power, strength and functional performance. STS power was measured with a wearable inertial sensor, strength was assessed with the isometric mid-thigh pull, and function was measured with the timed up-and-go (TUG), six-minute walk test (6MWT) and 30-s chair STS. Power and strength (normalised to body mass) entered regression models in addition to age, gender, BMI and physical activity (daily step count). Power displayed large univariate associations with TUG (r = 0.50) and 30-s chair STS (r = 0.67), and a moderate association with 6MWT (r = 0.49). Forward stepwise regression revealed that power independently contributed to TUG (β = ?0.40, p = 0.010), 30-s chair STS (β = 0.67, p < 0.001) and 6MWT performance (β = 0.27, p = 0.007). Power also appeared to be a superior determinant of function compared with strength. Power generated via the STS transfer largely underpins the ability to perform functional tasks in adults with severe obesity, although intervention studies are required to investigate a potentially causal relationship.     

Lunge performance and its determinants

For activities such as squash, badminton and fencing, the ability to quickly complete a lunge and return to the start or move off in another direction is critical for success. Determining which strength qualities are important predictors of lunge performance was the focus of this study. Thirty-one male athletes performed: (1) a unilateral maximal squat (one-repetition maximum, 1-RM) and unilateral jump squat (50% 1-RM) on an instrumented supine squat machine, and (2) a forward lunge while attached to a linear transducer. We performed stepwise multiple regression analysis with lunge performance as the dependent variable and various strength, flexibility and anthropometric measures as the independent variables. From the many strength and power measures calculated, time to peak force was the best single predictor of lunge performance, which accounted for 55% of the explained variance. The best three-variable model for predicting lunge performance accounted for 76-85% of the explained variance. The models differed, however, according to whether lunge performance was expressed relative to body mass (time to peak force, mean power and relative strength = 76%) or taken as an absolute value (time to peak force, leg length and flexibility = 85%). We conclude that one to two trials were reliable for strength diagnosis and that one strength measure cannot accurately explain functional performance because other factors, such as body mass, flexibility and leg length, have diverse effects on the statistical models.     

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.     

Computer technology in education: Redefining the modes of educational transmission

In this paper, the author argues that there is some inevitability to the educational use of computers both in the First and the Third World. One of the issues that will be re-examined as a result of the spreading of computer technology into education will be the distinction between non-formal, formal and informal education. Distinctions between these three modes of educational transmission are usually made on the basis of (i) the type of learning and instruction involved, (ii) the organization of the instruction and learning, and (iii) the purpose or intent of the instructional process. Issues in the educational use of computer technology will affect each of these defining characteristics and present some special challenges to educational managers in the coming decade. The author makes special mention of the implications and challenges for managers in developing educational settings.     

What does ZWOLLE stand for?

Zwolle stands for a unique approach to the management of copyright in international higher and further education. The stakeholders in copyright management include authors, publishers, librarians, universities and the public. The seven Zwolle Principles were agreed at the conference on Copyright and Universities held in Zwolle in The Netherlands in December 2002. The principles and the examples of good practice in copyright management represent the best opportunity for resolving differences and achieving convergence of the interests of stakeholders.