Theory Competition and the Process of Change

The reasons why many educational change initiatives have little impact are often framed in terms of either a poorly designed process on the part of the change initiator, or in terms of problems with the attitudes, skills and/or knowledge of those responsible for implementation. In this paper, we seek to integrate these two perspectives more closely by focusing on their interface and the competing theories frequently held by the change initiators and implementers. This concept of theory competition is illustrated with a case of a national literacy initiative in New Zealand in which the change initiators wished to raise the achievement of low performing students through the development of “learning-centred” leadership in schools and evidence-based practice. The desired outcomes were not achieved because theories about what it means to be a successful leader in such a situation, the data needed to undertake the type of evidence-based analysis envisioned and school personnel beliefs about the target students were understood differently by those responsible for initiating the change and those responsible for implementing it.     

Library Jargon Creates Barriers for Potential Users of Health Library and Information Services

This paper is based on Helen Kiely’s Masters dissertation on MA in Library and Information Service Management, successfully completed at the University of Sheffield in 2018. The aim of the study was to explore the extent to which users of a health care library service understood common terminology used by clinical librarians/information professionals. A survey was developed based on the terminology used for common services and was distributed to staff and students at an acute NHS Foundation Trust. One hundred and eight people participated over a four week period and were asked to provide definitions to the terms. Analysis of the responses for accuracy and common themes indicates that jargon can be a barrier to user access and recommendations are made with respect to the need for outreach to users and the language used in this practice for creating better accessibility. F.J.     

Nutrition for the young athlete

Athletics is a popular sport among young people. To maintain health and optimize growth and athletic performance, young athletes need to consume an appropriate diet. Unfortunately, the dietary intake of many young athletes follows population trends rather than public health or sports nutrition recommendations. To optimize performance in some disciplines, young athletes may strive to achieve a lower body weight or body fat content and this may increase their risk for delayed growth and maturation, amenorrhoea, reduced bone density, and eating disorders. Although many of the sports nutrition principles identified for adults are similar to those for young athletes, there are some important differences. These include a higher metabolic cost of locomotion and preferential fat oxidation in young athletes during exercise. Young athletes, particularity children, are at a thermoregulatory disadvantage due to a higher surface area to weight ratio, a slower acclimatization, and lower sweating rate. An appropriate dietary intake rather than use of supplements (except when clinically indicated) is recommended to ensure young athletes participate fully and safely in athletics.     

Physique and performance for track and field events

Evidence of the importance of physique in the athletics disciplines is supported by the persistence of certain characteristics over long periods, despite marked secular changes in the source population. These characteristics may also result in physiological benefits such as effective thermoregulation or a greater power-to-weight ratio. Coaches and athletes are often convinced of weight or fat loss benefits based on personal or anecdotal experience, intuition, and "trained eye" observation of successful competitors. This may entice athletes into adopting unbalanced, erratic or highly restrictive eating patterns that increase the risk for nutrient deficiencies, and disordered eating. Despite heavy training loads and often extreme diets, some athletes fall short of their physique goals as ultimately phenotype is under genetic control. Professionals assisting athletes with physique management need to be highly skilled in anthropometry and require a thorough understanding of sports-specific nutrition requirements. Careful assessment of the risks and benefits of various approaches to weight and fat loss is required before they are recommended to athletes.     

Effect of 6 weeks of endurance training on the lactate minimum speed

The aim of this study was to assess the sensitivity of the lactate minimum speed test to changes in endurance fitness resulting from a 6 week training intervention. Sixteen participants (mean +/- s :age 23 +/- 4 years;body mass 69.7 +/- 9.1 kg) completed 6 weeks of endurance training. Another eight participants (age 23 +/- 4 years; body mass 72.7 +/-12.5 kg) acted as non-training controls. Before and after the training intervention, all participants completed: (1) a standard multi-stage treadmill test for the assessment of VO 2max , running speed at the lactate threshold and running speed at a reference blood lactate concentration of 3 mmol.l -1 ; and (2) the lactate minimum speed test, which involved two supramaximal exercise bouts and an 8 min walking recovery period to increase blood lactate concentration before the completion of an incremental treadmill test. Additionally, a subgroup of eight participants from the training intervention completed a series of constant-speed runs for determination of running speed at the maximal lactate steady state. The test protocols were identical before and after the 6 week intervention. The control group showed no significant changes in VO 2max , running speed at the lactate threshold, running speed at a blood lactate concentration of 3 mmol.l -1 or the lactate minimum speed.In the training group, there was a significant increase in VO 2max (from 47.9 +/- 8.4 to 52.2 +/- 2.7 ml.kg -1 .min -1 ), running speed at the maximal lactate steady state (from 13.3 +/- 1.7 to 13.9 +/- 1.6 km.h -1 ), running speed at the lactate threshold (from 11.2 +/- 1.8 to 11.9 +/- 1.8 km.h -1 ) and running speed at a blood lactate concentration of 3 mmol.l -1 (from 12.5 +/- 2.2 to 13.2 +/- 2.1 km.h -1 ) (all P ? 0.05). Despite these clear improvements in aerobic fitness, there was no significant difference in lactate minimum speed after the training intervention (from 11.0 +/- 0.7 to 10.9 +/- 1.7 km.h -1 ). The results demonstrate that the lactate minimum speed,when assessed using the same exercise protocol before and after 6 weeks of aerobic exercise training, is not sensitive to changes in endurance capacity.     

Learning about Interface Design through Peer Assessment

Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human-computer Interaction, peer-assessment offers a unique opportunity for students to be exposed to a wide range of different designs in an environment that ensures that they reflect on these designs. However, it is important that the marking criteria are well specified and unambiguous. This paper reports on the use of peer-assessment as an effective learning activity for revealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design principles. The successful implementation of this scheme demonstrates its benefits both as a learning activity and as an opportunity for student reflection.     

Assimilation, Faith and Identity: Educational Implications of Change and Continuity

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.