Glenohumeral joint rotation range of motion in competitive swimmers

Much research has examined shoulder range of motion adaptations in overhead-unilateral athletes. Based on the void examining overhead-bilateral athletes, especially competitive swimmers, we examined shoulder external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion of competitive swimmers. The range of motion of registered competitive swimmers (n = 144, age = 12-61 years) was compared by limb (dominant, non-dominant), sex, and age group (youth, high school, college, masters). Significantly (P < 0.05) greater dominant external rotation was observed for both men and women high school and college swimmers, youth women swimmers, and men masters swimmers compared with the non-dominant limb. The isolated internal rotation (glenohumeral rotation), composite internal rotation (glenohumeral rotation plus scapulothoracic protraction), and total arc of motion (external rotation plus composite internal rotation) of the non-dominant limb was significantly greater than that of the dominant limb by sex and age group. Youth and high school swimmers demonstrated significantly greater composite internal rotation than college and masters swimmers. Youth swimmers displayed significantly greater total arc of motion than all other age groups. These data will aid in the interpretation of shoulder range of motion values in competitive swimmers during preseason screenings, injury evaluations and post-rehabilitation programmes, with the results suggesting that differences exist in bilateral external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion.     

Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in Brassica rapa Fast Plants

Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics.     

Implications of Shifting Technology in Education

This article examines the implications of shifting technology trends by looking at what we’ve lost or are losing, where we are, and where we need to go for making the needed transitions in knowledge and skills. Areas of growth within new media and the tech industry are good indicators of our growing interests in mobility, improved quality, and personalization, all happening within our increasingly global community. With the tremendous technological shifts, we need to consider the potential gaps or missing bits of knowledge slipping through the cracks. Then, determine where we need to go while forging ahead to provide the meaningful integration of new technologies through the selection of quality tools aligning to current best research based instructional practices to foster powerful, meaningful, engaged learning opportunities.     

EVINCE: The value of information in developing nursingknowledge and competence

The aims of the EVINCE research projectincluded examination of the impact of information on the clinical knowledge and practice ofnurses, midwives and health visitors. EVINCE (Establishing the Value of Information to NursingContinuing Education) was funded by the British Library R&D Department for 1 year, from 1November 1995 to 31 October 1996. The methods employed (based on those used in the Valueproject) included a critical incident type study to establish patterns of information need and useamong a random sample of nursing professionals. The nature of the impact of informationobtained on present and future competencies was assessed from a survey of the searches andrequests presented to library and information services. Nurses, midwives and health visitors didvalue the information (96% of respondents agreed that there was, or would be an effect onfuture practice through enhanced competence in one or more areas). The impact findings can beused to guide a more precise assessment of information needs.     

Comparison of methods for determining power generated on a rope-braked cycle ergometer during low-intensity exercise

This study compares the instrumentation and analysis techniques used when determining the power expended pedalling a rope-braked ergometer manufactured by Monark (Sweden) during a low intensity test. Power values were generated by eight subjects. The instrumentation consisted of load cells to measure the rope brake forces, a tachometer to measure the flywheel velocity and instrumented pedal cranks manufactured by Schoberer Rad Messtechnik (SRM). The subjects pedalled a rope-braked ergometer at 60 rev min^-1, against a resistance of 3 kg, for 5 minutes. Three different measurements of the mean power were recorded and these were compared with the value given by Monark. The SRM cranks provided two sets of results using different software packages supplied with the cranks. SRM standard software is used for taking measurements during training and cycle races over long time periods. An additional piece of software is provided by SRM called Ptnew, which gives readings of torque and pedal cadence over periods up to 30 seconds. Using the values supplied by Monark each subject generated 180 W of power. The mean power for the eight subjects, measured using the SRM cranks, was 170.36 W (SD 4.11) using the alternative SRM software (Ptnew) over a 30 second period and 173.68 W (SD 2.21) using the standard SRM software. From the direct measurement of the brake forces and flywheel velocity the mean power across the eight subjects was 148.90 W (SD 5.89). The SRM cranks measure the input power, whereas the direct measurement system measures the power output excluding mechanical losses. These values give a figure for the mechanical efficiency for the roped-braked ergometer of 88%. It was found that Monark overestimates the power generated by the subjects when compared with both the SRM systems and the direct measurement instrumentation.     

Effects of delayed retention on multiple-choice test performance

In two experiments, immediate feedback defined as feedback following the completion of a 40-item multiple-choice test and delayed feedback (received 48 hr later) were examined in a simulated classroom situation with college students. As defined, delayed feedback was not superior to immediate feedback, as would be predicted by the delayed retention effect. Also, feedback in the form of correct answer only was superior to correct answer plus distractors lending partial support to the frequency theory of recognition memory. In addition to not finding the delayed retention effect, an analysis of errors in experiment two did not support the interference—perseveration hypothesis as an explanation for the type of error committed following immediate feedback.