Participation in Learning and Depressive Symptoms

This paper reports the findings of research on relationships between depression and participation in learning using data from a large sample of older adults. The objective was to establish whether learning can reduce the risk of depression. Data were obtained from the English Longitudinal Study of Ageing, a nationally-representative sample of adults aged 50 and above. The eight-item Center for Epidemiologic Studies Depression Scale (CES-D) was used to measure depressive symptoms. Participation in learning covered the acquisition of qualifications; taking formal training courses, learning at arts, music or evening classes; and participation in gym/exercise classes. Multiple regression analyses were conducted with the change in the measure of depressive symptoms between two waves of the longitudinal survey as the response variable. There was limited evidence that participation in learning reduced the risk of depression in later life. Only learning leading to qualifications was significantly associated with the outcome after controlling other factors. But learning leading to qualifications was undertaken only by a small minority of the sample, mainly the youngest and most highly educated. Other types of learning were not significantly associated with depression. It appears that learning has, at best, a small role to play in addressing the risk of depression in later life.     

The Modes of Visual Rhetoric: Circulating Memes as Expressions

The speed, scale, and shape of digital circulation pose numerous challenges for rhetorical analysis that seeks to analyze image-texts in context. This paper develops a framework for the rhetorical analysis of Internet memes through the concept of modes. Analyzing memes requires a shift in focus from the actual (texts and contexts) to the virtual (the capacities for affect and affection structuring an encounter). What makes such memes recognizable and, hence, circulable is a shared, virtual mode structuring all subsequent actualizations. The examination of Fail/Win demonstrates that the analysis of modes can be assisted by a number of rhetorical concepts as long as modes are understood as collective, emergent expressions. It also shows that the Fail/Win mode is better understood not as the representation of specific rhetors but, instead, as an expression of control society that advances both a dystopian view of humans reduced to performing rote operations and a utopian, ideological gesture promising that success remains possible nevertheless.     

Invitation and Refusal: A Reading of the Beginnings of Schooling in Aotearoa New Zealand

This paper is a selective consideration of the scene of the establishment of the first school in New Zealand in 1816. By foregrounding the possible views of the indigenous (Maori) people about schooling, the authors show that the promise of schooling was impossible to fulfil. Our argument is that the first teacher(s)’ refusal to learn from the people they intended to teach ensured that a proper educational relationship between Maori and European could never be established.     

Repeated high-intensity exercise in professional rugby union

Abstract

The aim of the present study was to describe the frequency, duration, and nature of repeated high-intensity exercise in Super 14 rugby union. Time–motion analysis was used during seven competition matches over the 2008 and 2009 Super 14 seasons; five players from each of four positional groups (front row forwards, back row forwards, inside backs, and outside backs) were assessed (20 players in total). A repeated high-intensity exercise bout was considered to involve three or more sprints, and/or tackles and/or scrum/ruck/maul activities within 21 s during the same passage of play. The range of repeated high-intensity exercise bouts for each group in a match was as follows: 11–18 for front row forwards, 11–21 for back row forwards, 13–18 for inside backs, and 2–11 for outside backs. The durations of the most intense repeated high-intensity exercise bouts for each position ranged from 53 s to 165 s and the minimum recovery periods between repeated high-intensity exercise bouts ranged from 25 s for the back row forwards to 64 s for the front row forwards. The present results show that repeated high-intensity exercise bouts vary in duration and activities relative to position but all players in a game will average at least 10 changes in activity in the most demanding bouts and complete at least one tackle and two sprints. The most intense periods of activity are likely to last as long as 120 s and as little as 25 s recovery may separate consecutive repeated high-intensity exercise bouts. The present findings can be used by coaches to prepare their players for the most demanding passages of play likely to be experienced in elite rugby union.     

The effect of a familiarisation period on subsequent strength gain

Abstract

Untrained subjects can display diverse strength gain following an identical period of resistance exercise. In this investigation, 28 untrained males completed 16-weeks of resistance exercise, comprising 4-weeks familiarisation, and 12-weeks of heavy-load (80–85%) activity. High and low responders were identified by the Δ1RM (Δ one repetition maximum) observed following familiarisation (25.1 ± 1.4%, 9.5 ± 1.4%, P < 0.0001) and differences in electromyographic root mean square amplitude (ΔEMG_RMS 29.5 ± 8.3%, 2.4 ± 6.0%, P = 0.0140), and habitual and occupational activity patterns were observed between these respective groups. The strength gain (P < 0.0001) observed within high (29.6 ± 1.7%) and low (31.4 ± 2.7%) responding groups was similar during the heavy-load phase, yet ΔEMG_RMS increased (P = 0.0048) only in low responders (31.5 ± 9.3%). Retrospectively, differences (P < 0.0001) in baseline 1RM strength of high- (19.7 ± 0.9 kg) and low-responding (15.6 ± 0.7 kg) groups were identified, and a strong negative correlation with Δ1RM after 16-weeks (r ² = ?0.85) was observed. As such, baseline 1RM strength provided a strong predicative measure of strength adaptation. The ΔEMG_RMS suggests strength variability within high and low responders may be attributed to neural adaptation. However, differences in habitual endurance and occupational physical activity suggests one should consider screening not only recent resistance training, but also other modes of physical activity during participant recruitment.     

Evaluation of methodological search filters--a review

OBJECTIVES: The objectives of the study were: to provide an overview of approaches to methodological search filter development; to identify and critically review the stages of methodological search filter development; to devise a search filter appraisal checklist based on the review. METHODS: An iterative approach to searching was employed utilizing health and library databases, the world wide web and citation searching. Further systematic methods included hand searching of key journals in the field of search filter development, contacting known experts in the field and scanning reference lists of relevant papers to identify additional studies. Altogether, 51 potentially relevant papers were found, of which 20 met the inclusion criteria. RESULTS: Four stages of search filter development were identified from the literature (search term selection, identification of a gold standard, evaluation and validation). Variations in the methods used to approach these four stages were identified, most importantly in the extent to which search filters are tested and validated. CONCLUSION: Awareness of the process and limitations involved in search filter development is essential to make an informed decision on the applicability and validity of search filters. The findings of this review indicate a considerable agenda for future research, in particular, to improve the quality of reporting of search filters and to inform users on their use and application. Based on the review, guidance in the appraisal process of search filters is given in the form of a checklist.     

Keystroke Dynamics: Establishing Keyprints to Verify Users in Online Courses

This study examined the potential use of keystroke dynamics to create keyprints (typing fingerprints) to authenticate individuals in online courses. Previous studies have determined that keystroke typing patterns are unique; in addition to replicating these findings, this study explored best practices for implementing keyprint signatures in situations other than simple password or key phrase verification. While authentication can be difficult when attempting to correctly identify individual users, the results of this study indicate that keyprints can reliably indicate negative cases (a typing sample that is likely not the intended student). The results of this study suggest that complete keyprint signatures are better than keyprint profiles (reduced keyprints based on unique typing patterns only). Results also suggest that keyprint signatures are most reliable when a variety of methods are used to obtain keyprint data (i.e., both copy typing and free typing). Small comparison samples increase the challenge of identification but do not prevent the system from identifying negative cases.