Refinements Introduced in the Oddy Test Methodology

The ‘Oddy test’ is an accelerated corrosion test introduced in the 1970s at the British Museum to identify materials likely to emit volatile substances that could harm museum artefacts. It is carried out in many museums all around the world, but not always using the same methodology, which makes it difficult to compare and share test results between institutions. Refinements to the Oddy test methodology have been implemented at the British Museum over the last decade and the aim of this paper is to present these and promote consistency across institutions. The modifications introduced concern the method used to wash the glassware, the preparation of the metal coupons, and standard methods for preparing samples of liquid coatings, adhesives, and adhesive tapes. Finally, conducting Oddy tests is time consuming and measures employed at the British Museum to reduce the number of materials to be tested and streamline testing are described.     

Online protocol annotation: a method to enhance undergraduate laboratory research skills

A well-constructed, step-by-step protocol is a critical starting point for teaching undergraduates new techniques, an important record of a lab's standard procedures, and a useful mechanism for sharing techniques between labs. Many research labs use websites to archive and share their protocols for these purposes. Here we describe our experiences developing and using a protocol website for the additional purpose of enhancing undergraduate research training. We created our lab's protocol website in a message board format that allows undergraduates to post comments on protocols describing the lessons they learned, questions that arose, and/or insights they gained while learning to execute specific research protocols. Encouraging and expecting students to comment on the protocols they are learning to execute is beneficial for both the student and for the lab in which they are training. For the student, annotations encourage active reflection on their execution of techniques and emphasize the important message that attending to and understanding details of a protocol is a critical factor in producing reliable data. For the lab, annotations capture valuable insights for future generations of researchers by describing missing details, hints, and common hurdles for newcomers.     

How Language Supports Adaptive Teaching Through a Responsive Learning Culture

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity to ensure that each student is learning optimally. There are 2 primary resources for accomplishing this, engagement and the classroom talk that the teacher orchestrates.     

The effect of low back pain on trunk muscle size/function and hip strength in elite football (soccer) players

ABSTRACT

Low back pain (LBP) is a common problem in football (soccer) players. The effect of LBP on the trunk and hip muscles in this group is unknown. The relationship between LBP and trunk muscle size and function in football players across the preseason was examined. A secondary aim was to assess hip muscle strength. Twenty-five elite soccer players participated in the study, with assessments conducted on 23 players at both the start and end of the preseason. LBP was assessed with questionnaires and ultrasound imaging was used to assess size and function of trunk muscles at the start and end of preseason. Dynamometry was used to assess hip muscle strength at the start of the preseason. At the start of the preseason, 28% of players reported the presence of LBP and this was associated with reduced size of the multifidus, increased contraction of the transversus abdominis and multifidus muscles. LBP decreased across the preseason, and size of the multifidus muscle improved over the preseason. Ability to contract the abdominal and multifidus muscles did not alter across the preseason. Asymmetry in hip adductor and abductor muscle strength was found between players with and without LBP. Identifying modifiable factors in players with LBP may allow development of more targeted preseason rehabilitation programmes.     

Prevalence of poor sleep quality,sleepiness and obstructive sleep apnoea risk factors in athletes

Purpose: Despite the perceived importance of sleep for athletes, little is known regarding athlete sleep quality, their prevalence of daytime sleepiness or risk factors for obstructive sleep apnoea (OSA) such as snoring and witnessed apnoeic episodes. The purpose of the present study was to characterise normative sleep quality among highly trained team sport athletes.

Methodology:175 elite or highly trained rugby sevens, rugby union and cricket athletes completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Score (ESS) and Quality of Life questionnaires and an OSA risk factor screen.

Results: On average, athletes reported 7.9?±?1.3?h of sleep per night. The average PSQI score was 5.9?±?2.6, and 50% of athletes were found to be poor sleepers (PSQI?>?5). Daytime sleepiness was prevalent throughout the population (average global score of 8.5) and clinically significant (ESS score of ≥10) in 28% of athletes. OSA may be an important clinical consideration within athletic populations, as a considerable number of athletes (38%) defined themselves as snorers and 8% reported having a witnessed apnoeic episode. The relationship between self-rated sleep quality and actual PSQI score was strong (Pearson correlation of 0.4?±?0.1, 90% confidence limits).

Conclusion: These findings suggest that this cohort of team sport athletes suffer a preponderance of poor sleep quality, with associated high levels of daytime sleepiness. Athletes should receive education about how to improve sleep wake schedules, extend total sleep time and improve sleep quality.