Ageing,loss, and learning: Hong Kong and Australian seniors

In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or nonorganized learning or for negatively affecting learning. These included loss of aspects of health, of job, or of partner. The results are potentially useful to policy makers and learning providers in encouraging older adults to engage in learning as one way of coping with loss.     

Genome Consortium for Active Teaching: meeting the goals of BIO2010

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.     

Acute effects of static stretching on characteristics of the isokinetic angle - torque relationship, surface electromyography, and mechanomyography

The aims of this study were to examine the acute effects of static stretching on peak torque, work, the joint angle at peak torque, acceleration time, isokinetic range of motion, mechanomyographic amplitude, and electromyographic amplitude of the rectus femoris during maximal concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1) in men and women. Ten women (mean +/- s: age 23.0 +/- 2.9 years, stature 1.61 +/- 0.12 m, mass 63.3 +/- 9.9 kg) and eight men (age 21.4 +/- 3.0 years, stature 1.83 +/- 0.11 m, mass 83.1 +/- 15.2 kg) performed maximal voluntary concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1). Following the initial isokinetic tests, the dominant leg extensors were stretched using four static stretching exercises. After the stretching, the isokinetic tests were repeated. Peak torque, acceleration time, and electromyographic amplitude decreased (P< or = 0.05) from pre- to post-stretching at 1.04 and 5.23 rad . s(-1); there were no changes (P > 0.05) in work, joint angle at peak torque, isokinetic range of motion, or mechanomyographic amplitude. These findings indicate no stretching-related changes in the area under the angle - torque curve (work), but a significant decrease in peak torque, which suggests that static stretching may cause a "flattening" of the angle - torque curve that reduces peak strength but allows for greater force production at other joint angles. These findings, in conjunction with the increased limb acceleration rates (decreased acceleration time) observed in the present study, provide tentative support for the hypothesis that static stretching alters the angle - torque relationship and/or sarcomere shortening velocity.     

Entrepreneurial Academics: Developing Scientific Careers in Changing University Settings

This paper examines the impact of entrepreneurial initiatives within universities on scientific careers. Based on the career accounts of university‐based bioscientists involved in a government‐sponsored entrepreneurship training initiative, the paper explores the concept of academic entrepreneurialism. Three groups were identified in the data. First, academic entrepreneurs, who tended to be more experienced scientists and were now able to capitalise on their science. Second, those interested in technology transfer, who saw their career path taking them away from science, and finally a group of younger scientists who were trying to develop their career capital but were unsure what direction their career would take. The implications of these different groups for the management of universities and the development of knowledge are considered.     

Comparison of 1 and 2 days per week of strength training in children

The purpose of this study was to compare the effects of 1 and 2 days per week of strength training on upper body strength, lower body strength, and motor performance ability in children. Twenty-one girls and 34 boys between the ages of 7.1 and 12.3 years volunteered to participate in this study. Participants strength trained either once per week (n = 22) or twice per week (n = 20) for 8 weeks at a community-based youth fitness center. Each training session consisted of a single set of 10-15 repetitions on 12 exercises using child-size weight machines. Thirteen children who did not strength train served as age-matched controls. One repetition maximum (1RM) strength on the chest press and leg press, handgrip strength, long jump, vertical jump, and flexibility were assessed at baseline and posttraining. Only participants who strength trained twice per week made significantly greater gains in 1RM chest press strength, compared to the control group (11.5 and 4.4% respectively, p < .05). Participants who trained once and twice per week made gains in 1RM leg press strength (14.2 and 24.7%, respectively) that were significantly greater than control group gains (2.4%). On average, participants who strength trained once per week achieved 67% of the 1RM strength gains. No significant differences between groups were observed on other outcome measures. These findings support the concept that muscular strength can be improved during the childhood years and favor a training frequency of twice per week for children participating in an introductory strength training program.