Muscular adaptations in low- versus high-load resistance training: A meta-analysis

There has been much debate as to optimal loading strategies for maximising the adaptive response to resistance exercise. The purpose of this paper therefore was to conduct a meta-analysis of randomised controlled trials to compare the effects of low-load (≤60% 1 repetition maximum [RM]) versus high-load (≥65% 1 RM) training in enhancing post-exercise muscular adaptations. The strength analysis comprised 251 subjects and 32 effect sizes (ESs), nested within 20 treatment groups and 9 studies. The hypertrophy analysis comprised 191 subjects and 34 ESs, nested with 17 treatment groups and 8 studies. There was a trend for strength outcomes to be greater with high loads compared to low loads (difference = 1.07 ± 0.60; CI: ?0.18, 2.32; p = 0.09). The mean ES for low loads was 1.23 ± 0.43 (CI: 0.32, 2.13). The mean ES for high loads was 2.30 ± 0.43 (CI: 1.41, 3.19). There was a trend for hypertrophy outcomes to be greater with high loads compared to low loads (difference = 0.43 ± 0.24; CI: ?0.05, 0.92; p = 0.076). The mean ES for low loads was 0.39 ± 0.17 (CI: 0.05, 0.73). The mean ES for high loads was 0.82 ± 0.17 (CI: 0.49, 1.16). In conclusion, training with loads ≤50% 1 RM was found to promote substantial increases in muscle strength and hypertrophy in untrained individuals, but a trend was noted for superiority of heavy loading with respect to these outcome measures with null findings likely attributed to a relatively small number of studies on the topic.     

Mode 2 and the Tension Between Excellence and Utility: The Case of a Policy-Relevant Research Field in Sweden

This paper investigates the impact of changing science policy doctrines on the development of an academic field, working life research. Working life research is an interdisciplinary field of study in which researchers and stakeholders collaborated to produce relevant knowledge. The development of the field, we argue, was both facilitated and justified by the, at the time dominant, science policy orthodoxy in Sweden, sector research. Sector research science policy doctrine favoured stakeholder-driven research agendas in the fields relevant to the sector. This approach to agenda setting was highly contested by Swedish universities and left scientists vulnerable to the fallout from any conflicts arising among the stakeholder groupings that were part of the governance arrangement. Our case shows that working life research was in part a victim of the struggle between science and policy over who sets the agenda for science in Sweden. In this struggle, each side chose to use ‘scientific quality’ as a proxy for furth ing its respective interests and visions for how science should be governed. The paper argues that this case is of interest to the continued elaboration of the Mode 2 thesis and the debate about ‘relevant science’. We find that the close association with stakeholders and the concomitant dependence it created left working life research unable to defend itself against its critics and that this state of affairs was particularly problematic for social science research on working life.     

Fundamental Issues Regarding the Nature of Technology

Science & Education - Science and technology are so intertwined that technoscience has been argued to more accurately reflect the progress of science and its impact on society, and most...     

Ko wai Au? Who am I? Examining the multiple identities of Māori youth

In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.     

Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education

Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement.     

A new professional role in early childhood education

The traditional method of education—one teacher in a classroom—is ineffective with children from low-income families. Six sequential studies presented in this article provide the basis for a new role model in early education—the Paraprofessional Educator Manager (PEM). The model uses one professionally trained individual to direct the activities of two teams, each composed of three paraprofessional teachers and one paraprofessional home visitor, who use a structured approach for educating young children that involves both the classroom and home setting. Implications for recruiting and training individuals to implement the model are discussed.

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Résumé La méthode traditionnelle d'éducation—un professeur dans une classe—est inefficace pour les enfants parvenant des familles économiquement faibles. Six études consécutives présentées dans cet article fournissent la base pour un nouveau modèle dans l'éducation primaire—leParaprofessional Educator Manager (PEM). Le modèle emploie un individu de formation professionnelle pour diriger les activités de deux équipes. Chaque équipe se compose de trois professeurs paraprofessionnels et d'un visiteur paraprofessionnel, qui se servent d'une approche structurée comprenant le milieu de la classe et de la maison pour éduquer les enfants. On discute aussi les implications pour le recrutement et la formation des individus pour mettre en oeuvre le modèle.

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The research reported in this article was supported in part by funds from the U.S. Office of Education, Bureau of Research, Grant 5-1181, Contract OE 6-10-235; U.S. Office of Economic Opportunity Grant CG 8889; and U.S. Office of Child Development Grant H-8884.     

Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands‐on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)‐clinician pairs in 2015. Both cohorts completed course evaluations which included five US‐related items on a four‐point scale; cohort responses were compared using Mann‐Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five‐point scale). With the adoption of the TA‐clinician teaching model, student ratings increased significantly for four out of five US‐items: “US advanced my ability to learn anatomy” increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), “Incorporating US increased my interest in anatomy” from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), “US is relevant to my current educational needs” from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and “US training should start in Phase I” from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA‐clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175–184. © 2017 American Association of Anatomists.