Antioxidant-rich beetroot juice does not adversely affect acute neuromuscular adaptation following eccentric exercise

This study examined the effects of beetroot juice on the repeated bout effect (RBE) to eccentric exercise. Twenty-nine recreationally active males performed two bouts of 100-drop jumps, separated by 14–21 days. Using a double-blind, independent groups design, participants consumed either a higher dose beetroot juice (H-BT; 250 ml, n = 10), a lower dose beetroot juice (L-BT; 125 ml, n = 9) or an isocaloric placebo (PLA; 250 ml, n = 10) for 3 days after bout 1; no drinks were consumed after bout 2. Maximal isometric voluntary contraction (MIVC), countermovement jump (CMJ), pressure-pain threshold (PPT) and creatine kinase (CK) were measured pre, post, 24, 48 and 72 h following both bouts. In bout 2, CMJ and MIVC recovered quicker and CK activity was attenuated (versus bout 1) (P < 0.05) in all groups, demonstrating an RBE. At 24 h post bout 1, MIVC was 84.1 ± 16.1, 83.6 ± 11.6, 79.7 ± 15.1% relative to baseline values in the H-BT, L-BT and PLA groups, respectively; at 24 h post bout 2, MIVC recovered to 90.7 ± 13.7, 92.9 ± 6.9, 87.8 ± 6.9, in the H-BT, L-BT and PLA groups, respectively. These findings suggest that supplementation with antioxidant-rich beetroot juice does not adversely affect acute adaptations to a bout of eccentric exercise.     

Exploring representations of Black masculinity and emasculation on NBC’s Parenthood

Here, representations of Black masculinity and emasculation are explored on NBC’s Parenthood. We question whether depictions of Black masculinity represented through Parenthood’s character, Alex, are empowering or stereotypical; how do they reflect, destabilize, and/or reinforce heteronormative depictions of Black community members? Two seasons were analyzed using Owen’s thematic analysis. Ultimately, Black males are portrayed as being societal failures, criminals, violent, and hypersexualized through his character. This embodiment ultimately preserves long-held images of Black men as “Toms, coons?…?bucks?…?as oversexed, aggressive, violent, animalistic, or emasculated” (Jackson, R. L. II. 2006. Scripting the black masculine body: Identity, discourse, and racial politics in popular media. Albany, NY: State University of New York Press). Practical recommendations and suggestions for researchers and media practitioners are provided.     

Developing and acting upon one's conception of the nature of science: A follow‐up study

This study aimed to delineate the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Additionally, the study assessed the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. This latter intervention was based on the results of a previous investigation. Prior to student teaching, the 13 participants responded to an open‐ended questionnaire designed to assess conceptions of the nature of science. Throughout student teaching, daily lesson plans, classroom videotapes, portfolios, and supervisors' weekly clinical observation notes were collected and searched for explicit instances of nature of science planning and/or instruction. Following student teaching, participants were interviewed to validate their responses to the open‐ended questionnaire, identify factors that mediate the translation of their conceptions of the nature of science into classroom teaching, and explicate their pedagogical preferences for teaching the nature of science. Participants possessed adequate understanding of several aspects of the nature of science and, contrary to the results of the earlier investigation, most did not conflate the nature of science with science processes. Furthermore, several participants explicitly addressed some aspects of the nature of science during classroom instruction. Participants, however, failed to include the nature of science among their instructional objectives and did not make a concerted effort to assess student understandings. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 563–581, 2000     

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.