Biceps femoris long head muscle fascicle length does not differ between sexes

ABSTRACT

Hamstring strain injury (HSI) rates are higher for males vs. females. This cross-sectional study investigated if inherent differences in biceps femoris long head (BF_LH) fascicle length (Lf) exist between recreationally active males and females (i.e., individuals without specific training practice history). Twenty-four young healthy participants (12 males; 12 females) had their BF_LH muscle architecture (Lf, pennation angle [θp], and muscle thickness [MT]) measured using B-mode ultrasonography. Eccentric and isometric knee flexion strength were also assessed. BF_LH Lf did not differ between sexes when expressed in absolute terms (males, 81.5 ± 14.7 mm; females, 73.6 ± 15.9 mm, P = 0.220, effect size (ES) = 0.52) or relative to femur length (0.140 ≤ P ≤ 0.220, ES = 0.63). Similarly, BF_LH θp did not differ between sexes (P = 0.650) but BF_LH MT was 18.9% larger for males vs. females (P = 0.024, ES = 0.99). Isometric and eccentric knee flexion strength was greater for males vs. females in absolute terms ([both] P < 0.001, 2.00 ≤ ES ≤ 2.27) and relative to body mass ([both] P < 0.001, 1.93 ≤ ES ≤ 2.13). In conclusion, factors other than BF_LH Lf seem likely to be implicated in higher male vs. female HSI rates.     

Qualifying resistance: Some comments on methodological dilemmas

This essay raises questions about the category of "resistance" in educational research and the methodological dilemmas posed by its interpretation. It suggests that psychoanalytic theory provides a way of thinking about resistance that might be helpful for thinking about the gap between the narration of experience and the interpretation of experience. The essay provides a brief overview of conceptualizations of resistance in educational research, discusses the notion of the psychoanalytic dialogue and the qualities of resistance it offers, and brings a psychoanalytic understanding of resistance to bear on a research story that, at first glance, does not appear to qualify as a story of resistance. Finally, the essay explores the implications of these interpretive strategies for critical education research.     

Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research

This paper explores two questions in relation to the authors' project, “Difficult Knowledge in Teaching and Learning: A Psychoanalytic Inquiry.” They describe how their original question, “What makes knowledge difficult?,” transformed into “What is it to represent ‘difficult’ knowledge?” They speculate on the resonances that this crisis of representation leaves in narration by way of three psychoanalytic concepts: deferred action, transference, and symbolization. They consider constructions of difficulties in teaching and learning from the vantage of psychoanalytic writing and their own attempts to interview university teachers and students on how they think about difficult knowledge. They offer a conceptual archeology of their project that highlights the shift from the first to the second research question, some clinical discussion on the difficulties of narrating teaching and learning, some constructions of difficulty proposed in their research protocol, and constructions of difficulty in their interviews. They conclude by discussing how the very design of their research enacted the crisis of representing teaching and learning.     

An analysis of the ecological components within a text structure intervention

The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support.     

Superstar effects on royalty income in a performing rights organization

This paper examines the economic accomplishments of individual members in a Performing Rights Organization (PRO), sometimes referred to as a Performing Rights Society. Today, there is the growing importance of intellectual property and copyright protection for authors and creators of literary, dramatic, musical, artistic and other intellectual works. The digital age has placed added pressure on songwriters, lyricists and composers in their ability to derive economic benefits from their intellectual creativity in the form of a copyright. Copyright laws protect and enable the creation of music by allowing authors and composers to license the control and use of their creations, and receive compensation in the form of royalty payments for their work. The PROs license, collect and distribute royalty payments for non-dramatic public performances of copyrighted musical works created and owned by its members or affiliates. In this paper, skewness and heavy tail of returns in the form of member royalty payments are estimated using the skew-normal and skew-t distributions in a parametric approach. We found strong evidence of the so-called ‘superstar effect’ in which the average royalty payment made by a PRO is still dominated by extreme outcomes, and relatively few members earned a substantial share of royalty payments from blockbuster hits that have endured over time. There is little evidence of smaller niche members dominating or replacing the ‘superstars.’ Economists and others will benefit from this empirical study which emphasizes a new understanding of the music industry from a PRO, member royalty payment and performance copyright perspective.     

What is missing from the computer laboratory?

The picture often painted of higher education computer-based laboratories is idealised; the author contrasts it with a more realistic scenario in which frustration replaces education. The problems which occur are discussed, along with the importance of other people to solve them. He stresses the need for organisation, along with the need for an adequate physical environment and above all active human involvement. Factors other than hardware and software are important if learning is to take place in a computer laboratory.     

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

Today’s science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow’s new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The program is designed to introduce participants to pedagogical issues and literature in STEM disciplines and foster related discussions. It consists of group meetings, classroom observations, and discussions with faculty members. Program components were generally highly rated and valuable, even for those with prior teaching experience. We have found that this program is also an effective way to engage faculty members in the teaching aspects of students’ professional development.     

Ensuring quality in EPs’ use of dynamic assessment: a Delphi study

Dynamic Assessment (DA) is an interactive form of cognitive assessment used by some educational psychologists (EPs) to assess the learning potential of children and young people, through a focus on cognitive and affective aspects of learning. In terms of UK EP practice, this approach has the potential to complement the focus on ‘person-centred planning’ set out in the Special Educational Needs and Disability Code of Practice. However, there is little guidance or consensus on what constitutes good DA practice. This research employed a Delphi methodology to identify competencies required to carry out quality DA. A panel of five international experts in DA and 17 EPs, using DA in practice, participated in three rounds of a Delphi study that identified 13 knowledge and 12 skills competencies considered essential for quality DA practice. The resulting framework could inform training and professional development programmes for EPs wishing to develop their skills and competence in practice.