Assessment of the power performance of racing cyclists

A 30‐s ‘all‐out’ power protocol was studied in four groups of racing cyclists including internationals (n = 8), Category 1 (n = 10), Category 2 (n = 15) and Category 3 (n = 11). Following warm‐up each subject completed five trials interspersed by 3 min of low intensity exercise on an ergowheel racing cycle ergometry system at a power output of 15 W kg^–1 body weight, generated at 130 rev min^–1. Temporal indices of performance included delay time (DT) to achieve the power criterion, total time (TT) of the maintenance of the power criterion and the ratio of TT/DT. ‘Explosive’ leg strength was assessed from a vertical jump. The results indicated that international and Category 1 cyclists had lower DT (2.2 ± 0.1s and 2.1 +0.0s, respectively; P<0.05), higher TT (28.1 ±0.7s and 27.0+0.7s, respectively; P<0.05) and elevated TT/DT (12.8 and 12.9, respectively; P<0.01). ‘Explosive’ leg strength was also higher (P<0.05) in the internationals than in the other groups of cyclists. The protocol provides a sport‐related method for the assessment of short term endurance performance ability in racing cyclists which may be of value in identifying the anaerobic capability of individual cyclists.     

Polymorphisms of the <Emphasis Type="Italic">IGF1</Emphasis> gene and their association with growth traits,serum concentration and expression rate of <Emphasis Type="Italic">IGF1</Emphasis> and <Emphasis Type="Italic">IGF1R</Emphasis> in buffalo

The insulin-like growth factor 1 (IGF1) gene is a member of the group of somatotropin axis genes that play a significant role in cell proliferation and growth of muscles. Here, we searched for polymorphisms in buffalo IGF1 and found two novel single nucleotide polymorphisms (SNPs), G64A and G280A, in the noncoding sequences of exon 1 and exon 4, respectively. Statistical analysis of different genotypes showed that the individuals with GG genotypes had significantly (P<0.05) higher body weight (BW) and average daily gain (ADG) than those with other genotypes at ages of 3–6 months in G64A SNP and 6–9 months in G280A SNP. The combined genotypes of these two SNPs produced three haplotypes, GG/GG, AG/AG, and AA/AA, which were significantly associated (P<0.0001) with BW and ADG at an age from 3 to 12 months. Buffaloes with the homozygous GG/GG haplotype showed higher growth performance than other buffaloes. The two SNPs were correlated with mRNA levels of IGF1 and IGF1 receptor (IGF1R) in semitendinosus muscle as well as with the serum concentration level of IGF1. Also, buffaloes with GG/GG haplotype showed higher mRNA and serum concentration levels. The data revealed that these two SNPs could be valuable genetic markers for selection of Egyptian buffaloes for better performance in the population.     

At risk: Children of female psychiatric inpatients

The need is examined for an adult psychiatric inpatient screening programme to identify, assess and treat emotional and physical trauma to the young children of female psychiatric patients. In a previous study [14] it was found that 28% of adult admissions to a large urban psychiatric hospital were parents of dependent children. Of admissions, 19.6% were mothers and 13% were mothers of preschool children. This paper considers the service implication of these previous findings. Two case examples are given of preschool children, known to psychiatric services, who died. In each case there was lack of assessment, prior to discharge, of mother-child relationship and lack of communication between Health and Social Services and the Primary Care Team. It is suggested that there should be routine training of psychiatrists, mental nurses, social workers and other disciplines in collaborative assessment and treatment of the adult psychiatric patient's role as mother. The lack of this training appears hazardous and detrimental to the needs of the patient. Examples are given of assessment and intervention methods applicable to an adult psychiatric ward setting.     

Transnational public sector knowledge networks: Knowledge and information sharing in a multi-dimensional context

Sharing of knowledge, information, and practices across cultural and national boundaries has become a means to address critical global problems. As government agencies increasingly collaborate with international counterparts on these issues, transnational knowledge and information sharing networks grow in importance as mechanisms for collaboration. This paper explores the nature of transnational public sector knowledge networks (TPSKNs) and identifies critical contextual factors that shape their performance. In these networks, each participating organization operates within complex national, organizational, and information contexts. The contextual differences between participants produce distances in culture, politics, intentions, organizational factors, relationships, knowledge, resources, geography, and technology. These distances influence their ability to engage in the processes and interactions that are essential to network performance. The paper concludes with a conceptual dynamic model that accounts for the relationships among these factors that can guide further research in understanding knowledge and information sharing across national and cultural boundaries.     

Stress intensity factors under combined bending and torsion moments

This paper discusses stress intensity factor (SIF) calculations for surface cracks in round bars subjected to combined torsion and bending loadings. Different crack aspect ratios, a/b, ranging from 0.0 to 1.2 and relative crack depths, a/D, ranging from 0.1 to 0.6 were considered. Since the loading was non-symmetrical for torsion loadings, a whole finite element model was constructed. Then, the individual and combined bending and torsion loadings were remotely applied to the model. The equivalent SIF method, F*_EQ, was then used explicitly to combine the individual SIFs from the bending and torsion loadings. A comparison was then carried out with the combined SIF, F*_FE, obtained using the finite element analysis (FEA) under similar loadings. It was found that the equivalent SIF method successfully predicted the combined SIF for Mode I. However, discrepancies between the results determined from the different approaches occurred when F _III was involved. It was also noted that the predicted F*_FE using FEA was higher than the F*_EQ predicted through the equivalent SIF method due to the difference in crack face interactions.     

Contextual and pedagogical considerations in teaching for forgiveness in the Arab world

This study was conducted among Arab teachers in four countries in the Middle East (Jordan, Lebanon, Egypt and Palestine) to examine their views and methods on teaching for forgiveness in their classrooms. A total of 87 teachers in K-12 classrooms participated in semi-structured interviews as part of a larger study on teaching for forgiveness in the region. Thematic analyses of interviews suggested that teachers created opportunities to model and teach forgiveness as part of their civics education curriculum. They also expressed eagerness for instructional guidance and curriculum materials to systematically teach forgiveness in schools. The strength of religion and historical religious figures as positive sources for teaching forgiveness was also evident. Findings highlight the need to integrate education for peace and forgiveness in the education system, especially as a result of recent political developments in the Middle East, and to provide methods to assist teachers to do so in their classrooms.     

Bibliographical activities of the Arab Countries of North Africa

The kind and size of a library determines the need to collect and the method of controlling government publications. New Zealand libraries tend to handle these publications like any other book with the exception of official records and statistics. As a rule, public, rather than academic libraries, are the designated depositories. In comparing the concept of New Zealand libraries to that of the University of Oregon Library concerning government publications, I found that New Zealand libraries collect and store official and statistical publications and give them partial use; most government publications are integrated into the general collection (use is not known), and few libraries have separate government publication sections with special librarians governing the collection. On the other hand the University of Oregon collects all types of government publications for optimum use; many have been integrated into the general collection (use is not known); and a separate documents section is open to the public with several librarian specialists in attendance. Government publications in the general collection are not, as a rule, recognized as government publications by the public, but those publications are readily accessible. Many government publications at the University of Oregon Library are housed in the general collection, but since 1974 publications of the United States, Canada and many international organizations are shelved in the Documents Section. Use of the various classification schemes has proved successful; however, changes and improvements should be considered frequently to make the government publications collection the best able to serve the public.     

Egyptian university libraries

The aim of this article is to show the ways of implementing information technology into education in Kazakhstan based on the work of the Kazakhstan Institute of Management, Economics, and Strategic Research under the President of the Republic of Kazakhstan (KIMEP).     

The Constructivist Roots of Moral Education

The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial.     

Teacher-student development in mathematics classrooms: Interrelated zones of free movement and promoted actions

This paper applies and extends Valsiner’s ‘zone theory’ (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner’s zone theory, in a classroom setting, views students’ freedom of choice of action and thought as mediated by the teacher. The extension of this theory adds that teachers’ freedom of choice of action and thought is mediated by ‘significant others’ and also by the actions of students with new freedoms. The paper presents necessary theoretical constructs and provides extracts from lessons and from teacher-teacher collaboration to illustrate the theoretical extension.