Quantification of maximal power output in well-trained cyclists

ABSTRACT

This study aimed to compare mechanical variables derived from torque-cadence and power-cadence profiles established from different cycle ergometer modes (isoinertial and isokinetic) and modelling procedures (second- and third-order polynomials), whilst employing a novel method to validate the theoretical maximal power output (P_max). Nineteen well-trained cyclists (n = 12 males) completed two experimental sessions comprising six, 6-s maximal isoinertial or isokinetic cycling sprints. Maximal pedal strokes were extracted to construct power–cadence relationships using second- and third-order polynomials. A 6-s sprint at the optimal cadence (F_opt) or optimal resistance (T_opt) was performed to assess construct validity of P_max. No differences were found in the mechanical parameters when derived from isokinetic (P_max = 1311 ± 415, F_opt = 118 ± 12) or isoinertial modes (P_max = 1320 ± 421, F_opt = 116 ± 19). However, R² improved (P < 0.02) when derived from isoinertial sprints. Third-order polynomial modelling improved goodness of fit values (Standard Error, adjusted R²), but derived similar mechanical parameters. Finally, peak power output during the optimised sprint did not significantly differ from the theoretical P_max in both cycling modes, thus providing construct validity. The most accurate P-C profile can be derived from isoinertial cycling sprints, modelled using third-order polynomial equations.     

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.     

Social learning spaces and student engagement

Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces.     

Empowering student learning through Tablet PCs: A case study

Empowering students to learn through ICT is seen as a way to address the growing awareness and demand for preparing students to effectively participate in the emerging global knowledge economy. It is believed that, in order to maintain competitiveness in a global economy, traditional classroom practices must be re-conceptualized in a way that enables students to engage themselves in knowledge building, to become more self-directed, and to assume greater autonomy and social responsibility over their own learning. In this article, we report a case study on the use of Tablet PCs to support teaching and learning in a primary school in Hong Kong, and provide insights into how schools can harness and capitalize on the opportunities offered by such emerging technologies.     

The why,what, and impact of GPA at Oxford Brookes University

This paper examines the introduction at Oxford Brookes University of a Grade Point Average (GPA) scheme alongside the traditional honours degree classification. It considers the reasons for the introduction of GPA, the way in which the scheme was implemented, and offers an insight into the impact of GPA at Brookes. Finally, the paper considers what has been learnt at Brookes and the implications for the potential further roll-out of GPA across the UK.     

Information-seeking behaviors of practitioners in a primary care practice-based research network (PBRN).

OBJECTIVE: The aim of this study was to examine the information-seeking behaviors (e.g., information resource usage patterns, access to types of sources and to medical libraries, and use of particular information technologies) of members in a primary care practice-based research network (PBRN) to inform future efforts supporting primary care practitioners in their daily care of patients. METHODS: Every primary care practitioner who was a member of the Kentucky Ambulatory Network-including family practitioners, general practitioners, nurse practitioners, and physician assistants-was surveyed. The cross-sectional survey included twenty-six questions to investigate the information-seeking behavior of primary care practitioners. RESULTS: The response rate was 51% (59 of 116). Most practitioners (58%) stated they sought information to support patient care several times per week, and most (68%) noted they do this while the patient waited. Many practitioners (40%) never or almost never perform literature searches from online sources such as MEDLINE, although 44% said they did so a few times per month. A significant correlation between use of online sources and use of print sources suggests that those who seek online information more frequently than those who do not also seek information from print sources frequently, and vice versa. Access to medical libraries was also reported as high. CONCLUSIONS: Consistent with previous studies, the primary care practitioners in this rural PBRN reported more frequent use of print and interpersonal sources compared to online sources. There appeared to be, however, a clear difference between those practitioners who are more likely to seek information, regardless of format, and those who are less inclined. Future interventions will need to address such barriers as time, cost, and information-seeking skills.     

Subtest scatter and Kaufman regroupings on the WISC-R in non-learning-disabled and learning-disabled children

The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children.