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.     

Implementing Criterion-referenced Assessment Within a Multi-disciplinary University Department

This paper is concerned with the reconstruction, at the departmental level, of a university assessment policy that required a shift from norm-referenced assessment to criterion-referenced assessment (CRA). As such, it provides an account of a change process driven by a centralised policy imperative and yet implemented and driven also from a bottom-up process. A wide range of data was gathered using action research methods. Individual and focus group interviews were conducted with staff and students, participant journals were kept and successive drafts of criteria and standards, and samples of students' responses were collected. The data suggested that a top-down policy can be successfully combined with a departmental-driven process, if financial and time considerations are addressed and a collaborative process amongst staff is sustained. The use of action learning, as a tool for change, appeared to assist participants to begin to own a top-down policy.     

Literacy as social reproduction and social transformation: The challenge of diasporic communities in the contemporary period

This article reviews literature on social reproduction in education, discusses the decline of the paradigm, and argues for its continuing relevance. It examines reproductive and transformative aspects of cross-linguistic literacy practices involving young people from three diasporic communities in the United States, presenting multi-leveled analyses that investigate what is reproduced or transformed by situated literacy practices and how institution-level processes shape such practices. It argues that such scale-sensitive analysis provides insight into new reproductive processes, involving conflicts over language in education, that are themselves rooted in new forms of class conflict rooted in global system dynamics of social polarization.     

Electroencephalographic Coherence and Learning: Distinct Patterns of Change During Word Learning and Figure Learning Tasks

One likely mechanism in learning new skills is change in synchronous connections between distributed neural networks, which can be measured by coherence analysis of electroencephalographic patterns. This study examined coherence changes during the learning of two tasks, a word association task and a figure association task. Although learning curves were similar for both tasks, distinct patterns of coherence change were observed. Coherence tended to increase as learning progressed in the figure association task. In contrast, coherence tended to decrease in the word association task, especially within hemisphere. Word learning was coupled with negative intrahemispheric and positive interhemispheric performance–coherence relations in the gamma frequency. Unique to the figure learning task was an increase in the number of positive coherence–performance relations in both delta and theta frequencies across blocks. Results are discussed in light of ongoing efforts to identify the mechanisms that coordinate distributed brain activities during the process of learning. Further research is needed to define patterns of coherence change for different tasks, goals, and brain regions.     

ELL preschoolers’ English vocabulary acquisition from storybook reading

This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers’ sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to experimental or control groups. Eight books were selected and paired. Experimental participants heard books read three times over a 3-week period with rich explanations of target vocabulary. Controls heard stories read without explanations. Parents completed questionnaires about the frequency, content, and language of home reading practices. Rich explanation, initial L2 vocabulary, and frequency of home reading make significant contributions to sophisticated word learning from storyreading. Findings have important implications for L2 vocabulary acquisition in ELL preschoolers.     

Seniors connect: a partnership for training between health care and public libraries

Kaleida Health Libraries, in partnership with the Buffalo and Erie County Public Library, presented "Seniors Connect: A Health Information Project." The program was funded by the Community Foundation for Greater Buffalo and the Kaleida Health Foundation. The purpose of the project was to teach African-American and Hispanic senior citizens or their caregivers residing in the city of Buffalo how to search the Internet to find quality, accurate, understandable health information. Attendees were taught to distinguish quality information from inaccurate, misleading, and fraudulent material. A total of fourteen training sessions were offered. The Seniors Connect program was initiated with health fair at each branch library, conducted by Kaleida Health staff, to provide an opportunity for participants to learn about health care services available in their community; observe demonstrations of health information searches on the Internet; learn about new treatment modalities for diseases such as diabetes, high cholesterol, thyroid abnormalities, and hypertension; and interact with area health care providers and library staff. The sessions were highly rated by attendees and many participants expressed their gratitude for a program geared specifically toward seniors.