Effects of short-term Rhodiola Rosea (Golden Root Extract) supplementation on anaerobic exercise performance

The purpose of this study was to examine the effects of short-term Rhodiola Rosea (Golden Root Extract (GRE)) supplementation on repeated Wingate performance. Eleven physically active college aged females were recruited for this study. In a within groups counterbalanced study design, participants were supplemented with either 1,500 mg/day of GRE or placebo (gluten-free cornstarch) for 3 days. Participants also took an additional 500 mg dose of corresponding treatment 30 minutes prior to testing of each trial. During each exercise trial, participants completed 3 × 15-second Wingate Anaerobic Tests (WAnTs) separated by 2-minute active recovery periods. Each exercise trial was separated by a 7 day washout period. Over the 3 × 15-second WAnTs, mean watts (p = 0.017, ES = 0.55), mean anaerobic capacity (p = 0.025, ES = 0.96), mean anaerobic power (p = 0.03, ES = 1.07), mean peak watts (p = 0.029,ES = 0.46), and mean total work (p = 0.017, ES = 0.49) were higher in the GRE treatment trial versus placebo. However, mean fatigue index (p = 0.094, ES = 0.39) was unaffected regardless of treatment. Our results show that GRE supplementation enhanced anaerobic exercise performance as measured through repeated WAnTs. GRE may possess ergogenic benefits and findings hold important implications for boosting anaerobic performance in repeated anaerobic bouts of exercise.     

Principles for Fair Student Assessment Practices for Education in Canada

Developed in response to examples of unacceptable assessment practices, the Principles for Fair Student Assessment Practices for Education in Canada contains a set of principles and guidelines generally accepted by professional organisations as indicative of fair assessment practice within the Canadian educational context. Assessments depend on professional judgment: the ’Principles’ identify the issues to consider in exercising this professional judgment and in striving for the fair and equitable assessment of all students.     

Attitudes about death in the nursing home: a research note

An increasing percentage of the U.S. population dies in nursing homes. Despite the increased attention given to the topic of death, most nursing homes practice a covert approach. A total of 86 residents and staff members from 2 nursing homes support this finding; yet many expressed an interest in modifying the policy. A majority believed that others should be told about the death of a resident. Respondents reported the interview process to be satisfying.     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).     

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.