Energy expenditure and EPOC between water-based high-intensity interval training and moderate-intensity continuous training sessions in healthy women

The present study compared the energy expenditure (EE) during and after two water aerobics protocols, high-intensity interval training (HIIT) and moderate continuous training (CONT). A crossover randomized design was employed comprising 11 healthy young women. HIIT consisted of eight 20s bouts at 130% of the cadence associated with the maximal oxygen consumption (measured in the aquatic environment) with 10s passive rest. CONT corresponded to 30 min at a heart rate equivalent to 90–95% of the second ventilatory threshold. EE was measured during and 30 min before and after the protocols and excess post-exercise oxygen consumption (EPOC) was calculated. Total EE during session was higher in CONT (227.62 ± 31.69 kcal) compared to HIIT (39.91 ± 4.24 kcal), while EE per minute was greater in HIIT (9.98 ± 1.06 kcal) than in CONT (7.58 ± 1.07 kcal). Post-exercise EE (64.48 ± 3.50 vs. 63.65 ± 10.39 kcal) and EPOC (22.53 ± 4.98 vs.22.10 ± 8.00 kcal) were not different between HIIT and CONT, respectively. Additionally, oxygen uptake had already returned to baseline fifteen minutes post-exercise. These suggest that a water aerobics CONT session results in post-exercise EE and EPOC comparable to HIIT despite the latter supramaximal nature. Still, CONT results in higher total EE.     

Early Intervention,Families, and Adolescents With Down Syndrome

Developmental assessments are reported for two cohorts of Brisbane children with Down syndrome at chronological ages from 11 to 14 years. Cohort 1 was born during 1973 to 1974 while Cohort 2 was born from May 1976 to December 1978. These cohorts provided an opportunity of studying the long‐term effects of early intervention as a history‐graded influence on development; one cohort was born before early intervention became widely available whereas by the time the other children were born, a variety of programs were being offered children with disabilities. No significant cohort differences were found in MA at 11 years, 12 years and 14 years CA, in non‐verbal scores at 11 years and 12 years CA, or in adaptive behaviour scores near 13 years CA. There was no evidence of a final plateau in MA. When the cohorts were divided on the basis of early intervention commencement age, frequency and duration of attendance, there were again no group differences. SES, mothers’ education, and gender were significant predictors of MA but gender did not add significantly to non‐verbal scores. Cognitive function was strongly associated with adaptive behaviours. It was concluded that early intervention studies need to investigate social disadvantage and biological impairment not only as separate issues, but as a combination of the two. There is also a continuing need to identify the specific elements associated with SES and maternal education that influence development in children.     

A quantitative evaluation of the influence of the lithosphere on the anomalies of gravity

A quantitative investigation is made of the influence of a strong elastic lithosphere on departures from isostasy. Isostasy is shown to be a special case of a more general principle that may be called the principle of isobaric equilibrium. This principle which expresses the condition for vertical equilibrium is formulated quantitatively both in terms of the resultant vertical stresses in the lithosphere and in terms of measurable gravity anomalies. Employing the principle, a stress function may be determined that permits an estimate of the fraction of the uniform superposed load carried by the lithosphere. By applying this method, it is found that for the central region of a block to be in substantial isostatic adjustment (96 per cent.), the linear dimension of the load must approximate characterizing the elastic deformations of the lithosphere is determined by appeal to geological data from deltas and regions near a thrust fault. The values so obtained suggest a value of 50 ± 15 Km. for the effective thickness of the lithosphere. The deformed figures of the lithosphere for certain special types of load have been worked out together with the stress function that measures both the gravity anomaly and the resultant vertical stress.     

Aircraft radio and navigation

The essential engineering features of aircraft radio and associated difficulties are discussed. Solutions to these problems are given although no attempt has been made to describe particular equipment. Two outstanding radio aids to aerial navigation are discussed and a new method described whereby these may be made to operate a visual indicator in such a way that it will not only tell the pilot whether he is off his course but which way he is off. A heterodyne beacon having certain remarkable directional properties is described.     

Education of infants with down syndrome

The early education of infants with Down syndrome has been strongly influenced by studies highlighting the importance of the environment. These studies encouraged the belief that intelligence is not fixed and that early experience is critical to the course of development. Since the origins of a decline in IQ for Down syndrome had been traced to early infancy, it was hoped that early intervention programs might halt or even reverse this decline. The de-institutionalization movement converged with these studies to emphasize the home as a teaching environment and to view the mother as a teacher. It is suggested that the concept of the environment should expand beyond the family and that professionals should consider their own role in terms of the social ecology of the family. The programs need also to address the specific arousal needs of the infant with Down syndrome and to include motivational aspects in addition to cognitive measures when evaluating the effects of infant education.     

Attitudes of Parents and Teachers toward Mainstreaming

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.     

Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context

21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, ‘The School of the Future. Renewal of Subjects and Competences’ (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills.     

Salary administration in the management systems of higher education

Faculty productivity and behavior are evaluated in this salary administration system through the use of objective and subjective performance standards. The utilization of control channels that are delineated by moral, legal and functional standards allow faculty to compete against their own records. The replacement of dog eat dog rivalry with self competition permits cooperation to be accentuated among faculty through teamwork, collaboration and group learning. The employment of control channels to monitor faculty productivity with computer technology helps toprotect academicians from coercive practices. In addition,it provides for their success through the use of standards of excellence to push them up to exemplary levels of performance over time.Dr. Gunn earned his undergraduate (B.S.) degree in mangement at West Virginia University and his master's (M.S.) and doctorate (Ph.D.) degree in Marketing and Finance at Louisiana State University. Professor Gunn has produced over 60 refereed articles and program papers in a wide variety of periodicals includingManagement Science, Journal of the Academy of Marketing Science, Journal of Marketing Education, etc. His current research interests involve developing the theories, concepts and techniques for advancing the acceptance of the Steady State Economy, the Competruistic Ideology, National Economic Planning and the use of Systems Science Methodology in raising organizational productivity.