Antepenultimate residue at the C-terminus of NADPH oxidase RBOHD is critical for its function in the production of reactive oxygen species in Arabidopsis

This article mainly focuses on the role of antepenultimate residue at the C-terminus of NADPH oxidase respiratory burst oxidase homolog D(RBOHD). E919 of RBOHD is critical for lipopolysaccharides(LPS)-induced reactive oxygen species(ROS) production and stomatal closure in Arabidopsis.     

Exploring the Effects of Tuition Increases on Racial/Ethnic Diversity at Public Colleges and Universities

Research in Higher Education - As tuition becomes a more prominent tool to address financial challenges of colleges and universities, it is critically important to examine the implications of...     

College students’ perception of e-feedback: a grounded theory perspective

The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedback), there is a dearth of research which examines the effectiveness of e-feedback and lower-ability students’ perception of e-feedback in ESL post-compulsory writing classrooms which adopt a process writing approach. The present study, which aims to shed light on this research gap and inform ESL writing teachers’ feedback practices, investigates how feedback is given and attended to online by 93 students of an international community college in Hong Kong. Adopting grounded theory as the methodology and a tripartite definition of written feedback as the conceptual framework, the present study reports students’ perception of e-feedback on Google Docs from two sources: students’ written reflections and semi-structured, focus group interviews. Implications related to e-feedback practices are discussed.     

Internal quality assurance systems in Portugal: what their strengths and weaknesses reveal

In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement.     

Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report

Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students.     

The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice

If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the lack of literature seeking to understand academics’ current blended practices. We argue that this is problematic in terms of formulating the required professional development and support. In essence, this paper uncovers the need for further research into understanding not only why academics may choose to engage in blended learning, but also, once engaged, why some choose to integrate technology to create transformative blends while others choose minimally impacting blends. This paper may interest those supporting academics in developing blended learning. It provides a guiding resource both for researchers investigating blended practices and those embarking on blended learning implementations.     

Technical determinants of tackle and ruck performance in International rugby union

The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck.     

Autonomic response to a short and long bout of high-intensity functional training

The evaluation of Autonomic Nervous System (ANS) recovery following exercise provides insight into the transient stress placed on the cardiovascular system. High-Intensity Functional Training (HIFT) is a form of intense exercise that is prescribed in various modalities and durations; however, little is known about the influence of HIFT duration on ANS recovery. Ten apparently healthy males (28.1 ± 5.4 yrs) performed two HIFT sessions (<5-minute and 15-minute) in a crossover fashion. ANS activity was measured using plasma Epinephrine (E) and Norepineprine (NE); Heart Rate Variability markers of the log transformed Root Mean Square of Successive Differences (lnRMSSD) and High-Frequency power (lnHF). No trial dependent differences were observed in lnRMSSD (p = 0.822), lnHF (p = 0.886), E (p = 0.078), or NE (p = 0.194). A significant main time effect was observed in both trials with a depression in lnRMSSD and lnHF following the trials (p < 0.05) and recovering by 2-hours post (p = 0.141, p > 0.999) respectively. A trial dependent increase in E and NE occurred immediately post (p < 0.05) and recovered by 1-hour post (p > 0.999, p > 0.999) respectively. The HIFT bouts examined within this study demonstrated similar transient strain of the ANS.     

Physiological responses to 1000-m ergometer time-trial performance in outrigger canoeing

Graded exercise tests are commonly used to assess peak physiological capacities of athletes. However, unlike time trials, these tests do not provide performance information. The aim of this study was to examine the peak physiological responses of female outrigger canoeists to a 1000-m ergometer time trial and compare the time-trial performance to two graded exercise tests performed at increments of 7.5 W each minute and 15 W each two minutes respectively. 17 trained female outrigger canoeists completed the time trial on an outrigger canoe ergometer with heart rate (HR), stroke rate, power output, and oxygen consumption (VO2) determined every 15 s. The mean (+/- s) time-trial time was 359 +/- 33 s, with a mean power output of 65 +/- 16 W and mean stroke rate of 56 +/- 4 strokes min(-1). Mean values for peak VO2, peak heart rate, and mean heart rate were 3.17 +/- 0.67 litres min(-1), 177 +/- 11 beats min(-1), and 164 +/- 12 beats min(-1) respectively. Compared with the graded exercise tests, the time-trial elicited similar values for peak heart rate, peak power output, peak blood lactate concentration, and peak VO2. As a time trial is sport-specific and can simultaneously quantify sprint performance and peak physiological responses in outrigger canoeing, it is suggested that a time trial be used by coaches for crew selection as it doubles as a reliable performance measure and a protocol for monitoring peak aerobic capacity of female outrigger canoeists.     

In-group and out-group attitudes of ethnic majority and minority children

Research indicates that ethnic majority group children show a consistent preference for their ethnic in-group, whereas the ethnic preferences of minority groups are less conclusive. The present study assessed the ethnic attitudes of 5–12-year-old children from an ethnic majority group (59 Anglo-Australian) and a minority group (60 Pacific Islander). Participants rated members of Anglo-Australian, Pacific Islander, and Aboriginal (indigenous Australian) groups. Results revealed that the majority group participants rated the in-group more positively than the two out-groups, with the indigenous out-group being rated less positively. In contrast, the ethnic minority participants rated the in-group and the ethnic majority out-group equally positively, while the Aboriginal out-group was also rated least positively. A preference for in-group neighbours was also displayed by both the ethnic majority and ethnic minority participants, with the Aboriginal out-group again being least preferred as neighbours. The results also revealed that these effects varied with age for the ethnic majority, but not the ethnic minority group participants. The results are discussed in relation to findings on children's ethnic attitudes and intercultural relations.