Standardization indices of cardiac hypertrophy in weight lifters

In order to investigate further the use of standardization procedures to determine training effects on cardiac dimension and function, two groups of subjects were analysed noninvasively. A control group of sedentary men (n = 7) and an experimental group of weight lifters (n = 12) volunteered for a standard M-mode echocardiographic assessment. Indices of cardiac function as well as absolute left ventricular dimensions and left ventricular mass were similar between the groups. Standardizing for body surface area and body weight separated the groups. The weight lifters were shown to have a more muscular left ventricular posterior wall. The weight lifters also demonstrated a dilated left ventricle when indexing for body surface area. All other dimensional and volumetric indices were non-significant. The present investigation underlines the need for matching control and experimental groups to biometric variables in order to avoid misinterpreting cardiac enlargement. There is evidence for a true relative hypertrophy in weight lifters as indicated by similar absolute cardiac dimensions and similar biometric variables. Therefore, when evaluating athletes engaged in a chronic pressure overload, cardiac hypertrophy indices should consider body surface area (BSA), body weight and lean body weight (LBW). Future work in this field should incorporate rigorous controls on all biometric variables for better interpretation of hypertrophy in relative or absolute terms.     

The Development of an Instrument for the Evaluation of Some Aspects of the Taught Component of an Advanced Courses Module for Teachers in International Schools

A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations.     

Patterns of Participation in Higher Education in England: A Statistical Summary and Commentary

The purpose of this paper is to identify features of participation in higher education which are distinctive to the situation in England and which have exercised an important influence on the shift to mass forms of higher education in that country. Statistical comparisons are made with Scotland, Wales and Northern Ireland which indicate considerable variations in the levels, patterns and profiles of participation in each territory. At the same time, some limitations and cautions are voiced about the use of official statistics for this purpose, especially where data collection has been the responsibility of separate departments and different agencies.     

Reviews and reports

Annals of Dyslexia -     

AV INFORMATION MATERIALS IN LIBRARIES

The report describes the gradual adaptation by librarians to audio‐visual methods, and courses of training in their use provided at the College of Librarianship, Wales