Comparison of physiological responses to graded exercise test performance in outrigger canoeing

The aim of this study was to establish a graded exercise test protocol for determining the peak physiological responses of female outrigger canoeists. Seventeen trained female outrigger canoeists completed two outrigger ergometer graded exercise test protocols in random order: (1) 25 W power output for 2 min increasing by 7.5 W every minute until exhaustion; and (2) 25 W power output for 2 min increasing by 15 W every 2 min to exhaustion. Heart rate and power output were recorded every 15 s. Expired air was collected continuously and sampled for analysis at 15-s intervals, while blood lactate concentration was measured immediately after and 3, 5, and 7 min after exercise. The peak physiological and performance variables examined included peak oxygen uptake (VO2peak), minute ventilation, tidal volume, ventilatory thresholds 1 and 2, respiratory rate, respiratory exchange ratio, heart rate, blood lactate concentration, power output, performance time, and time to VO2peak. There were no significant differences in peak physiological responses, ventilatory thresholds or performance variables between the two graded exercise test protocols. Despite no significant differences between protocols, due to the large limits of agreement evident between protocols for the peak physiological responses, it is recommended that the same protocol be used for all comparison testing to minimize intra-individual variability of results.     

Sunder the Children: Abraham Lincoln's Queer Rhetorical Pedagogy

This essay offers a theory of collective rhetoric derived from a case study of a central rhetorical event of the second wave of feminism, the Redstockings’ 1969 abortion speak-out. A central rhetorical function of consciousness-raising was the collective development of experiential knowledge, and I propose that collective rhetorics are characterized by the collaborative articulation of individual experiences through such rhetorical processes as narrative, irony and humor, and symbolic reversal. I conclude by discussing the importance of collective rhetorical processes in feminist contexts and the potential utility of a theory of collective rhetoric in understanding a range of contemporary discursive forms.     

School deportment and student teacher sex and ethnicity

The association between office referrals and the ethnicity and sex of 20 grade 1-6 teachers and 567 (323 black, 130 white, and 114 Spanish surnamed) students was studied for two years. White teachers reported disproportionately more students and infractions, followed by Spanish surnamed and black teachers. The distribution and frequency of reported infractions were associated with teacher and student ingroup rates, rather than differential teacher x student cross-group rates: (a) i. e., disproportionately more male, then black students were reported and with greater frequency by teachers of each sex and ethnicity, respectively; however, (b) teachers' referral frequencies were moderately higher for own-ethnic and other-sex students.     

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Gender differences in computer-related attitudes have been reported in school children of all ages. Females express more negative attitudes than males when asked to explicitly endorse attitude statements. This gender difference may be compounded by females expressing attitudes consistent with their psychological gender. This study uses an art-based methodology to assess the computer-related attitudes of 395 primary school children (aged 5 to 11). A significant difference occurs in the gender drawn by the children. Whilst 30% of females draw males, only 4% of males draw females. Additionally, older females draw proportionally less smiling faces. These results are consistent with more traditional assessments of attitude which indicate that females’ attitudes towards computers become more negative as they progress through the educational system. The art-based methodology also identified similar proportions of females holding negative attitudes as do more traditional assessments, suggesting ecological validity for the gender differences in computer attitudes. The implications for computer-related education are discussed.     

When Changing from Merit Pay to Variable/Bonus Pay: What Do Employees Want?

ABSTRACT This study examines potential responses to a change in an employee reward system from permanent merit pay increases to one‐time bonus payments. Removing long term risks associated with escalating pay is an increasingly common compensation strategy. Often overlooked, however, are employee perceptions of reward fairness under such conditions of change. Receiving lump sum payments in lieu of permanent merit pay increase may de‐motivate employees. There has been little or no research conducted on this topic. In this study, using samples of practicing HR managers and university students, an equity questionnaire gathered data on the perceived equivalence between a permanent merit pay increase and what might be demanded by employees as a single payment in its replacement. An analysis of the data collected indicate an approximate 1:2 ratio is needed, such that a proposed lump‐sum payment of $2400 would be perceived as a fair replacement for a permanent merit pay allocation of $1200 per year. Our research indicates that this 1:2 ratio holds for both high and low job satisfaction levels.     

英国图书情报院系研究方法的教学

旨在对英国图书情报院系研究生课程中研究方法的教学进行分析,以了解这一领域的现状和趋势。内容涉及研究方法教学的结构、内容和成绩评定、教学过程中采用的软件、虚拟学习环境的利用、教学方法的改进以及未来发展趋势。     

Managing a Resident Volunteer Program at a Remote Research Station

Museums are ideal institutions for the development of volunteer programs. A museum's commitments to education and research and to expansion of learning, as well as its physical resources, offer potentially attractive forms of involvement for various segments of the population. We discuss aspects of a long‐established, self‐funded resident volunteer program that integrates the resources of a museum's field station with seasonal staffing needs, resulting in economic benefits to the museum and educational and career‐advancement benefits to volunteers. The practices used to bring together these objectives are discussed, with the goal of providing an example for museum administrators so they might better appreciate the potential diversity of volunteer programs as methods of broadening museums' roles in society.     

Towards a taxonomy of research misconduct: The case of business school research

This paper examines the growing pressures and incentives encouraging research misconduct, along with the consequences, as illustrated by the case of business school research. Drawing on a review of the literature on different theoretical approaches to analysing organizational misconduct, we develop a formal taxonomy distinguishing appropriate conduct from blatantly inappropriate misconduct but with a specific focus on the ‘grey’ areas between these extremes in the form of questionable and inappropriate behaviour. We identify various sources of research misbehaviour and different categories of those affected. The aim is to provide a clearer understanding of what research behaviour is deemed appropriate or not, which stakeholders it affects, and the pressures and incentives likely to exacerbate such misconduct. We conclude with a discussion of how the taxonomy can help shape future good research practice (thereby setting a better example to students), and offer some propositions for future research.     

Use of an abbreviated version of the WISC-R with learning disabled children

The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, and equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a non-significant t-test between the mean IQs suggested the two scores were interchangeable. However, frequent IQ classification changes (23%) rendered the K-E format unacceptable for this population.