The effects of wind and altitude in the 400-m sprint

In this paper I use a mathematical model to simulate the effect of wind and altitude on men's and women's 4400-m race performances. Both wind speed and direction were altered to calculate the effect on the velocity profile and the final time of the sprinter. The simulation shows that for a constant wind velocity, changing the wind direction can produce a large variation in the race time and velocity profile. A wind of velocity 2 m x s(-1) is generally a disadvantage to the 400-m runner but this is not so for all wind directions. Constant winds blowing from some directions can provide favourable conditions for the one-lap runner. Differences between the running lanes can be reduced or exaggerated depending on the wind direction. For example, a wind blowing behind the runner in the back straight increases the advantage of lane 8 over lane 1. Wind conditions can change the velocity profile and in some circumstances produce a maximum velocity much later than is evident in windless conditions. Lower air density at altitude produces a time advantage of around 0.06 s for men (0.07 s for women) for each 500-m increase in elevation.     

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.     

GCAT-SEEKquence: genome consortium for active teaching of undergraduates through increased faculty access to next-generation sequencing data

To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation-funded workshop held July 11-14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating with a genome-sequencing core facility located at Pennsylvania State University (University Park) to enable undergraduate students and faculty at small colleges to access state-of-the-art sequencing technology. We aim to create a database of references, protocols, and raw data related to NextGen sequencing, and to find innovative ways to reduce costs related to sequencing and bioinformatics analysis. It was agreed that our regional network for NextGen sequencing could operate more effectively if it were partnered with the Genome Consortium for Active Teaching (GCAT) as a new arm of that consortium, entitled GCAT-SEEK(quence). This step would also permit the approach to be replicated elsewhere.     

Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity

A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk.     

Design, implementation, and evaluation of a postgraduate Diploma in Surgical Anatomy

After careful planning, a postgraduate Diploma in Surgical Anatomy was launched in 2009. This report describes the structure of the program, the challenges encountered in implementing and running the course, and results of evaluations. The qualification is targeted at junior doctors intending to become surgeons or radiologists and aims to equip them with a sound understanding of regional anatomy relevant to common diagnostic and therapeutic procedures, together with an understanding of common/important anatomical variations. The course is delivered by: (1) 24 weeks' distance learning, comprising selected readings, podcasts, multiple choice questions (MCQs), and research informed essays; and (2) two separate two-week periods of intensive campus-based learning and whole body dissection (four students per cadaver) assessed by oral examination, a class presentation of an anatomical variation, and formal MCQ examination. Campus-based instruction is delivered by two surgical anatomists with additional input from a broad range of specialist surgeons and radiologists. Anonymous student evaluations over three successive courses show that all components of the course were highly rated. The success of the program may relate to several factors: an emphasis on clinically relevant anatomy, clear learning objectives, personalized student feedback, a low student to cadaver ratio, restricted class size, a wide range of supportive material, a dedicated team of surgical/radiological instructors, efficient course administration, and endorsement by the Royal Australasian College of Surgeons. Establishing a Diploma in Surgical Anatomy program requires a dedicated team of individuals, the setting and maintenance of appropriate educational standards, and collaboration with the professional body regulating the training of surgeons.     

The use of performance indicators in performance analysis

The aims of this paper are to examine the application of performance indicators in different sports and, using the different structural definitions of games, to make general recommendations about the use and application of these indicators. Formal games are classified into three categories: net and wall games, invasion games, and striking and fielding games. The different types of sports are also sub-categorized by the rules of scoring and ending the respective matches. These classes are analysed further, to enable definition of useful performance indicators and to examine similarities and differences in the analysis of the different categories of game. The indices of performance are sub-categorized into general match indicators, tactical indicators, technical indicators and biomechanical indicators. Different research examples and the accuracy of their presentation are discussed. We conclude that, to enable a full and objective interpretation of the data from the analysis of a performance, comparisons of data are vital. In addition, any analysis of the distribution of actions across the playing surface should also be presented normalized, or non-dimensionalized, to the total distribution of actions across the area. Other normalizations of performance indicators should also be used more widely in conjunction with the accepted forms of data analysis. Finally, we recommend that biomechanists should pay more attention to games to enrich the analysis of performance in these sports.