A novel method for the performance of isometric exercise in the home

There is a paucity of research on devices suitable for home-based isometric exercise. Our aim was to compare cardiovascular responses to isometric exercise using novel and established methods. Ten individuals (age 34.0 +/- 8.5 years, mass 68.2 +/- 10.4 kg, height 1.72 +/- 0.09 m; mean +/- s) performed three different isometric exercise protocols with 48 h between each. Each protocol involved four repeated exercise bouts of 2 min at 30% maximum voluntary contraction force using alternate legs (transducer), alternate arms (transducer), or alternate arms (novel device). Systolic blood pressure, diastolic blood pressure, mean arterial blood pressure and heart rate were measured every 30 s. The highest (peak) values during each 2 min bout of exercise were recorded (peak systolic blood pressure, peak diastolic blood pressure, peak mean arterial blood pressure and peak heart rate). At the end of each 2 min exercise bout, the participants rated their perceived discomfort using Borg's CR-10 scale. There was a statistically significant difference in peak systolic blood pressure between isometric arm flexion using the force transducer and the novel device [158.1 +/- 10.8 vs. 149.1 +/- 13.9 mmHg (mean +/- s); P = 0.02]. Further analysis showed that peak systolic blood pressure was on average 9 mmHg higher using the force transducer with limits of agreement of - 15.97 to 33.97 mmHg. Analysis of the peak diastolic blood pressure, peak mean arterial blood pressure, peak heart rate and CR-10 data revealed no statistically significant differences between the three protocols. These results suggest that this novel, home-based method elicited similar cardiovascular responses during isometric exercise to those of established laboratory-based methods. However, the lower peak systolic blood pressure using the modified scales warrants further investigation before this method is used widely in the home.     

Hydrodynamics of undulatory underwater swimming: A review

Undulatory underwater swimming (UUS) occurs in the starts and turns of three of the four competitive swimming strokes and plays a significant role in overall swimming performance. The majority of research examining UUS is comparative in nature, dominated by studies comparing aquatic animals' undulatory locomotion with the UUS performance of humans. More recently, research directly examining human forms of UUS have been undertaken, providing further insight into the factors which influence swimming velocity and efficiency. This paper reviews studies which have examined the hydromechanical, biomechanical, and coordination aspects of UUS performance in both animals and humans. The present work provides a comprehensive evaluation of the key factors which combine to influence UUS performance examining (1) the role of end-effector frequency and body amplitudes in the production of a propulsive waveform, (2) the effects of morphology on the wavelength of the propulsive waveform and its subsequent impact on the mode of UUS adopted, and (3) the interactions of the undulatory movements to simultaneously optimise propulsive impulse whilst minimising the active drag experienced. In conclusion, the review recommends that further research is required to fully appreciate the complexity of UUS and examine how humans can further optimise performance.     

Assessment of an online piloted module targeted toward home‐based food operators in Iowa

Understanding safe food practice is important for home‐based food operators to prevent foodborne illness. Earlier work has found that home‐based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home‐based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home‐based food operators in Iowa through three learning assessments. Twenty‐one participants enrolled in a blended workshop in which participants completed one online module before attending a face‐to‐face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first‐attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first‐attempt performance by question type. The three learning assessment tools resulted in first‐attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis‐style questions had first‐attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application‐style questions were lower with first‐attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format.     

A rationale for differentiated staffing

The improvement of staff utilization practices through the technique of differentiated staffing is the subject of this paper. The authors bring together the various definitions of the term differentiated staffing and propose a more inclusive definition. Drawing from the literature in organizational change, the authors document in a logical and systematic manner the parameters of differentiated staffing and the problems that are likely to be associated with its introduction. The major part of the paper analyzes the potential of differentiated staffing for improving many deficiencies that are apparent in present methods of utilizing professional personnel in the public schools and in the decision-making procedures of those organizations. The authours urge controlled and systematic pilot projects be undertaken before largescale or even system-wide adoption.

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Résumé Le sujet de cette étude porte sur l'amélioration des méthodes d'utilisation du personnel au moyen de la technique de la différenciation du personnel. Les auteurs regroupent les diverses définitions de l'expression différenciation du personnel et proposent une définition plus globale. En s'inspirant des documents relatifs aux changements structuraux en matière d'organisation, les auteurs appuient sur des documents, d'une manière logique et systématique, leur idée des paramètres de la différenciation du personnel et des problèmes qui vraisemblablement accompagneront sa mise en application. Cette étude est consacrée principalement à l'analyse des possibilités qu'offre la différenciation du personnel en vue d'améliorer les nombreuses lacunes que l'on constate à l'égard des méthodes actuelles d'utilisation du personnel qualifié dans les écoles publiques et au niveau des méthodes de prise de décision des ces organismes. Les auteurs préconisent le recours à des projets pilotes méthodiques et bien dirigés avant que cette nouvelle technique soit adoptée sur une vaste échelle ou même à celle du système.

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The authors wish to express their appreciation to the following for their helpful criticisms of an earlier draft of this paper: Dr. John Brubacher, Dept. of Educational Administration, University of Connecticut, Storrs; Dr. Walter J. Hartrick, Centre for the Study of Education Administration, The University of British Columbia, Vancouver; Dr. James L. Olivero, The Southwestern Cooperative Educational Laboratory, Albuquerque, New Mexico; Dr. Philip J. Runkel, Center for the Advanced Study of Educational Administration, University of Oregon, Eugene.     

The effect of facilitative communication training on teacher response quality

Training designed to enhance facilitative communication between teachers and students is becoming an increasingly important element of teacher training programs. The purpose of this investigation was to examine the effect of facilitative communication training on the quality of teacher response to various student problems and to the accompanying emotional states of anger, joy, or depression. The subjects consisted of 64 undergraduate teacher education majors who responded in writing to 15 audiotaped stimulus vignettes. A 5×3×2 repeated measures analysis of variance was used to measure the effects of problem situation, emotional state, and training on empathic understanding. The results indicated significant differences between trained and untrained groups, as well as differences in quality of response due to emotion, with joy eliciting greater empathy than depression or anger. Significant interactions among the variables also were obtained. Implications are discussed in terms of human relations training for teachers.