Altitude training in endurance running: perceptions of elite athletes and support staff

This study sought to establish perceptions of elite endurance athletes on the role and worth of altitude training. Elite British endurance runners were surveyed to identify the altitude and hypoxic training methods utilised, along with reasons for use, and any situational, cultural and behaviour factors influencing these. Prior to the 2012 Olympics Games, 39 athletes and 20 support staff (coaches/practitioners) completed an internet-based survey to establish differences between current practices and the accepted “best-practice”. Almost all of the athletes (98%) and support staff (95%) surveyed had utilised altitude and hypoxic training, or had advised it to athletes. 75% of athletes believed altitude and hypoxia to be a “very important” factor in their training regime, with 50% of support staff believing the same. Athletes and support staff were in agreement of the methods of altitude training utilised (i.e. 'hypoxic dose’ and strategy), with camps lasting 3–4 weeks at 1,500–2,500 m being the most popular. Athletes and support staff are utilising altitude and hypoxic training methods in a manner agreeing with research-based suggestions. The survey identified a number of specific challenges and priorities, which could provide scope to optimise future altitude training methods for endurance performance in these elite groups.     

Randomized interdependent group contingencies: Group reinforcement with a twist

This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second‐grade classroom in a rural southeastern school district. Specifically, using a multiphase time‐series design (i.e., A‐B‐A‐C‐B‐C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R‐ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R‐ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. © 2000 John Wiley & Sons, Inc.     

Lessons from literature for the historian of science (and vice versa): reflections on "form"

This essay surveys recent discussion of the problem of form in literary studies, identifies several ways in which the notion of form might be expanded, and suggests ways in which such an expanded category of form might be useful to historians of science and literary critics alike.     

Exploring the hermeneutic foundations of university life: Deaf academics in a hybrid `community of practice'

This paper derives from a study oforganizational socialization and induction inuniversities. It uses some of the data fromthat study to critique social practice theoryand to further develop a model to illuminatethe characteristics of professionalknowledgeability and practices underpinningdaily life in universities. This is donethrough the analysis of a case study of oneunusual sub-departmental workgroup in anunchartered English university: one thatcomprises both Deaf and hearing academics.Using such a case study highlights factors thatare less evident in hearing-only situations,displaying important features in exaggeratedform which exist less palpably in mostmicro-social situations in universities. As aresult it offers a suitable locus for themodelling of the processes underlying muchwhich is taken for granted in universities'daily life. The structure of the paper is asfollows: it outlines the broader study fromwhich this is derived and makes some generalcomments about using `unusual' case studies. Itthen goes on to describe the characteristics ofworkgroups in university contexts through thecase study example and to explore theirtheoretical corollaries. Finally the paperconsiders the implications for aspects of themodel developed, particularly in terms of localleadership.     

Cross‐national Similarities and Differences in Employee Perceptions of Issues in the Work Environment

This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered.     

Teaching motivations,characteristics and professional growth: results from the Great Expectations (GE) programme in the United States

This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development training. Respondents’ ratings on reasons for continuing teaching revealed that four key-specific factors were the main influences for continuing to teach, namely intrinsic reasons, extrinsic reasons, job perception, and extended reasons. Further analysis indicated that their reasons for teaching were correlated with specific incentives for attending the professional development training, with teachers’ instructional beliefs, and with professional development programme outcomes. Study results are discussed in relationship with teaching motivation and implications for teachers’ professional growth.