3-min all-out effort on cycle ergometer is valid to estimate the anaerobic capacity by measurement of blood lactate and excess post-exercise oxygen consumption

The purpose of this study was to investigate the use of a single 3-min all-out maximal effort to estimate anaerobic capacity (AC) through the lactate and excess post-exercise oxygen consumption (EPOC) response methods (AC_{[La^?]+EPOCfast}) on a cycle ergometer. Eleven physically active men (age?=?28.1?±?4.0?yrs, height?=?175.1?±?4.2?cm, body mass?=?74.8?±?11.9?kg and ?O_2max?=?40.7?±?7.3?mL?kg^?1?min^?1), participated in the study and performed: i) five submaximal efforts, ii) a supramaximal effort at 115% of intensity of ?O_2max, and iii) a 3-min all-out maximal effort. Anaerobic capacity was estimated using the supramaximal effort through conventional maximal accumulated oxygen deficit (MAOD) and also through the sum of oxygen equivalents from the glycolytic (fast component of excess post-exercise oxygen consumption) and phosphagen pathways (blood lactate accumulation) (AC_{[La^?]+EPOCfast}), while during the 3-min all-out maximal effort the anaerobic capacity was estimated using the AC_{[La^?]+EPOCfast} procedure. There were no significant differences between the three methods (p?>?0.05). Additionally, the anaerobic capacity estimated during the 3-min all-out effort was significantly correlated with the MAOD (r?=?0.74; p?=?0.009) and AC_{[La^?]+EPOCfast} methods (r?=?0.65; p?=?0.029). Therefore, it is possible to conclude that the 3-min all-out effort is valid to estimate anaerobic capacity in physically active men during a single cycle ergometer effort.     

Academic induction for teacher educators

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations.     

Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument

Educational Studies in Mathematics - Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education....     

The polygenic profile of Russian football players

Abstract

Research concerned with predictors of talent in football has highlighted a number of potentially important and partially inherited measures such as body size, anaerobic power, aerobic capacity, agility, psychological profile, game intelligence and susceptibility to injuries. Genotyping for performance-associated DNA polymorphisms at an early age could be useful in predicting later success in football. The aim of the study was to investigate individually and in combination the association of common gene polymorphisms with football player’s status. A total of 246 Russian football players and 872 controls were genotyped for 8 gene polymorphisms, which were previously reported to be associated with athlete status. Four alleles (ACE D, ACTN3 Arg577, PPARA rs4253778 C and UCP2 55Val) were first identified, showing discrete associations with football player’s status. Next, we determined the total genotype score (TGS, from the accumulated combination of the 4 polymorphisms, with a maximum value of 100 for the theoretically optimal polygenic score) in athletes and controls. The mean TGS was significantly higher in football players (52.0 (17.6) vs. 41.3 (15.5); P < 0.0001) than in controls. These data suggest that the likelihood of becoming a football player depends on the carriage of a high number of “favourable” gene variants.     

Civil society and control of corruption: Assessing governance of Romanian public universities

Romania is perceived as the most corrupt EU member state according to Transparency International Corruption Perception Index. In 2008–2009, a grassroots coalition of civil society organizations and education stakeholders created the Coalition for Clean Universities which organized the first assessment of integrity of the Romanian higher education system, The Coalition evaluated 42 state universities on the basis of an original methodology, in terms of Administrative Integrity, Academic Integrity, Democratic Governance, Academic Governance and Sound Finance for a time internal of one academic year. The evaluation found systemic problems in the organization and functioning of university life, and attributed them to the failure to build accountability systems at university level following decentralization of higher education after 1989. The results, in the form of a ranking of universities, were made public and hotly debated, creating a major incentive for universities to compete for a better public image, and therefore for reform of their practices.     

Effects of manipulating relative and absolute motion information during observational learning of an aiming task.

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities.