Bone cross-sectional geometry in male runners, gymnasts, swimmers and non-athletic controls: a hip-structural analysis study.

Loading of the skeleton is important for the development of a functionally and mechanically appropriate bone structure, and can be achieved through impact exercise. Proximal femur cross-sectional geometry was assessed in the male athletes (n = 55) representing gymnastics, endurance running and swimming, and non-athletic controls (n = 22). Dual energy X-ray absorptiometry (iDXA, GE Healthcare, UK) measurements of the total body (for body composition) and the left proximal femur were obtained. Advanced hip structural analysis (AHA) was utilised to determine the areal bone mineral density (aBMD), hip axis length (HAL), cross-sectional area (CSA), cross-sectional moment of inertia (CSMI) and the femoral strength index (FSI). Gymnasts and runners had greater age, height and weight adjusted aBMD than in swimmers and controls (p < 0.05). Gymnasts and runners had greater resistance to axial loads (CSA) and the runners had increased resistance against bending forces (CSMI) compared to swimmers and controls (p < 0.01). Controls had a lower FSI compared to gymnasts and runners (1.4 vs. 1.8 and 2.1, respectively, p < 0.005). Lean mass correlated with aBMD, CSA and FSI (r = 0.365-0.457, p < 0.01), particularly in controls (r = 0.657-0.759, p < 0.005). Skeletal loading through the gymnastics and running appears to confer a superior bone geometrical advantage in the young adult men. The importance of lean body mass appears to be of particular significance for non-athletes. Further characterisation of the bone structural advantages associated with different sports would be of value to inform the strategies directed at maximising bone strength and thus, preventing fracture

Active Governance: the value added by community involvement in governance

This is the final version of the article. Available from the Joseph Rowntree Foundation via the URL in this record.Wider community engagement in governance is frequently argued, across the political parties, to be vital to improving public services and tackling the ‘democratic deficit’. Future Perspectives Co-operative Ltd has looked at participant experience of value added by community involvement in governance through Local Strategic Partnerships (LSPs). The benefits, costs and difficulties identified hold lessons for community engagement in other governance structures, particularly those also including professionals and multi-agency groups. [...]Joseph Rowntree Foundatio

Enhancing Small Group Teaching in Plant Sciences: A Research and Development Project in Higher Education

The Department of Plant Sciences at the University of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's Pedagogy Programme, a two-year research and development project concerned with the development of small-group teaching is being undertaken. The research element of this project endeavours to illuminate current practice and identify areas in which evidence-based development might take place. The development element will include professional development activities and the production of curriculum resources including appropriate online material. This is a multi-method study including a series of student questionnaires; focus groups of students; semi-structured interviews with staff members; and the collection of video of small group teaching. In this paper we report selected findings from the 'student data' of the first year of this project.The questionnaire, conducted with two cohorts of students (2nd and 3rd year Undergraduates), used a double-scale questionnaire in which students were asked to report both on the prevalence of a range of teaching and learning practices and on how valuable these were in supporting their learning. This type of questionnaire instrument is particularly appropriate because the data it generates is suggestive of areas for changes in practice. The gaps between 'practices' and 'values' (across both cohorts) suggested that students valued activities which improved their understanding of how elements of the course were interrelated; which related course content to 'authentic' examples; and those in which teachers made explicit the characteristics of 'high quality' student work. Small group teaching, in the view of most students, was best used to extend and explore concepts introduced in lectures rather than simply reinforcing them or assessing student understanding.Data gathered through focus group activities illuminated the questionnaire data, providing detailed accounts of how students managed their own learning, and the roles played in this by lectures, small group teaching and other resources. Students identified the processes of planning and writing essays as key learning activities during which they integrated diverse course content and reflected on problematic knowledge. Questionnaire and focus group data suggested that students had less clear views regarding the value of collaborative learning, peer-assessment or activities such as making presentations to other students. When students talked in positive terms about these activities, they often referred to the learning benefits of preparation for the tasks rather than of the collaborative activities themselves. These views may provide indications of potential barriers to changes in learning and teaching environments, and suggest that any such changes may have to be carefully justified to students in terms of benefits to their own learning. Many of our findings are broadly in accord with other work on teaching and learning in Higher Education settings (such as the 'Oxford Learning Context Project' and the 'Enhancing Teaching-Learning Environments in Undergraduate Courses' Project) in that 'deep learning' and 'authenticity' in learning activities are valued by students, and that the introduction of specific formative practices (such as sharing notions of 'quality') would be welcomed. At the same time, amongst the students in our sample, a view of learning as an individual process of 'learning-as-acquisition' predominates over a view that it is a social process of 'learning-as-participation', and this will inform the planning of the 'development' aspect of the project. We conclude with a discussion of how the approach we have used might be more widely applied both within and beyond the Cambridge-MIT partnership. We also identify potential affordances of, and barriers to, the development of research-informed teaching in Higher Education

Developing Interventions for Children's Exercise (DICE): a pilot evaluation of school-based exercise interventions for primary school children aged 7 to 8 years.

BACKGROUND: Developing Interventions for Children's Exercise (DICE) is an initiative aimed at determining effective school-based exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency. METHODS: Exercise interventions were delivered to Year 3 pupils (age 7-8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations. RESULTS: The study revealed positive aspects of all interventions, including favorable effects on children's concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space. CONCLUSION: The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting

What is the impact of acquired immunity on the transmission of schistosomiasis and the efficacy of current and planned mass drug administration programmes?

Schistosomiasis causes severe morbidity in many countries with endemic infection with the schistosome digenean parasites in Africa and Asia. To control and eliminate the disease resulting from infection, regular mass drug administration (MDA) is used, with a focus on school-aged children (SAC; 5-14 years of age). In some high transmission settings, the World Health Organization (WHO) also recommends the inclusion of at-risk adults in MDA treatment programmes. The question of whether ecology (age-dependant exposure) or immunity (resistance to reinfection), or some combination of both, determines the form of observed convex age-intensity profile is still unresolved, but there is a growing body of evidence that the human hosts acquire some partial level of immunity after a long period of repeated exposure to infection. In the majority of past research modelling schistosome transmission and the impact of MDA programmes, the effect of acquired immunity has not been taken into account. Past work has been based on the assumption that age-related contact rates generate convex horizontal age-intensity profiles. In this paper, we use an individual based stochastic model of transmission and MDA impact to explore the effect of acquired immunity in defined MDA programmes. Compared with scenarios with no immunity, we find that acquired immunity makes the MDA programme less effective with a slower decrease in the prevalence of infection. Therefore, the time to achieve morbidity control and elimination as a public health problem is longer than predicted by models with just age-related exposure and no build-up of immunity. The level of impact depends on the baseline prevalence prior to treatment (the magnitude of the basic reproductive number R0) and the treatment frequency, among other factors. We find that immunity has a larger impact within moderate to high transmission settings such that it is very unlikely to achieve morbidity and transmission control employing current MDA programmes

A pilot investigation of load-carrying on the head and bone mineral density in premenopausal, black African women

Although the influence of weight bearing activity on bone mass has been widely investigated in white women, few studies have been conducted in black, African populations. We investigated bone mineral density (BMD) in black South African women, with and without a history of load-carrying on the head. We also investigated whether load carrying may offer protection against low BMD in users of injectable progestin contraception (IPC). Participants were 32 black, South African women (22.4±3.2 yrs). Load carrying history was determined by questionnaire and interview and participants were grouped as load carriers (LC; n=18) or non load carriers (NLC; n=14). Ten women were using IPC and 6 were load-carriers. Total body (TB), lumbar spine (LS) and total hip (H) BMD were measured by dual energy X-ray absorptiometry. There were no differences in BMD between LC and NLC, and after controlling for age and BMI using two-tailed partial correlations. IPC users had lower BMD at all sites compared to non IPC users (p&lt;0.05) and there were no associations between load carrying and BMD in this group. When IPC users were excluded from analysis, LC had higher LS BMD than NLC (p&lt;0.005). Correlations were found between the weight of load carried and LS BMD (r=0.743, p&lt;0.005), and between years of load carrying and LS and TB BMD (r=0.563, r=0.538 respectively; both p&lt;0.05). Load carrying on the head may offer osteogenic benefits to the spine but these benefits did not appear in women using IPC

Approaching the adiabatic timescale with machine-learning

The control and manipulation of quantum systems without excitation is challenging, due to the complexities in fully modeling such systems accurately and the difficulties in controlling these inherently fragile systems experimentally. For example, while protocols to decompress Bose-Einstein condensates (BEC) faster than the adiabatic timescale (without excitation or loss) have been well developed theoretically, experimental implementations of these protocols have yet to reach speeds faster than the adiabatic timescale. In this work, we experimentally demonstrate an alternative approach based on a machine learning algorithm which makes progress towards this goal. The algorithm is given control of the coupled decompression and transport of a metastable helium condensate, with its performance determined after each experimental iteration by measuring the excitations of the resultant BEC. After each iteration the algorithm adjusts its internal model of the system to create an improved control output for the next iteration. Given sufficient control over the decompression, the algorithm converges to a novel solution that sets the current speed record in relation to the adiabatic timescale, beating out other experimental realizations based on theoretical approaches. This method presents a feasible approach for implementing fast state preparations or transformations in other quantum systems, without requiring a solution to a theoretical model of the system. Implications for fundamental physics and cooling are discussed.Comment: 7 pages main text, 2 pages supporting informatio

Bright matter wave solitons in Bose-Einstein condensates

We review recent experimental and theoretical work on the creation of bright matter wave solitons in Bose–Einstein condensates. In two recent experiments, solitons are formed from Bose–Einstein condensates of 7Li by utilizing a Feshbach resonance to switch from repulsive to attractive interactions. The solitons are made to propagate in a one-dimensional potential formed by a focused laser beam. For repulsive interactions, the wavepacket undergoes dispersivewavepacket spreading, while for attractive interactions, localized solitons are formed. In our experiment, a multi-soliton train containing up to ten solitons is observed to propagate without spreading for a duration of 2 s. Adjacent solitons are found to interact repulsively, in agreement with a calculation based on the nonlinear Schr¨odinger equation assuming that the soliton train is formed with an alternating phase structure. The origin of this phase structure is not entirely clear