The effect of fibre cell remodelling on the power and optical quality of the lens.

Vertebrate eye lenses are uniquely adapted to form a refractive index gradient (GRIN) for improved acuity, and to grow slowly in size despite constant cell proliferation. The mechanisms behind these adaptations remain poorly understood. We hypothesize that cell compaction contributes to both. To test this notion, we examined the relationship between lens size and shape, refractive characteristics and the cross-sectional areas of constituent fibre cells in mice of different ages. We developed a block-face imaging method to visualize cellular cross sections and found that the cross-sectional areas of fibre cells rose and then decreased over time, with the most significant reduction occurring in denucleating cells in the adult lens cortex, followed by cells in the embryonic nucleus. These findings help reconcile differences between the predictions of lens growth models and empirical data. Biomechanical simulations suggested that compressive forces generated from continuous deposition of fibre cells could contribute to cellular compaction. However, optical measurements revealed that the GRIN did not mirror the pattern of cellular compaction, implying that compaction alone cannot account for GRIN formation and that additional mechanisms are likely to be involved

Hypercomplex quantum mechanics

The fundamental axioms of the quantum theory do not explicitly identify the algebraic structure of the linear space for which orthogonal subspaces correspond to the propositions (equivalence classes of physical questions). The projective geometry of the weakly modular orthocomplemented lattice of propositions may be imbedded in a complex Hilbert space; this is the structure which has traditionally been used. This paper reviews some work which has been devoted to generalizing the target space of this imbedding to Hilbert modules of a more general type. In particular, detailed discussion is given of the simplest generalization of the complex Hilbert space, that of the quaternion Hilbert module.Comment: Plain Tex, 11 page

Cluster Set Loading in the Back Squat: Kinetic and Kinematic Implications

Cluster set loading in the back squat: Kinetic and kinematic implications. J Strength Cond Res XX(X): 000–000, 2018—As athletes become well trained, they require greater stimuli and variation to force adaptation. One means of adding additional variation is the use of cluster loading. Cluster loading involves introducing interrepetition rest during a set, which in theory may allow athletes to train at higher absolute intensities for the same volume. The purpose of this study was to investigate the kinetic and kinematic implications of cluster loading as a resistance training programming tactic compared with traditional loading (TL). Eleven resistance-trained men (age = 26.75 ± 3.98 years, height = 181.36 ± 5.96 cm, body mass = 89.83 ± 10.66 kg, and relative squat strength = 1.84 ± 0.34) were recruited for this study. Each subject completed 2 testing sessions consisting of 3 sets of 5 back squats at 80% of their 1 repetition maximum with 3 minutes of interset rest. Cluster loading included 30 seconds of interrepetition rest with 3 minutes of interset rest. All testing was performed on dual-force plates sampling at 1,000 Hz, and the barbell was connected to 4 linear position transducers sampling at 1,000 Hz. Both conditions had similar values for peak force, concentric average force, and eccentric average force (p = 0.25, effect size (ES) = 0.09, p = 0.25, ES = 0.09, and p = 0.60, ES = 0.04, respectively). Cluster loading had significantly higher peak power (PP) (p \u3c 0.001, ES = 0.77), peak and average velocities (p \u3c 0.001, ES = 0.77, and p \u3c 0.001, ES = 0.81, respectively), lower times to PP and velocity (p \u3c 0.001, ES = −0.68, and p \u3c 0.001, ES = −0.68, respectively) as well as greater maintenance of time to PP (p \u3c 0.001, ES = 1.57). These results suggest that cluster loading may be superior to TL when maintaining power output and time point variables is the desired outcome of training

Macroscopic Equations of Motion for Two Phase Flow in Porous Media

The established macroscopic equations of motion for two phase immiscible displacement in porous media are known to be physically incomplete because they do not contain the surface tension and surface areas governing capillary phenomena. Therefore a more general system of macroscopic equations is derived here which incorporates the spatiotemporal variation of interfacial energies. These equations are based on the theory of mixtures in macroscopic continuum mechanics. They include wetting phenomena through surface tensions instead of the traditional use of capillary pressure functions. Relative permeabilities can be identified in this approach which exhibit a complex dependence on the state variables. A capillary pressure function can be identified in equilibrium which shows the qualitative saturation dependence known from experiment. In addition the new equations allow to describe the spatiotemporal changes of residual saturations during immiscible displacement.Comment: 15 pages, Phys. Rev. E (1998), in prin

Repetition-to-Repetition Differences Using Cluster and Accentuated Eccentric Loading in the Back Squat

The current investigation was an examination of the repetition-to-repetition magnitudes and changes in kinetic and kinematic characteristics of the back squat using accentuated eccentric loading (AEL) and cluster sets. Trained male subjects (age = 26.1 ± 4.1 years, height = 183.5 ± 4.3 cm, body mass = 92.5 ± 10.5 kg, back squat to body mass ratio = 1.8 ± 0.3) completed four load condition sessions, each consisting of three sets of five repetitions of either traditionally loaded straight sets (TL), traditionally loaded cluster sets (TLC), AEL cluster sets (AEC), and AEL straight sets where only the initial repetition had eccentric overload (AEL1). Eccentric overload was applied using weight releasers, creating a total eccentric load equivalent to 105% of concentric one repetition maximum (1RM). Concentric load was 80% 1RM for all load conditions. Using straight sets (TL and AEL1) tended to decrease peak power (PP) (d = −1.90 to −0.76), concentric rate of force development (RFDCON) (d = −1.59 to −0.27), and average velocity (MV) (d = −3.91 to −1.29), with moderate decreases in MV using cluster sets (d = −0.81 to −0.62). Greater magnitude eccentric rate of force development (RFDECC) was observed using AEC at repetition three (R3) and five (R5) compared to all load conditions (d = 0.21⁻0.65). Large within-condition changes in RFDECC from repetition one to repetition three (∆REP1⁻3) were present using AEL1 (d = 1.51), demonstrating that RFDECC remained elevated for at least three repetitions despite overload only present on the initial repetition. Overall, cluster sets appear to permit higher magnitude and improved maintenance of concentric outputs throughout a set. Eccentric overload with the loading protocol used in the current study does not appear to potentiate concentric output regardless of set configuration but may cause greater RFDECC compared to traditional loading

Repetition-to-Repetition Differences Using Cluster and Accentuated Eccentric Loading in the Back Squat

The current investigation was an examination of the repetition-to-repetition magnitudes and changes in kinetic and kinematic characteristics of the back squat using accentuated eccentric loading (AEL) and cluster sets. Trained male subjects (age = 26.1 ± 4.1 years, height = 183.5 ± 4.3 cm, body mass = 92.5 ± 10.5 kg, back squat to body mass ratio = 1.8 ± 0.3) completed four load condition sessions, each consisting of three sets of five repetitions of either traditionally loaded straight sets (TL), traditionally loaded cluster sets (TLC), AEL cluster sets (AEC), and AEL straight sets where only the initial repetition had eccentric overload (AEL1). Eccentric overload was applied using weight releasers, creating a total eccentric load equivalent to 105% of concentric one repetition maximum (1RM). Concentric load was 80% 1RM for all load conditions. Using straight sets (TL and AEL1) tended to decrease peak power (PP) (d = −1.90 to −0.76), concentric rate of force development (RFDCON) (d = −1.59 to −0.27), and average velocity (MV) (d = −3.91 to −1.29), with moderate decreases in MV using cluster sets (d= −0.81 to −0.62). Greater magnitude eccentric rate of force development (RFDECC) was observed using AEC at repetition three (R3) and five (R5) compared to all load conditions (d = 0.21–0.65). Large within-condition changes in RFDECC from repetition one to repetition three (∆REP1–3) were present using AEL1 (d = 1.51), demonstrating that RFDECC remained elevated for at least three repetitions despite overload only present on the initial repetition. Overall, cluster sets appear to permit higher magnitude and improved maintenance of concentric outputs throughout a set. Eccentric overload with the loading protocol used in the current study does not appear to potentiate concentric output regardless of set configuration but may cause greater RFDECCcompared to traditional loadin

Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios

There has been concern about the attractiveness of science-based careers to many adolescent learners, and it has been suggested that school science may not always recognise or engage personal values that are important to young people in making life choices. The present study discusses interview comments made by upper secondary level students in England when 15 young people were asked to give their personal responses to brief vignettes describing scientific careers. Using an interview-about-scenarios approach, the students were asked about whether they would feel comfortable working in the scientific careers represented. The career areas were purposefully selected because they might be considered to potentially raise issues in relation to personal values or commitments that some students might hold. A range of student perceptions relating to the mooted careers were elicited (positive, negative and indifferent), but all of the participants raised issues that impacted on the acceptability or attractiveness of at least one of the mooted scientific careers, in terms of aspects of their own personal beliefs and values systems. It is recommended that teachers and career advisors should be aware of the range of value-related considerations that influence student views of science-related careers and should consider exploring aspects of science-based careers that link to values commonly shared by young people. This exploratory study also offers indications for directions for further research exploring how learners' value systems impact upon their perceptions of science and scientific work

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development