Development of 11- to 16-year-olds' short-term power output determined using both treadmill running and cycle ergometry

This is the final version. Available on open access from Springer via the DOI in this recordPURPOSE: To investigate the development of peak power output (PP) and mean power output (MP) during two different modes of exercise in relation to sex and concurrent changes in age, body mass, fat-free mass (FFM), maturity status and, in the case of MP, peak oxygen uptake ([Formula: see text]). METHODS: PP and MP were determined cycling against a fixed braking force (Wingate anaerobic test) and running on a non-motorized treadmill. Peak [Formula: see text] was determined using cycle ergometry and treadmill running. 135 (63 girls) students initially aged 11-14 years were tested over 2 days on three annual occasions. The data were analysed using multiplicative allometric modelling which enables the effects of variables to be partitioned concurrently within an allometric framework. Multiplicative models were founded on 301 (138 from girls) determinations of PP and MP on each ergometer. RESULTS: With body mass controlled for, both PP and MP increased with age but maturity status did not independently contribute to any of the multiplicative allometric models. Boys' PP and MP were significantly (p < 0.05) higher than girls' values on both ergometers. On both ergometers in both sexes, the most powerful morphological influence on PP and MP was FFM. Ergometer-specific peak [Formula: see text] had a significant (p < 0.05), additional effect in explaining the development of MP. CONCLUSIONS: The development of short-term power output is sex specific but within sex multiplicative allometric models of running- and cycling-determined PP and MP were similar, suggesting that either mode of exercise can be used in future studies of short-term power output in youth.Community FundDarlington Trus

Using principles of authentic assessment to redesign written examinations and tests

Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment

Struggling and juggling: a comparison of assessment loads in research and teaching-intensive universities

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research-and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning

Preparation of theophylline inhalable microcomposite particles by wet milling and spray drying: the influence of mannitol as a co-milling agent

Inhalable theophylline particles with various amounts of mannitol were prepared by combining wet milling in isopropanol followed by spray drying. The effect of mannitol as a co-milling agent on the micromeritic properties, solid state and aerosol performance of the engineered particles was investigated. Crystal morphology modelling and geometric lattice matching calculations were employed to gain insight into the intermolecular interaction that may influence the mechanical properties of theophylline and mannitol. The addition of mannitol facilitated the size reduction of the needle-like crystals of theophylline and also their assembly in microcomposites by forming a porous structure of mannitol nanocrystals wherein theophylline particles are embedded. The microcomposites were found to be in the same crystalline state as the starting material(s) ensuring their long-term physical stability on storage. Incorporation of mannitol resulted in microcomposite particles with smaller size, more spherical shape and increased porosity. The aerosol performance of the microcomposites was markedly enhanced compared to the spray-dried suspension of theophylline wet milled without mannitol. Overall, wet co-milling with mannitol in an organic solvent followed by spray drying may be used as a formulation approach for producing respirable particles of water-soluble drugs or drugs that are prone to crystal transformation in an aqueous environment (i.e. formation of hydrates)

The introduction and refinement of the assessment of digitally recorded audio presentations

This case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study critically examines how teaching and learning practices linked to this novel form of assessment have been iteratively developed in light of the project findings over a period of two years. It concludes that while this form of assessment poses a number of challenges, it can create valuable opportunities for the development of transferable twenty-first-century graduate employability skills as well as deep, effective learning experiences, particularly – though not exclusively – in distance learning settings

Time-variation of Jupiter's internal magnetic field consistent with zonal wind advection

Determination of the time dependency (secular variation) of a planet’s magnetic field provides a window into understanding the dynamo responsible for generating its field. However, of the six Solar System planets with active dynamos, secular variation has been firmly established only for Earth. Here, we compare magnetic field observations of Jupiter from the Pioneer 10 and 11, Voyager 1 and Ulysses spacecraft (acquired 1973–1992) with a new Juno reference model (JRM09). We find a consistent, systematic change in Jupiter’s field over this 45-year time span, which cannot be explained by changes in the magnetospheric field or by changing the assumed rotation rate of Jupiter. Through a simplified forward model, we find that the inferred change in the field is consistent with advection of the field by Jupiter’s zonal winds, projected down to 93–95% of Jupiter’s radius (where the electrical conductivity of the hydrogen envelope becomes sufficient to advect the field). This result demonstrates that zonal wind interactions with Jupiter’s magnetic field are important and lends independent support to atmospheric and gravitational-field determinations of the profile of Jupiter’s deep winds