title: Effects of a higher acute protein intake post muscle-damaging exercise on muscle recovery in older female endurance runners

authors: Neureuter, Zoe

subjects: muscle damage

abstract: Masters endurance athletes who train and compete in organised competitive endurance events, appear to take longer to recover after muscle-damaging exercise than younger athletes. A reduced sensitivity to increase skeletal muscle protein synthesis (MPS) in response to the anabolic stimuli of protein and exercise may be contributing to the slower repair and remodelling of muscle fibres. This decreased stimulus for MPS negatively affects recovery in this older cohort of athletes, although evidence supports the notion that the ingestion of a higher dose of protein than the current recommendation of 20 grams, post muscle-damaging exercise, demonstrates improvements in muscle function of male masters triathletes. However, the efficacy for a higher protein intake in female masters endurance athletes has not been established. 
Chapter 2 investigates the effects of ingesting a higher acute dose of protein (40 g) compared to the current recommended dose (20 g) on muscle recovery following exercise-induced muscle damage in older female (≥48 y) endurance runners. The study assessed muscle recovery by measuring isometric maximal voluntary contraction of the knee extensors, peak countermovement jump height, perceived muscle soreness, and flexibility prior to, and at 3 and 24 hours following a downhill running protocol, used to elicit muscle damage. The study recruited six well trained female endurance runners, 48 years of age and older (mean ± SD: age; 52 ± 5.6 y, body mass; 61.4 ± 6.2 kg) to take part in three downhill running trials,  each separated by one week. Participants consumed one of three energy matched (1190 kJ) recovery beverages immediately following the run. Beverage composition was either a 70 g carbohydrate placebo or one of two protein supplements; 20 g of protein and 50 g of carbohydrate, or 40 g of protein and 30 g of carbohydrate. The 40 g of protein had a likely small beneficial effect compared to the placebo (ES = 0.24 ± 0.5) and 20 g of protein (ES = 0.25 ± 0.29) for improving maximum voluntary contraction from baseline to 24 hours. The 40 g of protein had a likely small beneficial effect for improving countermovement jump height compared to 20 g of protein from baseline to 3 hours (ES = 2.9 ± 4.9), and to 24 hours compared to the placebo (ES = 0.32 ± 0.39) and 20 g of protein (ES = 0.27 ± 0.19). The 40 g of protein had an unclear effect on muscle soreness and flexibility. The findings of this current study suggest that the acute ingestion of 40 grams of whey protein isolate following muscle-damaging exercise, had a small beneficial effect on improving muscle function within 24 hours, in masters female runners.

text: Effects of a higher acute protein intake post muscle-damaging exercise on muscle recovery in older female endurance runners Masters endurance athletes who train and compete in organised competitive endurance events, appear to take longer to recover after muscle-damaging exercise than younger athletes. A reduced sensitivity to increase skeletal muscle protein synthesis (MPS) in response to the anabolic stimuli of protein and exercise may be contributing to the slower repair and remodelling of muscle fibres. This decreased stimulus for MPS negatively affects recovery in this older cohort of athletes, although evidence supports the notion that the ingestion of a higher dose of protein than the current recommendation of 20 grams, post muscle-damaging exercise, demonstrates improvements in muscle function of male masters triathletes. However, the efficacy for a higher protein intake in female masters endurance athletes has not been established. 
Chapter 2 investigates the effects of ingesting a higher acute dose of protein (40 g) compared to the current recommended dose (20 g) on muscle recovery following exercise-induced muscle damage in older female (≥48 y) endurance runners. The study assessed muscle recovery by measuring isometric maximal voluntary contraction of the knee extensors, peak countermovement jump height, perceived muscle soreness, and flexibility prior to, and at 3 and 24 hours following a downhill running protocol, used to elicit muscle damage. The study recruited six well trained female endurance runners, 48 years of age and older (mean ± SD: age; 52 ± 5.6 y, body mass; 61.4 ± 6.2 kg) to take part in three downhill running trials,  each separated by one week. Participants consumed one of three energy matched (1190 kJ) recovery beverages immediately following the run. Beverage composition was either a 70 g carbohydrate placebo or one of two protein supplements; 20 g of protein and 50 g of carbohydrate, or 40 g of protein and 30 g of carbohydrate. The 40 g of protein had a likely small beneficial effect compared to the placebo (ES = 0.24 ± 0.5) and 20 g of protein (ES = 0.25 ± 0.29) for improving maximum voluntary contraction from baseline to 24 hours. The 40 g of protein had a likely small beneficial effect for improving countermovement jump height compared to 20 g of protein from baseline to 3 hours (ES = 2.9 ± 4.9), and to 24 hours compared to the placebo (ES = 0.32 ± 0.39) and 20 g of protein (ES = 0.27 ± 0.19). The 40 g of protein had an unclear effect on muscle soreness and flexibility. The findings of this current study suggest that the acute ingestion of 40 grams of whey protein isolate following muscle-damaging exercise, had a small beneficial effect on improving muscle function within 24 hours, in masters female runners.

year: 2019

title: Things inside things

authors: Thornley, Jessica

abstract: Things Inside Things is a collection of autofiction that revolves around a single mother and her two young daughters. It is at once an intimate account of single motherhood and an ode to, a call to arms for, the maternal bond as irreducible, sacred–the thing at the centre of all things. 

Made up of fragmentary scenes, poetic prose, and short stories, the narrative moves back and forth in time, across hemispheres, through shifting points of view and recurrent characters   painting readers into the living and breathing layers of one single mother’s experience and world. 

Taking inspiration from writers Katherine Mansfield and Lucia Berlin, Things Inside Things bucks linear plot convention for a form that is voiced, sensory and shaped by the physicality of emotion. 

If this is a collection that advocates for the joy, reward and importance of the mother-child bond it is also one in which that bond does not come easy. Inside the walls and skin of these stories a mother seeks help for chronic maternal anxiety, navigates the loss of relationship break down with her children’s father, holds space for paternal and cultural ties that must span distance, be sustained over Zoom calls, and navigates the emotional and material weight of mothering alone. 

Above all this is body of work that seeks to hold ordinary, domestic days to the light. That pays homage to the everyday maternal and relational moments of connection, rupture and repair that shape who we are and can–if we let them–transform us. These are not stories of martyrdom. Rather, they give us motherhood as a creative, radical and transcendent force. Where a daughter’s ‘sturdy seven-year-old legs with downy hairs intact and lit up are holier than all the Gods of all religions’, where female friendship is a haven of ‘light, smile lines, vast and loyal as the seasons’ and within which we witness a mother, a woman, a writer finding herself on the page.

text: Things inside things Things Inside Things is a collection of autofiction that revolves around a single mother and her two young daughters. It is at once an intimate account of single motherhood and an ode to, a call to arms for, the maternal bond as irreducible, sacred–the thing at the centre of all things. 

Made up of fragmentary scenes, poetic prose, and short stories, the narrative moves back and forth in time, across hemispheres, through shifting points of view and recurrent characters   painting readers into the living and breathing layers of one single mother’s experience and world. 

Taking inspiration from writers Katherine Mansfield and Lucia Berlin, Things Inside Things bucks linear plot convention for a form that is voiced, sensory and shaped by the physicality of emotion. 

If this is a collection that advocates for the joy, reward and importance of the mother-child bond it is also one in which that bond does not come easy. Inside the walls and skin of these stories a mother seeks help for chronic maternal anxiety, navigates the loss of relationship break down with her children’s father, holds space for paternal and cultural ties that must span distance, be sustained over Zoom calls, and navigates the emotional and material weight of mothering alone. 

Above all this is body of work that seeks to hold ordinary, domestic days to the light. That pays homage to the everyday maternal and relational moments of connection, rupture and repair that shape who we are and can–if we let them–transform us. These are not stories of martyrdom. Rather, they give us motherhood as a creative, radical and transcendent force. Where a daughter’s ‘sturdy seven-year-old legs with downy hairs intact and lit up are holier than all the Gods of all religions’, where female friendship is a haven of ‘light, smile lines, vast and loyal as the seasons’ and within which we witness a mother, a woman, a writer finding herself on the page.

year: 2024-11-15

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013