title: No differences in neuromuscular power and range of motion, but greater muscle soreness in young vs masters athletes following a 12km run

authors: Driller, Matthew W.

subjects: DOMS

abstract: The purpose of the study was to assess lower-body neuromuscular power and range of motion in young and masters recreational runners before and after a 12km run. Methods: In a straight-forward parallel group trial, participants performed a number of tests pre and post a 12km run. Participants included 36 recreational runners (mean ± SD; 12km run time: 67 ± 18 mins) and were matched on running ability and divided into two groups; young (< 35 y, n=18) and masters (> 40 y, n=18). Pre and post measures included body mass, vertical jump height (m), peak jump velocity (m.s-1), sit and reach test (cm), mean 6s cycling power (W), peak cycling power (W) and perceived muscle soreness. Results: There were no significant differences (p > 0.05) between groups for any of the measured variables pre to post run, except for muscle soreness (p < 0.01), where the young group experienced significantly higher levels of soreness, associated with a large effect size between groups (-1.03 ±0.6). Conclusions: There were no differences in neuromuscular power and range of motion between young and masters athletes following a 12km run. This was possibly due to the exercise not being a demanding enough stimulus to cause fatigue in the measures used. However, masters athletes perceived lower levels of muscle soreness pre to post run, possibly due to decreased pain perceptions with aging. ￼Keywords DOMS, Aging, Running, Neuromuscular

text: No differences in neuromuscular power and range of motion, but greater muscle soreness in young vs masters athletes following a 12km run The purpose of the study was to assess lower-body neuromuscular power and range of motion in young and masters recreational runners before and after a 12km run. Methods: In a straight-forward parallel group trial, participants performed a number of tests pre and post a 12km run. Participants included 36 recreational runners (mean ± SD; 12km run time: 67 ± 18 mins) and were matched on running ability and divided into two groups; young (< 35 y, n=18) and masters (> 40 y, n=18). Pre and post measures included body mass, vertical jump height (m), peak jump velocity (m.s-1), sit and reach test (cm), mean 6s cycling power (W), peak cycling power (W) and perceived muscle soreness. Results: There were no significant differences (p > 0.05) between groups for any of the measured variables pre to post run, except for muscle soreness (p < 0.01), where the young group experienced significantly higher levels of soreness, associated with a large effect size between groups (-1.03 ±0.6). Conclusions: There were no differences in neuromuscular power and range of motion between young and masters athletes following a 12km run. This was possibly due to the exercise not being a demanding enough stimulus to cause fatigue in the measures used. However, masters athletes perceived lower levels of muscle soreness pre to post run, possibly due to decreased pain perceptions with aging. ￼Keywords DOMS, Aging, Running, Neuromuscular

year: 2016

title: I’ll do it may way: Three writers and their revision practices

authors: Dix, Stephanie Margaret

subjects: education

abstract: The diversity of students in today's classrooms has highlighted the need for teachers to recognize differences in the way students learn to write, as well as in the cultural and social experiences they bring to the learning situation. This article profiles three students and demonstrates how they constructed and revised their writing in different ways. The revision practices the author identified were deleting, substituting, adding text, and rewording or reorganizing text at the microlevel, as well as revising at the macrolevel (in which changes affected the meaning of the students' writing).
Findings were surprising: Not only did the young writers compose and revise their texts in quite different ways (just as adult writers do), but they were aware of the metacognitive decisions they made and confidently explained and justified these decisions. Difference in revision practices was especially evident in the way the writers worked through the planning, drafting, and presenting phases of the writing process. Differences were also seen in the way the writers reworked transactional and poetic text. This reflected teacher pedagogy and also the writers' flexibility and desire to establish particular language meanings.

text: I’ll do it may way: Three writers and their revision practices The diversity of students in today's classrooms has highlighted the need for teachers to recognize differences in the way students learn to write, as well as in the cultural and social experiences they bring to the learning situation. This article profiles three students and demonstrates how they constructed and revised their writing in different ways. The revision practices the author identified were deleting, substituting, adding text, and rewording or reorganizing text at the microlevel, as well as revising at the macrolevel (in which changes affected the meaning of the students' writing).
Findings were surprising: Not only did the young writers compose and revise their texts in quite different ways (just as adult writers do), but they were aware of the metacognitive decisions they made and confidently explained and justified these decisions. Difference in revision practices was especially evident in the way the writers worked through the planning, drafting, and presenting phases of the writing process. Differences were also seen in the way the writers reworked transactional and poetic text. This reflected teacher pedagogy and also the writers' flexibility and desire to establish particular language meanings.

year: 2006

title: Akoranga whakarei: Learning about inclusion from four kura rumaki

authors: Berryman, Mere

subjects: Special education

abstract: In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

text: Akoranga whakarei: Learning about inclusion from four kura rumaki In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

year: 2015