title: Editorial introduction to ‘truth: concept meets property’

authors: Wyatt, Jeremy

abstract: The papers in this special issue investigate a range of topics that pertain to the distinction between the concept and the property of truth. The distinction between property concepts and the properties that they pick out is a mainstay within analytic philosophy. We have learned to distinguish, for instance, between our ordinary concept SIMULTANEOUS and the property simultaneity that it picks out.Footnote1 The significance of this distinction is borne out in the theories of reference that were developed, for instance, by Putnam (1975), Kripke (1980), and Lewis (1984). If we apply any of these theories to SIMULTANEOUS, they will generate the result that this concept refers to the relativized property simultaneity, even if many users of the concept take simultaneity to be absolute.

text: Editorial introduction to ‘truth: concept meets property’ The papers in this special issue investigate a range of topics that pertain to the distinction between the concept and the property of truth. The distinction between property concepts and the properties that they pick out is a mainstay within analytic philosophy. We have learned to distinguish, for instance, between our ordinary concept SIMULTANEOUS and the property simultaneity that it picks out.Footnote1 The significance of this distinction is borne out in the theories of reference that were developed, for instance, by Putnam (1975), Kripke (1980), and Lewis (1984). If we apply any of these theories to SIMULTANEOUS, they will generate the result that this concept refers to the relativized property simultaneity, even if many users of the concept take simultaneity to be absolute.

year: 2020

title: The Effects of Chronic Cold Water Immersion in Elite Rugby Players

authors: Tavares, Francisco

subjects: Recovery

abstract: Purpose:
While the acute effects of cold water immersion (CWI) have been widely investigated, research analysing the effects of CWI over a chronic period in highly-trained athletes is scarce. The aim of this study was to investigate the effects of CWI during an intense three week pre-season phase in elite rugby athletes.

Methods:
Twenty-three elite male rugby union athletes were randomized to either CWI (10 min at 10 ºC, n = 10) or a passive recovery control (CON, n = 12) during three-weeks of high volume training. Athletes were exposed to either CWI or CON, after each training day (12 days in total). Running loads, conditioning and gym sessions were kept the same between groups. Measures of countermovement jump (CMJ), perceived muscle soreness and wellness were obtained twice a week, and saliva samples for determining cortisol and interleukin-6 (IL-6) were collected once per week.

Results:
Although no significant differences were observed between CWI and CON for any measure, CWI resulted in lower fatigue markers throughout the study, as demonstrated by the moderate effects on muscle soreness (d = 0.58 to 0.91) and IL-6 (d = -0.83), and the small effects (d = 0.23 to 0.38) on CMJ in comparison to CON.

Conclusions:
The results from this study demonstrate that CWI may provide some beneficial effect by reducing fatigue and soreness during an intense three week training phase in elite rugby athletes.

text: The Effects of Chronic Cold Water Immersion in Elite Rugby Players Purpose:
While the acute effects of cold water immersion (CWI) have been widely investigated, research analysing the effects of CWI over a chronic period in highly-trained athletes is scarce. The aim of this study was to investigate the effects of CWI during an intense three week pre-season phase in elite rugby athletes.

Methods:
Twenty-three elite male rugby union athletes were randomized to either CWI (10 min at 10 ºC, n = 10) or a passive recovery control (CON, n = 12) during three-weeks of high volume training. Athletes were exposed to either CWI or CON, after each training day (12 days in total). Running loads, conditioning and gym sessions were kept the same between groups. Measures of countermovement jump (CMJ), perceived muscle soreness and wellness were obtained twice a week, and saliva samples for determining cortisol and interleukin-6 (IL-6) were collected once per week.

Results:
Although no significant differences were observed between CWI and CON for any measure, CWI resulted in lower fatigue markers throughout the study, as demonstrated by the moderate effects on muscle soreness (d = 0.58 to 0.91) and IL-6 (d = -0.83), and the small effects (d = 0.23 to 0.38) on CMJ in comparison to CON.

Conclusions:
The results from this study demonstrate that CWI may provide some beneficial effect by reducing fatigue and soreness during an intense three week training phase in elite rugby athletes.

year: 2018

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28