Description:
Purpose: The purpose of the present study was to profile the aerobic and anaerobic energy system contribution during high-speed treadmill exercise that simulated 200-, 400-, 800-, and 1500-m track running events. Methods: Twenty highly trained athletes (Australian National Standard) participated in the study, specializing in either the 200-m (N = 3), 400-m (N = 6), 800-m (N = 5), or 1500-m (N = 6) event (mean VO2 peak [mL·kg-l-min-1] ± SD = 56 ± 2, 59 ± 1, 67 ± 1, and 72 ± 2, respectively). The relative aerobic and anaerobic energy system contribution was calculated using the accumulated oxygen deficit (AOD) method. Results: The relative contribution of the aerobic energy system to the 200-, 400-, 800-, and 1500-m events was 29 ± 4, 43 ± 1, 66 ± 2, and 84 ± 1% ± SD, respectively. The size of the AOD increased with event duration during the 200-, 400-, and 800-m events (30.4 ± 2.3, 41.3 ± 1.0, and 48.1 ± 4.5 mL·kg-1, respectively), but no further increase was seen in the 1500-m event (47.1 ± 3.8 mL·kg-1). The crossover to predominantly aerobic energy system supply occurred between 15 and 30 s for the 400-, 800-, and 1500-m events. Conclusions: These results suggest that the relative contribution of the aerobic energy system during track running events is considerable and greater than traditionally thought.
Description:
This paper examines the implications of the movement towards evidence-based health care for community-based, primary health care nursing in Australia. While both aim to improve health status, we argue that they are antithetical in many respects. Community nurse practitioners draw upon primary health care principles and adopt a holistic, preventive, empowering approach to working with and in communities. By contrast, evidence-based approaches utilise systematic reviews of primarily quantitative research to inform decisions about health at three levels: public health, the health care system, and individual patients. In response to this challenge, community nurses must reiterate their philosophies and practice models. Moreover, it is imperative to produce verifiable evidence of the effectiveness of their approach while mounting a thorough critique of the evidence-based movement.
Description:
We consider nonlinear Lagrange and penalty functions for optimization problems with a single constraint. The convolution of the objective function and the constraint is accomplished by an increasing positively homogeneous of the first degree function. We study necessary and also sufficient conditions for the validity of the zero duality gap property for both Lagrange and penalty functions and for the exact penalization. We also study the so-called regular weak separation functions.
Description:
We discuss the applicability of the cutting angle method to global minimization of marginal functions. The search of equilibrium prices in the exchange model can be reduced to the global minimization of certain functions, which include marginal functions. This problem has been approximately solved by the cutting angle method. Results of numerical experiments are presented and discussed.
Description:
The foreword to the Victorian Curriculum and Standards Framework II notes the skills and knowledge that students now need to prepare them to work. The preface states that the curriculum standards framework (CSF) makes it clear what students should know and be able to do. Focusing on the essentials provides a rationalistic approach to humans doing, rather than humans being. At this point, one could well ask about attitudes, values and beliefs which lie at the heart of nurturing people. [Author abstract, ed]
Description:
The foreword to the Victorian Curriculum and Standards Framework II notes the skills and knowledge that students now need to prepare them to work. The preface states that the curriculum standards framework (CSF) makes it clear what students should know and be able to do. Focusing on the essentials provides a rationalistic approach to humans doing, rather than humans being. At this point, one could well ask about attitudes, values and beliefs which lie at the heart of nurturing people. [Author abstract, ed]
Description:
Cognitive bias in the misinterpretation of ambiguous interoceptive stimuli has been demonstrated in panic disorder. This study investigated whether this cognitive bias also occurs in people with nonclinical panic who are at risk of developing panic disorder. The responses of 25 people with nonclinical panic were compared to those of 20 people with panic disorder and 69 nonpanic controls on a measure of interpretive bias, the Brief Body Sensations Interpretation Questionnaire. There was evidence for interpretive cognitive bias for ambiguous interoceptive stimuli among the nonclinical panickers which did not differ from that of the people with panic disorder, but which differed from the nonpanic controls. High anxiety sensitivity predicted interpretive bias toward both interoceptive and external stimuli. Results therefore suggest that interpretive cognitive bias for ambiguous interoceptive stimuli may be a risk factor for the development of panic disorder.
Description:
The use of an object-oriented language as an introductory language is becoming more widespread (Biddle & Tempero, 1998). However, pedagogical issues relating to the incorporation of such a language are still not understood properly (Kolling, 2001). Approaches to incorporating an object-oriented language into a teaching program vary greatly. Some approaches avoid the issue of object-orientation by putting emphasis on the procedural aspects of the language (Koffman & Wolz, 1999). Others approach the subject from the perspective of a class developer, especially making use of the appeal graphical user interfaces and applets have for students. The approach that we take at the University of Ballarat is to introduce students to programming from the perspective of a class user. This approach is facilitated by the availability of BlueJ (Kolling & Rosenberg, 2001), a program development environment designed explicitly for teaching object-oriented principles using Java. This paper describes this approach and the students' reactions to it.
Description:
The use of an object-oriented language as an introductory language is becoming more widespread (Biddle & Tempero, 1998). However, pedagogical issues relating to the incorporation of such a language are still not understood properly (Kolling, 2001). Approaches to incorporating an object-oriented language into a teaching program vary greatly. Some approaches avoid the issue of object-orientation by putting emphasis on the procedural aspects of the language (Koffman & Wolz, 1999). Others approach the subject from the perspective of a class developer, especially making use of the appeal graphical user interfaces and applets have for students. The approach that we take at the University of Ballarat is to introduce students to programming from the perspective of a class user. This approach is facilitated by the availability of BlueJ (Kolling & Rosenberg, 2001), a program development environment designed explicitly for teaching object-oriented principles using Java. This paper describes this approach and the students' reactions to it.
Description:
"The goal of this thesis was to evaluate high speed steel for use in the construction of sheep shearing combs, to determine if its use can be justified on a performance basis."
Description:
"The goal of this thesis was to evaluate high speed steel for use in the construction of sheep shearing combs, to determine if its use can be justified on a performance basis."