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Ciara M. E. Reynolds Mark Evans Catherine Halpenny Caoimhe Hughes Stephen Jordan Alyssa Quinn 《Journal of sports sciences》2020,38(18):2063-2070
ABSTRACT The effects of acute ingestion of nitrate on short-duration repeated sprint performance (RSP) are unclear. This study investigated the effect of acute ingestion of beetroot juice on a test of RSP in team sport athletes. Sixteen male team sport athletes undertook four trials using a 40 m maximum shuttle run test (MST), which incorporates 10 × 40 m shuttle sprints with 30 s between the start of each sprint. Two familiarisation trials, followed by nitrate-rich beetroot juice (BR; ~6 mmol nitrate) and nitrate-depleted beetroot juice (PLA; ~0.0034 mmol nitrate) trials were completed in a randomised, double-blind manner. Ingestion of beetroot juice 3 h prior to exercise elevated plasma nitrate concentrations ~6-fold in BR (BR, 413 ± 56 μM; PLA, 69 ± 30 μM; P < 0.001). RSP, assessed by sprint performance decrement (Sdec; %), did not differ (P = 0.337) between BR (5.31 ± 2.49%) and PLA (5.71 ± 2.61%). There was no difference between trials for total sprint time (P = 0.806), fastest sprint (P = 0.341), slowest sprint (P = 0.787), or post-exercise blood lactate concentration (BR, 11.8 ± 2.5 mM; PLA, 12.2 ± 2.3 mM; P = 0.109). Therefore, acute ingestion of beetroot juice did not improve a test of short-duration RSP in team sport athletes. 相似文献
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Ciara McCaffrey 《New Review of Academic Librarianship》2019,25(1):59-75
University libraries are going through a period of enormous transformation and have been for some time. This study considers ten years of both incremental and transformational change at the University of Limerick (UL) Library in Ireland. In the last decade library services, staffing, collections, and spaces underwent great changes, in line with international trends. Retrospective analysis of LibQUAL?+?survey data from 2007 to 2016 was conducted to explore how users responded to these changes and to their gradually transforming library. This study outlines the many changes that occurred in the library over the course of ten years and found that satisfaction levels steadily increased in tandem through a systematic step-by-step approach to driving continuous improvement and managing change. The data tells a compelling story of a library where staffing, services, collections, and spaces transformed and where readers’ perceptions of the quality of library services significantly improved. 相似文献
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This paper focuses on a community–university partnership built around a programme of study co-created by residents of a disadvantaged community and situated, for the most part, within that community. The aim of this paper is to share lessons learned from this community engagement initiative, as identified through a research study which ran concurrent to the programme. The study involved 41 interviews (18 individual interviews and 23 focus groups) over a two-year period with 28 participants. Participants included students, lecturers and community and university stakeholders. The finding section focuses on the characteristics of the initiative which allowed it to positively impact those involved. The data indicated that (i) the authenticity of the partnership between the community and university, (ii) the suitability of the lecturers and (iii) the ability of the lecturers and management to adapt the programme to identified needs were all key to the success of the programme. The paper concludes with a discussion, incorporating relevant literature, regarding what can be learned from this programme for those interested in enacting truly engaged practice in Irish higher education. 相似文献
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Claire F. Smith Gabrielle M. Finn Catherine Hennessy Ciara Luscombe Jane Stewart Stephen McHanwell 《Anatomical sciences education》2019,12(5):494-506
“What do students studying medicine need to know” is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed “what needs to be known.” This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist’s views (n = 50) and focus groups of anatomy educators (N = 16). The students’ perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: “support for CRAS,” “standardization and validation,” “professional identity,” and “limitations and leverage.” Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students. 相似文献