Postactivation Potentiation Effect of Heavy Sled Towing on Subsequent Sprints.

ABSTRACT: Williams, JJ, Heron, R, Spradley, B, and Saracino, P. Postactivation potentiation effect of heavy sled towing on subsequent sprints. J Strength Cond Res 35(5): 1229-1233, 2021-Recent research supports heavy sled towing as a tool used to improve subsequent sprints as part of postactivation potentiation (PAP) protocols. The purpose of this study was to examine the effect of heavy sled towing using a velocity decrement (Vdec) on subsequent unloaded sprinting in high school football (soccer) athletes sprinting on artificial turf. A sled load equating to a 40-50% Vdec range was used (66-70% body mass). Fifteen (n = 9 boys and n = 6 girls) high school football players volunteered for this study. The sled-towing intervention consisted of a dynamic warm-up, 3 submaximal sprint efforts (50, 75, and 95%), and 3 maximum speed 15-m sled sprints, separated by 2-minute rests, of which the fastest time was recorded for analysis. Peak preintervention 15-m baseline sprint times were compared with peak post sled-towing 15-m sprint times using a paired samples t-test. Thirteen of 15 athletes ran faster peak post sled-towing sprint times than peak preintervention baseline sprint times (9 boys and 4 girls). On average, peak post sled-towing sprint times (2.60 ± 0.10 seconds) were 0.10 seconds faster (p < 0.0001; Cohen's d = 0.92) than peak preintervention baseline sprint times (2.70 ± 0.09 seconds). This research established that sled-towing protocols using loads corresponding to Vdec of 40-50% significantly improved subsequent sprints in high school football (soccer) athletes running on artificial turf.

An international consensus on effective, inclusive, and career-spanning short-format training in the life sciences and beyond.

Science, technology, engineering, mathematics, and medicine (STEMM) fields change rapidly and are increasingly interdisciplinary. Commonly, STEMM practitioners use short-format training (SFT) such as workshops and short courses for upskilling and reskilling, but unaddressed challenges limit SFT's effectiveness and inclusiveness. Education researchers, students in SFT courses, and organizations have called for research and strategies that can strengthen SFT in terms of effectiveness, inclusiveness, and accessibility across multiple dimensions. This paper describes the project that resulted in a consensus set of 14 actionable recommendations to systematically strengthen SFT. A diverse international group of 30 experts in education, accessibility, and life sciences came together from 10 countries to develop recommendations that can help strengthen SFT globally. Participants, including representation from some of the largest life science training programs globally, assembled findings in the educational sciences and encompassed the experiences of several of the largest life science SFT programs. The 14 recommendations were derived through a Delphi method, where consensus was achieved in real time as the group completed a series of meetings and tasks designed to elicit specific recommendations. Recommendations cover the breadth of SFT contexts and stakeholder groups and include actions for instructors (e.g., make equity and inclusion an ethical obligation), programs (e.g., centralize infrastructure for assessment and evaluation), as well as organizations and funders (e.g., professionalize training SFT instructors; deploy SFT to counter inequity). Recommendations are aligned with a purpose-built framework-"The Bicycle Principles"-that prioritizes evidenced-based teaching, inclusiveness, and equity, as well as the ability to scale, share, and sustain SFT. We also describe how the Bicycle Principles and recommendations are consistent with educational change theories and can overcome systemic barriers to delivering consistently effective, inclusive, and career-spanning SFT.

Barriers to integration of bioinformatics into undergraduate life sciences education: A national study of US life sciences faculty uncover significant barriers to integrating bioinformatics into undergraduate instruction.

Bioinformatics, a discipline that combines aspects of biology, statistics, mathematics, and computer science, is becoming increasingly important for biological research. However, bioinformatics instruction is not yet generally integrated into undergraduate life sciences curricula. To understand why we studied how bioinformatics is being included in biology education in the US by conducting a nationwide survey of faculty at two- and four-year institutions. The survey asked several open-ended questions that probed barriers to integration, the answers to which were analyzed using a mixed-methods approach. The barrier most frequently reported by the 1,260 respondents was lack of faculty expertise/training, but other deterrents-lack of student interest, overly-full curricula, and lack of student preparation-were also common. Interestingly, the barriers faculty face depended strongly on whether they are members of an underrepresented group and on the Carnegie Classification of their home institution. We were surprised to discover that the cohort of faculty who were awarded their terminal degree most recently reported the most preparation in bioinformatics but teach it at the lowest rate.

Bioinformatics core competencies for undergraduate life sciences education.

Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent's degree of training, time since degree earned, and/or the Carnegie Classification of the respondent's institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.

A vision for collaborative training infrastructure for bioinformatics.

In biology, a missing link connecting data generation and data-driven discovery is the training that prepares researchers to effectively manage and analyze data. National and international cyberinfrastructure along with evolving private sector resources place biologists and students within reach of the tools needed for data-intensive biology, but training is still required to make effective use of them. In this concept paper, we review a number of opportunities and challenges that can inform the creation of a national bioinformatics training infrastructure capable of servicing the large number of emerging and existing life scientists. While college curricula are slower to adapt, grassroots startup-spirited organizations, such as Software and Data Carpentry, have made impressive inroads in training on the best practices of software use, development, and data analysis. Given the transformative potential of biology and medicine as full-fledged data sciences, more support is needed to organize, amplify, and assess these efforts and their impacts.

Metal Bioaccumulation by Estuarine Food Webs in New England, USA.

Evaluating the degree of metal exposure and bioaccumulation in estuarine organisms is important for understanding the fate of metals in estuarine food webs. We investigated the bioaccumulation of Hg, methylmercury (MeHg), Cd, Se, Pb, and As in common intertidal organisms across a watershed urbanization gradient of coastal marsh sites in New England to relate metal exposure and bioaccumulation in fauna to both chemical and ecological factors. In sediments, we measured metal and metalloid concentrations, total organic carbon (TOC) and SEM-AVS (Simultaneously extracted metal-acid volatile sulfides). In five different functional feeding groups of biota, we measured metal concentrations and delta 15N and delta 13C signatures. Concentrations of Hg and Se in biota for all sites were always greater than sediment concentrations whereas Pb in biota was always lower. There were positive relationships between biota Hg concentrations and sediment concentrations, and between biota MeHg concentrations and both pelagic feeding mode and trophic level. Bioavailability of all metals measured as SEM-AVS or Benthic-Sediment Accumulation Factor was lower in more contaminated sites, likely due to biogeochemical factors related to higher levels of sulfides and organic carbon in the sediments. Our study demonstrates that for most metals and metalloids, bioaccumulation is metal specific and not directly related to sediment concentrations or measures of bioavailability such as AVS-SEM.

Metal (As, Cd, Hg, and CH3Hg) bioaccumulation from water and food by the benthic amphipod Leptocheirus plumulosus.

Benthic invertebrates may be exposed to metals in pore water, overlying water, ingested sediments, and other food particles. Rates and routes of metal exposure have important implications for predicting toxicity and interpreting toxicity test results. For the standard test amphipod Leptocheirus plumulosus, radiotracer techniques were used to quantify rates of Cd, As, Hg(II), and CH(3)Hg bioaccumulation from water and from suspension feeding on labeled microalgae. Measured parameters were incorporated into a bioaccumulation model to predict steady-state metal concentrations in L. plumulosus and to evaluate the relative importance of aqueous and dietary uptake pathways across a range of ingested particle types and ingestion rates. Results indicate that ingested particles contribute strongly to metal bioaccumulation and that feeding plasticity could strongly influence metal exposure. As L. plumulosus switches from suspension feeding to deposit feeding or selectively feeds on particles for which it has a high assimilation efficiency, metal exposure and body burden will increase. At ingestion rates previously reported for deposit feeding (3 g/g/d), dietary metal sources dominate metal bioaccumulation and can be responsible for greater than 90% of metal bioaccumulated, regardless of metal partitioning or ingested particle type. These results suggest that more research on L. plumulosus feeding behavior is needed to produce a more complete mechanistic understanding of metal bioaccumulation.