Coventry University

About: Coventry University is a education organization based out in Coventry, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 4964 authors who have published 12700 publications receiving 255898 citations. The organization is also known as: Lanchester Polytechnic & Coventry Polytechnic.

The influence of age and weight status on cardiac autonomic control in healthy children: a review.

Abstract: Heart rate variability (HRV) analyses can provide a non-invasive evaluation of cardiac autonomic activity. How autonomic control normally develops in childhood and how this is affected by obesity remain incompletely understood. In this review we examine the evidence that childhood age and weight status influence autonomic control of the heart as assessed using HRV. Electronic databases (Pubmed, EMBASE and Cochrane Library) were searched for studies examining HRV in healthy children from birth to 18 years who adhered to the Task Force (1996) guidelines. Twenty-four studies met our inclusion criteria. Seven examined childhood age and HRV. A reduction in 24-hour LF:HF was reported from birth to infancy (1 year), while overall HRV (SDNN) showed a marked and progressive increase. From infancy to early-to-late childhood (from 12 months to 15 years) LF:HF ratio was reported to decline further albeit at a slower rate, while RMSSD and SDNN increased. Twenty studies examined the effects of weight status and body composition on HRV. In a majority of studies, obese children exhibited reductions in RMSSD (n = 8/13), pNN50% (n = 7/9) and HF power (n = 14/18), no difference was reported for LF (n = 10/18), while LF:HF ratio was elevated (n = 10/15). HRV changes during childhood are consistent with a marked and progressive increase in cardiac parasympathetic activity relative to sympathetic activity. Obesity disrupts the normal maturation of cardiac autonomic control.

Child welfare inequalities in the four nations of the UK

Abstract: Comparative international data on patterns of inequality in child welfare interventions, for example, the proportion of children about whom there are substantiated child protection concerns or who are in out-of-home care, are far less developed than data about inequalities in health. Few countries collect reliable, comprehensive information and definitions, methods of data collection and analysis are rarely consistent. The four UK countries (England, Northern Ireland, Scotland and Wales) provide a potential ‘natural experiment’ for comparing intervention patterns. This study reports on a large quantitative, descriptive study focusing on children in contact with children’s services on a single date in 2015. It found that children’s chances of receiving a child protection intervention were related to family socio-economic circumstances, measured by neighbourhood deprivation, within all four countries. There was a strong social gradient which was significantly steeper in some countries than others. Ethnicity was another important factor underlying inequalities. While inequalities in patterns of intervention between the four countries were considerable, they did not mirror relative levels of deprivation in the child population. Inequalities in intervention rates result from a combination of demand and supply factors. The level and extent of inequity raise profound ethical, economic and practical challenges to those involved in child protection, the wider society and the state.

'Nordic' hamstrings exercise - engagement characteristics and training responses.

Abstract: The present study examined the neuromuscular activation characteristics of the hamstrings during the ‘Nordic’ hamstrings exercise (NHE) and changes in the eccentric strength of the knee flexors with NHE training. Initially, the normalised root mean square electromyographic (EMG) activity of the hamstrings of both limbs during various phases (90–61°, 60–31° and 30–0° of knee extension) of the NHE were determined in 18 soccer players. Subsequently participants were randomly allocated to either a training (n=10) or control group. The isokinetic eccentric peak torques of the dominant and non-dominant limbs were recorded at 60, 120 and 240°/s pre- and post-training. The EMG values of both limbs were comparable (P=0.184) and greater EMG activity was recorded at more extended knee positions of the NHE (P=0.001). 4 weeks of NHE training significantly improved peak torque by up to 21% in all assessment conditions. Data indicate the hamstrings of both limbs are engaged identically during the NHE and training results in gains in the eccentric peak torque of the hamstrings of both limbs; these gains may augment the force that the hamstrings can withstand when forcefully stretched, attenuating injury risk.

Attempts to synthesise quaternary MAX phases (Zr,M)2AlC and Zr2(Al,A)C as a way to approach Zr2AlC

Abstract: Despite having never been synthesized, the MAX phase Zr2AlC attracts a lot of interest owing to its foreseen properties. A possible way to circumvent this obstacle is to stabilize Zr2AlC by partially substituting one of its constituting elements. Here we report on attempts to synthesise quaternary MAX phases (Zr,M)2AlC and Zr2(Al,A)C where M = Cr, Ti or Mo and A = S, As, Sn, Sb and Pb. We were notably able to produce Zr2(Al0.2Sn0.8)C, Zr2(Al0.35Pb0.65)C, and Zr2(Al0.3Sb0.7)C, with the latter representing the first antimony-based MAX phase ever reported.Impact Statement: Numerous syntheses of Zr2AlC derived compositions were attempted. Zr2(Al0.2Sn0.8)C, Zr2(Al0.35Pb0.65)C and Zr2(Al0.3Sb0.7)C were notably produced and reported for the first time.

From Cognitive Capability to Social Reform? Shifting Perceptions of Learning in Immersive Virtual Worlds.

Abstract: Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio-political impact of virtual world learning on higher education remains under-researched. Much of the recent research into learning in immersive virtual worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem-solving and the importance of attaining the ‘right answer’ or game plan. Most research to date has been undertaken into students’ experiences of virtual learning environments, discussion forums and perspectives about what and how online learning has been implemented. This article reviews the literature relating to learning in immersive virtual worlds, and suggests that there needs to be a reconsideration of what ‘learning’ means in such spaces. Keywords: immersive virtual worlds; literature review; learning DOI: 10.1080/09687760802526731