| Text only | |||||
 |
 |
||||
|
|||||
This course provides a detailed coverage of research topics in Sport Science and Sports Studies. It will emphasise different factors which contribute to overall sport and exercise performance and consider any relevant adaptations that occur in response to different types of training. It will include a detailed consideration of seven research topics, and focus on the factors particular to each.
Course Co-ordinators: Dr S.Gray (ext. 8026) s.r.gray@abdn.ac.uk and Dr. A. Jenkinson (ext. 7539) a.jenkinson@abdn.ac.uk
To enable students to be able to:
1. Demonstrate relevant literature search skills and techniques.
2. Demonstrate relevant presentation skills and techniques
3. Demonstrate relevant writing and abstract preparation skills.
4. Demonstrate critical thinking and analysis of scientific papers
5. Develop a detailed understanding of research topics and literature relevant to Sports Science and Sports Studies in areas of physiology, nutrition, exercise, health, fitness and performance. Other topics will be included to reflect the fast moving research interests within the School of Medical Sciences.
All teaching will take place at the University’s Medical School site. In each of the following modules, each class member will be assigned to cover one of the listed topics. A short presentation on this topic should be prepared for the seminar session on the last day of the module. This should be planned to last not more than 10 min, and should include suitable visual aids. All members of the class, and also members of staff other than the Module Tutor, will be expected to contribute to this discussion. The aim of the presentation is to begin the discussion by highlighting the key areas. A brief written summary (abstract) of the topic (not to exceed one A4 page) should be prepared and submitted by 2.30pm on the 2nd Monday of each module as indicated in the timetable. This should highlight the key issues to be covered. One copy should be handed in to Ms Reid in the School Office, Room 2.62.3, IMS. Each abstract should also be submitted through TurnitinUK on the SR4004/5 MyAberdeen course page. Electronic copies of all abstracts will be posted on MyAberdeen each week.
Module Title
Tutor
1 Strength A Jenkinson
2 Nutrition A Mavroeidi
3a Sport & Exercise Pharmacology D Scott
3b Satellite Cells ME Scholz
4a Mitochondria for Metabolic Health A Ratkevicius
4b Exercise, Inflammation and Cardiovascular Health S Gray
5 Fatigue – muscle or mind? G Bewick
Weeks 12-13 Module 1
Strength
Tutor: Dr A Jenkinson
Learning Outcomes
To understand the physiological basis of performance in sports where strength is a major factor in determining the outcome. More specifically, to:
1.Understand factors influencing muscle strength
2.Consider the factors that limit performance
3.Analyse the responses to training
4.Assess the physical characteristics of elite performers
Topics to be discussed in detail:
1.Physiological characteristics of strength athletes.
2.Factors determining isometric strength in human skeletal muscle.
3.Single muscle fibre models and strength.
4.Animal models and strength.
5.Effects of aging on muscle morphology and function.
6.Age and strength
7.Gender and strength
8.Muscle damage and strength
9.Nutrition and strength
10.Bone and strength
Reading list
Background reading
•Macintosh, B.R., Gardiner, P.F. and McComas (2006) Skeletal Muscle Form and Function, Human Kinetics, Champagn IL., USA
Research papers and related material
•Byrd, R. et al (1999). Strength training: single versus multiple sets. Sports Med. 27, 409-416.
•Chesley, A. et al (1992). Changes in human muscle protein synthesis after resistance training. J. Appl. Physiol. 73, 1383-1388.
•Folland, JP; Williams, AG. (2007) The Adaptations to Strength Training: Morphological and Neurological Contributions to Increased Strength. Sports Medicine. 37(2):145-168.
•Gabriel, DA; Kamen, G; Frost, G. (2006) Neural Adaptations to Resistive Exercise: Mechanisms and Recommendations for Training Practices. Sports Medicine. 36(2):133-149.
•Granacher, Urs; Muehlbauer, Thomas; Zahner, Lukas; et al. Comparison of Traditional and Recent Approaches in the Promotion of Balance and Strength in Older Adults. Sports Medicine 41:5, 377-400
•Hurley, B.F., Roth, S.M., (2000). Strength training in the elderly: effects on risk factors for age-related diseases. Sports Medicine 30: 249-268.
•Koopman, R; Saris, WHM; Wagenmakers, AJM; van Loon, LJC. (2007) Nutritional Interventions to Promote Post-Exercise Muscle Protein Synthesis. Sports Medicine. 37(10):895-906.
•Laubach, L.L. (1976). Comparative muscular strength of men and women. Aviat Space Env. Med. 47, 534-542.
•Martyn-St James, M; Carroll, S. (2006) Progressive High-Intensity Resistance Training and Bone Mineral Density Changes Among Premenopausal Women: Evidence of Discordant Site-Specific Skeletal Effects. Sports Medicine. 36(8):683-704.
•Maughan, R.J. (1984). The relationship between muscle strength and muscle cross-sectional area and the implications for training. Sports Medicine 1, 263-269.
•Maughan, R.J., Nimmo, M.A. (1984). The influence of variations in muscle fibre composition on muscle strength and cross-sectional area in untrained males. J. Physiol 351, 299-311.
•Rubini, EC; Costa, ALL; Gomes, PSC. (2007) The Effects of Stretching on Strength Performance. Sports Medicine. 37(3):213-224.
•Starkey, D.B. et al (1996). Effect of resistance training volume on strength and muscle thickness. Med. Sci. Sports Ex. 28, 1311-1320.
•Tee, JC; Bosch, AN; Lambert, M. (2007) Metabolic Consequences of Exercise-Induced Muscle Damage. Sports Medicine. 37(10):827-836.
•Tesch, P.A., Karlsson, J. (1985). Muscle fibre types and size in trained and untrained muscles of elite athletes. J. Appl. Physiol. 59, 1716-1720.
•Vicente-Rodriguez, G. (2006) How does Exercise Affect Bone Development during Growth? Sports Medicine. 36(7):561-569.
•Wernbom, M; Augustsson, J; Thomee, R. (2007) The Influence of Frequency, Intensity, Volume and Mode of Strength Training on Whole Muscle Cross-Sectional Area in Humans. Sports Medicine. 37(3):225-264.
Weeks 14-15 Module 2
Nutrition
Tutor: Dr A Mavroeidi
Learning Outcomes
To understand the role of nutrition in high performance level and consider how specific nutrients might enhance performance. Specifically to:
1.Understand the effects of macronutrient intake on elite performance
2.Understand the effects of micronutrient intake on elite performance
3.To assess whether different forms of nutritional supplementation can affect performance at the elite level
Topics to be discussed in detail:
1.Power athletes and protein requirements
2.Iron depletion in athletes
3.Vitamin D – a cause for concern for athletes?
4.Caffeine and sports performance
5.HMB (β-hydroxy- β- methylbutyrate and sports performance
6.Glutamine supplementation and sports performance
7.Bicarbonate or citrate loading – effects on sports performance
Reading list
General Reading:
•Clinical Sports Nutrition by Louise Burke and Vicki Deakin 3rd edition, 2006. ISBN 0074716026
Research papers and related material
•Campbell B et al, International Society of Sports Nutrition position stand: protein and exercise Journal of the International Society of Sports Nutrition 2007, 4-8
•Cannell JJ, Hollis BW, Sorenson MB, Taft TN, Anderson JJ. Athletic performance and vitamin D. Med Sci Sports Exerc. 2009 May;41(5):1102-10.
•Ivy, JL et al Early post exercise muscle glycogen recovery is enhanced with a carbohydrate-protein supplement J Appl Physiol 2002 93: 1337-1344
•Maughan RJ, Greenhaff PL, Hespel P. Dietary supplements for athletes: emerging trends and recurring themes. J Sports Sci. 2011;29 Suppl 1:S57-66.
•McClung JP. Iron status and the female athlete. J Trace Elem Med Biol. 2012 Jun;26(2-3):124-6
•Powers S, Nelson WB, Larson-Meyer E. Antioxidant and Vitamin D supplements for athletes: sense or nonsense? J Sports Sci. 2011;29 Suppl 1:S47-55.
•Wilson J, Wilson GJ. Contemporary issues in protein requirements and consumption for resistance trained athletes. J Int Soc Sports Nutr. 2006 Jun 5;3:7-27.
Weeks 16–17 Module 3a
Sport & Exercise Pharmacology
Tutor: Dr D Scott
Learning Outcomes
In recent years, drug and supplement use have increased substantially in athletes and patients, so an understanding of how these substances affect their health and exercise capacity is essential. We need to understand how certain drugs might impact on exercise capability and performance and thus, recommend the best forms of exercise for a person taking medication. Since some medications can be viewed as “performance-enhancing”, it also allows us to know when medications can be reasonably taken by athletes to treat a condition before it could be considered that they are receiving an unfair advantage.
This module aims to provide a brief introduction to how some of the more commonly-prescribed drugs can affect exercise performance in patients and athletes. Students will receive some basic instruction in pharmacology, and we will mainly focus on drugs acting upon the cardiovascular and respiratory systems. We will NOT be considering steroids in this module.
Topics to be included are:
1.Outline of the most commonly-used and abused drugs in cardiovascular and respiratory disease.
2.Who decides which drugs can be used to treat patients and athletes?
3.How do drugs affect physical activity in patients?
4.How do drugs affect physical activity in athletes?
5.How can exercise change the effect of drugs?
6.How can exercise reduce the need for drug therapy for many chronic medical conditions?
Topics to be discussed in detail:
1. Physical activity and cardiovascular drugs in patients
2. Physical activity and respiratory drugs in patients
3. Physical activity and drugs in athletes
4. The influence of exercise on drug therapy for cardiovascular disease
5. The influence of exercise on drug therapy for respiratory disease
6. Discuss the effects of diuretics on exercise performance.
7. What are the challenges of using heart rate as a measure of exercise intensity/capacity in patients taking cardiovascular drugs?
8. Do certain types of sports have higher rates of abuse of certain prescription drugs than others?
9. Define a general exercise and drug regime for a white, male, 24 year old student who has had a blood pressure of 150/90mmHg for a period of several months.
10. Define a general exercise and drug regime for a black, female, 60 year old doctor who has had a blood pressure of 150/90mmHg for a period of several months.
11. What advice regarding exercise, training and medication would you give to a professional triathlete who says they are asthmatic?
12. Using the some of the prescription drugs discussed in the lecture, explain who decides on what is legal to use by athletes during sports events and what the legislation is regarding these medications. You should give some explanation of how athletes prove that they really require drug treatment for a medical condition and are not cheating
Reading list
General Reading:
•Kayne, S.B. (2006) Sport and exercise medicine for pharmacists. London: Pharmaceutical Press.
•Reents, S. (2000) Sport and exercise pharmacology. Champaign, IL: Human Kinetics.
Reviews:
•Davis, E., Loiacono, R., Summers, R.J. (2008) The rush to adrenaline: drugs in sport acting on the beta-adrenergic system. Br J Pharmacol. 154(3):584-97.
•Skinner, J.S., Cooper, A., Feder, G.S.; Guideline Development Group. (2007) Secondary prevention for patients following a myocardial infarction: summary of NICE guidance. Heart. 93(7):862-4.
•Ellender, L., Linder, M.M. (2005) Sports pharmacology and ergogenic aids. Prim Care. 32(1):277-92.
•Niedfeldt, M.W. (2002) Managing hypertension in athletes and physically active patients. Am Fam Physician. 66(3):445-52. Summary for patients in: Am Fam Physician. 2002 Aug 1;66(3):457-8.
•Pescatello, L.S., Franklin, B.A., Fagard, R., Farquhar, W.B., Kelley, G.A., Ray, C.A.; American College of Sports Medicine. (2004) American College of Sports Medicine position stand. Exercise and hypertension. Med Sci Sports Exerc. 36(3):533-53.
•Anderson, S.D., Sue-Chu, M., Perry, C.P., Gratziou, C., Kippelen, P., McKenzie, D.C., Beck, K.C., Fitch, K.D. (2006) Bronchial challenges in athletes applying to inhale a beta2-agonist at the 2004 Summer Olympics. J Allergy Clin Immunol. 117(4):767-73. Epub 2006 Mar 3.
•Alaranta, A., Alaranta, H., Helenius, I. (2008) Use of prescription drugs in athletes. Sports Med. 38(6):449-63.
Students who wish to find out more about the official guidelines on how we treat patients who suffer from asthma and cardiovascular problems can access them at www.sign.ac.uk . SIGN (and other organisations such as NICE in England and Wales) review all of the available information to determine what the most effective treatments are for various conditions. The references at the end of the guidelines may be very useful to you. Please note that some of these guideline documents are very large, so avoid printing the whole document. Some of them have summary statements and diagrams that can simplify things for you.
Weeks 17-18 Module 3b
Satellite cells: muscular stem cells in sport, exercise and regeneration
Tutor: Dr ME Scholz
The adult muscle is terminally differentiated, multinucleated and mitotically inactive. Adult skeletal muscle cells are in the G0-Phase of the cell cycle and incapable of re-entering the cell cycle and starting to proliferate again.
Satellite cells are stem cells of the adult muscle, resting inactively between the muscle fibre and the basal lamina. They are activated by exercise, overload or injury. Once activated, they start to proliferate and, after some cycles of division, they differentiate and fuse to the existing myotubes and to each other.
A small proportion becomes quiescent again and replenishes the stem cell pool. Reduced activity and numbers of satellite cells are related to atrophy and ageing. Thus, they are important for maintenance, growth (hypertrophy) and regeneration of the muscle during sport and exercise, diseases or injury.
Learning Outcomes
To understand the role of satellite cells in sport, exercise and regeneration. More specifically, to investigate:
1.Understand the cell cycle and its regulation in stem cells.
2.Understand what stem cells are, and how are they characterised.
3.Understand what muscle satellite cells are.
4.Understand the concept of the myonuclear domain.
5.Assess the importance of satellite cells in muscle regeneration and maintenance.
6.Assess the importance of satellite cells in exercise-induced adaptation and muscle hypertrophy.
7.Understand regulation of satellite cells under different conditions
Topics to be discussed in detail:
1.Stem cells: regulation of cell cycle – “awakening”, proliferation, differentiation.
2.Activation and control of satellite cells (injury, overload).
3.Satellite self renewal – why do we not run out of muscle stem cells?
4.What makes a satellite cell a satellite cell?
5.Myonuclear domains in muscle adaptation.
6.Myonuclear domains and diseases.
7.Satellite cells and hypertrophy.
8.Satellite cells, atrophy and aging.
9.Satellite cells, hypertrophy and hyperplasia – an ongoing controversy.
10.Satellite cells and doping – steroid effects and testosterone.
Reading list
Research papers and related material
•Allen, D. L., Roy, R. R. and Edgerton, V.R. (1999) “Myonuclear domains in adaptation and diseases”. Muscle Nerve 22: 1350–1360
•Bischoff, R. (1990). "Cell cycle commitment of rat muscle satellite cells." J Cell Biol 111: 201-207.
•Chen,Y., Zajac J. D. and MacLean, H. E. (2005) “Androgen regulation of satellite cell function.” Journal of Endocrinology 186: 21–31
•Collins, C. A., Olsen, I., Zammit, P. S., Heslop, L., Petrie, A., Partridge, T. A. and Morgan, J. E. (2005) “Stem Cell Function, Self-Renewal, and Behavioral Heterogeneity of Cells from the Adult Muscle Satellite Cell Niche” Cell 122: 289-301.
•Cossu, G. and Tajbakhsh, S. (2007) “Oriented Cell Divisions and Muscle Satellite Cell Heterogeneity” Cell 129: 859-861
•Gallegly, J. C., Turesky, N. A., Strotman, A. S., Gurley, C. M., Peterson C. A. and Dupont-Versteegden E. E. (2004) “Satellite cell regulation of muscle mass is altered at old age”, J Appl Physiol 97: 1082–1090
•Hawke, T. J. and Garry, D. J. (200) “Myogenic satellite cells: physiology to molecular biology.” J Appl Physiol 91: 534–551
•Kadi, F., Ericsson, A., Holmner, S., Butler-Browne, G. S. and Thornell, L. E. (1999). "Cellular adaptation of the trapezius muscle in strength-trained athlets." Histochem Cell Biol 111: 189-195.
•Kadi, F., Schjerling, P.,Andersen, L. L., Charifi, N., Madsen, J. L. Christensen L. R. And Anderson, J. L. (2004) “The effect of heavy resistance training and detraining on satellite cells in human skeletal muscle” J Physiol 558(3): 1005-1012
•Kadi, F. (2008) “Cellular and molecular mechanisms responsible for the action of testosterone on human skeletal muscle. A basis for illegal performance enhancement” British Journal of Pharmacology 154: 522–528
•Pardee, A. B. (1989). "G1 events and regulation of cell proliferation." Science 246: 603-608
•Potten, C. S. und Loeffler, M. (1990). "Stem cells: Attributes, cycles, spirals, pitfalls and uncertainties." Development 110(4): 1001-1020.
•Roy, R. R., Monke S.R., Allen D.L. and Edgerton V. R. (1999) “Modulation of myonuclear number in functionally overloaded and exercised rat plantaris fibers”. J. Appl. Physiol. 87(2): 634–642
•Seale, P., Luc A. Sabourin, L. A., Girgis-Gabardo, A., Mansouri, A., Gruss, P. and Rudnicki, M. A. (2000) “Pax7 Is Required for the Specification of Myogenic Satellite Cells” Cell 102: 777–786
•Seale, P. and Rudnicki, M. A. (2000) “A New Look at the Origin, Function, and “Stem-Cell” Status of Muscle Satellite Cells” Developmental Biology 218: 115–124
•Smith, H. K., Maxwell, L., Rogers, C. D., McKee, N. H. and Plyley, M. J. (2001) “Exercise-enhanced satellite cell proliferation and new myonuclear accretion in rat skeletal muscle” J Appl Physiol 90: 1407–1414
•Zammit, P.S. and Beauchamp, J. R. (2001) “The skeletal muscle satellite cell: stem cell or son of stem cell?” Differentiation 68:193–204
Weeks 18-19 Module 4a
Mitochondria for Metabolic Health
Tutor: Dr A Ratkevicius
Learning Outcomes
To understand the role of mitochondria in metabolic health, with a particular reference to insulin sensitivity.
More specific outcomes are to:
1. Discuss insulin signalling in skeletal muscles in health and disease.
2. Discuss regulation of lipid oxidation in mitochondria.
3. Discuss mitochondrial uncoupling in health and disease.
4. Discuss exercise mimetics and other drugs in treatment of metabolic disorders.
5. Discuss diet, calorie restriction and exercise training in relation to metabolic health.
Topics to be discussed in detail:
Topics to be discussed in details are as follows:
1. Mitochondrial lipid oxidation at rest and during exercise.
2. Intramuscular lipid oxidation and metabolic syndrome.
3. Randle cycle, acetyl CoA and malonyl CoA in obesity and diabetes
4. Sphingolipid metabolism and lipotoxicity.
5. High fat diet and insulin resistance.
6. Calorie restriction and metabolic fitness.
7. Muscle exercise and metabolic fitness.
8. Exercise mimetics targeting AMPK and PPARdelta.
9. Antiageing drugs against metabolic syndrome.
10. Mitochondrial uncoupling against obesity
Reading list
•Blagosklonny MV. Validation of anti-aging drugs by treating age-related diseases. Aging (Albany NY);1(3):281-8, 2009
•Carey AL, Kingwell BA. Novel pharmacological approaches to combat obesity and insulin resistance: targeting skeletal muscle with ‘exercise mimetics’. Diabetologia 52(10):2015-26, 2009
•Han DH, Hancock C, Jung SR, Holloszy JO. Is "fat-induced" muscle insulin resistance rapidly reversible? Am J Physiol Endocrinol Metab. J 297(1):E236-241, 2009.
•Hancock CR, Han DH, Chen M, Terada S, Yasuda T, Wright DC, Holloszy JO. High-fat diets cause insulin resistance despite an increase in muscle mitochondria. Proc Natl Acad Sci U S A 105(22):7815-7820, 2008.
•Harper ME, Green K, Brand MD. The efficiency of cellular energy transduction and its implications for obesity. Annu Rev Nutr, 28:13-33, 2008
•Hawley JA, Holloszy JO. Exercise: it's the real thing! Nutr Rev. 67(3):172-8, 2009
•Houmard JA. Intramuscular lipid oxidation and obesity. Am J Physiol Regul Integr Comp Physiol. 294(4):R1111-1116, 2008.
•Hue L, Taegtmeyer H. The Randle cycle revisited: a new head for an old hat. Am J Physiol Endocrinol Metab. 297(3):E578-91, 2009
•Jeppesen J. Kiens B. Regulation and limitations to fatty acid oxidation during exercise. J Physiol 590.5, 1059–1068, 2012
•Koves TR, Ussher JR, Noland RC, Slentz D, Mosedale M, Ilkayeva O, Bain J, Stevens R, Dyck JR, Newgard CB, Lopaschuk GD, Muoio DM. Mitochondrial overload and incomplete fatty acid oxidation contribute to skeletal muscle insulin resistance. Cell Metab 7(1):45-56, 2008.
•Lipina C and Hundal HS. Sphingolipids: agents provocateurs in the pathogenesis of insulin resistance. Diabetologia 54:1596–1607, 2011
•Lopaschuk GD, Ussher JR, Folmes CD, Jaswal JS, Stanley WC. Myocardial fatty acid metabolism in health and disease. Physiol Rev 90(1):207-58, 2010
•Maarbjerg SJ, Sylow L, Richter EA. Current understanding of increased insulin sensitivity after exercise - emerging candidates. Acta Physiol (Oxf). 202(3):323-35, 2011
•Muoio DM. Revisiting the connection between intramyocellular lipids and insulin resistance: a long and winding road. Diabetologia, DOI 10.1007/s00125-012-2597-y, 2012
•Muoio DM, Noland RC, Kovalik JP, Seiler SE, Davies MN, DeBalsi KL, Ilkayeva OR, Stevens RD, Kheterpal I, Zhang J, Covington JD, Bajpeyi S, Ravussin E, Kraus W, Koves TR, Mynatt RL. Muscle-specific deletion of carnitine acetyltransferase compromises glucose tolerance and metabolic flexibility. Cell Metab. 15(5):764-77, 2012
•Noland RC, Koves TR, Seiler SE, Lum H, Lust RM, Ilkayeva O, Stevens RD, Hegardt FG, Muoio DM. Carnitine insufficiency caused by aging and overnutrition compromises mitochondrial performance and metabolic control. J Biol Chem 284(34):22840-22852, 2009.
•Nordby P, Auerbach PL, Rosenkilde M, Kristiansen L, Thomasen JR, Rygaard L, Groth R, Brandt N, Helge JW, Richter EA, Ploug T, Stallknecht B. Endurance training per se increases metabolic health in young, moderately overweight men. Obesity (Silver Spring). Mar 22. doi: 10.1038/oby.2012.70. [Epub ahead of print], 2012
•Rabøl R, Boushel R, Dela F. Mitochondrial oxidative function and type 2 diabetes. Appl Physiol Nutr Metab 31: 675–683, 2006.
•Richter EA, Ruderman NB. AMPK and the biochemistry of exercise: implications for human health and disease. Biochem J 418(2):261-275, 2009.
•Wakil SJ, Abu-Elheiga LA. Fatty acid metabolism: target for metabolic syndrome. J Lipid Res 50 Suppl:S138-143, 2009.
Weeks 19-20 Module 4b
Exercise, Inflammation and Cardiovascular Health
Tutor: Dr S Gray
Learning Outcomes
To understand the role of physical activity/exercise in reducing markers of chronic low grade inflammation, thus improving cardiovascular health. More specific outcomes are to:
1.Consider the burden of excess adiposity
2.Assess the importance of fat depot location
3.Understand the role of inflammatory cytokines in cardiovascular health
4.Investigate the effect of exercise on these cytokines
5.Analyse the importance of exercise intensity in health
Topics to be discussed in detail:
Topics to be discussed in details are as follows:
1.Subcutaneous vs. Visceral fat
2.Tumour Necrosis Factor-alpha and insulin resistance
3.Interleukin-6, body weight and glycaemic control
4.Adiponectin and insulin resistance
5.Leptin and cardiovascular disease
6.Leptin as a treatment for obesity
7.Effect of exercise on chronic low grade inflammation
8.Effect of walking on chronic low grade inflammation
9.High intensity exercise and glycaemic control
Reading list
Research papers and related material
•Deurenberg-Yap M, Deurenberg P. Nutr Rev. 2003 May;61 (5 Pt 2) : S80-7.
•Björntorp P. Arteriosclerosis. 1990 Jul-Aug;10(4) :493-6.
•Lafontan M, Girard J.Diabetes Metab. 2008 Sep;34(4 Pt 1) :317-27.
•Mohamed-Ali V, et al. J Clin Endocrinol Metab. 1997 Dec;82(12) :4196- 200.
•Brüünsgaard H, Pedersen BK. Immunol Allergy Clin North Am. 2003 Feb;23(1) :15-39.
•Hotamisligil GS, et al Science. 1993 Jan 1;259(5091) :87-91.
•Genctoy G, et al Artif Organs. 2005 Feb;29(2) :174-8.
•Bhagat K, Vallance P. Circulation. 1997 Nov 4;96(9) :3042-7.
•MacHaul KL, Hutchinson NI. Biochem Biophys Res Commun. 1993 Nov 15;196(3) :1330-4.
•Schreyer SA, et al J Biol Chem. 1996 Oct 18;271(42) :26174-8.
•Carey AL, Febbraio MA. Diabetologia. 2004 Jul;47(7) :1135-42.
•Tzoulaki I, et al Circulation. 2005 Aug 16;112(7) :976-83.
•Brüünsgaard H, et al Exp Gerontol. 2004 Feb;39(2) :255-61.
•Wallenius V, et al Nat Med. 2002 Jan;8(1) :75-9.
•Tartaglia LA, et al Cell. 1995 Dec 29;83(7) :1263-71.
•Frühbeck G, et al FASEB J. 2001 Feb;15(2):333-40
•Zhang Y, et al Nature. 1994 Dec 1;372(6505):425-32.
•Halaas JL, et al Science. 1995 Jul 28;269(5223):543-6
•Farooqi IS, et al J Clin Invest. 2002 Oct;110(8):1093-103
•Farooqi IS, et al Nature. 2001 Nov 1;414(6859):34-5.
•Van Heek M, et al J Clin Invest. 1997 Feb 1;99(3):385-90.
•Steinberg GR, et al Am J Physiol Endocrinol Metab. 2002;283(1):E187-92
•Knudson JD, et al Am J Physiol Heart Circ Physiol. 2005 Jul;289(1):H48-56.
•Rainwater DL, et al Atherosclerosis. 1997 Jul 25;132(2):237-43.
•Haskell WL, et al Med Sci Sports Exerc. 2007 Aug;39(8):1423-34.
•Goldhammer E, et al Int J Cardiol. 2005 Apr 8;100(1):93-9.
•Dekker MJ, et al Metabolism. 2007 Mar;56(3):332-8.
•Kohut ML, et al Brain Behav Immun. 2006 May;20(3):201-9.
•Starkweather AR. Biol Res Nurs. 2007 Jan;8(3):186-94.
•Gray SR, et al Prev Med. 2009 Jan;48(1):39-44.
•Burgomaster KA, et al J Appl Physiol. 2005 Jun;98(6):1985-90.
•Babraj JA, et al BMC Endocr Disord. 2009 Jan 28;9:3.
Weeks 21-23 Module 5
Fatigue – muscle or mind?
Tutor: Dr G Bewick
Learning Outcomes
The overarching theme for these topics is to explore the concept of fatigue in relation to muscle and nerve function. It will examine whether the fatigue experienced by an athlete is mainly a central signal generated in the CNS, or a peripheral failure of motor nerves and muscle in their attempts to continue responding appropriately to entirely normal CNS signals. The topics range from how the original muscle fibre types are determined, central control of their activity, the differences in contractile protein interactions and isoforms between fibre types, normal synaptic function and reflexes, how these elements adapt to different patterns of activity and what happens when it all gets too much and fatigue sets in!
At the end of the presentations on all the topics, you will have and understanding of:
1.How muscle fibre types are determined in development and activity.
2.The importance of the CNS in the control of movement.
3.The importance of reflexes in the control of movement.
4.Neuromuscular transmission and muscle contraction in different fibre types.
5.How all of these elements (control, contraction, and synaptic transmission) are affected by fatigue.
6.What the latest research indicates is the major locus of the feelings of fatigue and sub-optimal performance during sustained activity.
Topics to be discussed in detail:
1. Molecular mechanisms of contraction in different muscle fibre types
2.Peripheral mechanisms of fatigue
3.Central control of movement
4.Central mechanisms of fatigue
5.Developmental/genetic specification of muscle fibre type
6.Muscle adaptation to activity and training
7.Motor nerve terminal function
8.Nerve terminal adaptation to different activity patterns
9.Reflexes during exercise
10.Reflexes during fatigue
Reading list
Research papers and related material
•Fatigue versus activity-dependent fatigability in patients with central or peripheral motor impairments. Dobkin BH (2008) Neurorehabil Neural Repair 22:105-110. Review.
•Clinical neurophysiology of fatigue.Zwarts MJ, Bleijenberg G, van Engelen BG. (2008) Clin Neurophysiol. 119:2-10. Review
•Is fatigue all in your head? A critical review of the central governor model.Weir JP, Beck TW, Cramer JT, Housh TJ. (2006) Br J Sports Med. 40:573-586. Review.
•Molecular regulation of individual skeletal muscle fibre types. Spangenburg EE, Booth FW. (2003) Acta Physiol Scand. 178:413-424. Review.
•Maintenance of transmitter release at neuromuscular junctions with different patterns of usage 'in vivo'. Bewick GS (2003) J Neurocytol 32:473-487. Review.
•Muscle proprioceptive feedback and spinal networks. Windhorst U (2007) Brain Res Bull. 73:155-202. Review
Abstract Guidelines
An abstract for an Oral, Poster or Demonstrated Communication is intended to provide a means of communicating new work in progress, as well as completed work. The following guidelines are adapted from those used by the Physiological Society for Meetings Abstracts. Some of the advice they give on their website (www.physoc.org) is not as relevant to you since you are not presenting your own original data, but summarising the research findings of others.
•The text allowance for an abstract for this course is one side of A4 paper, with line and a half spacing, and your font size should not be less than 10 pt (your reference list may be in a slightly smaller size font as long as it is still legible). Use a clear font that is easy to read.
•There is no requirement to include full experimental protocols in your abstract. However, sufficient information must be given within the text, or by reference to published work, to indicate how the experiments were performed.
•The authors must include within the abstract a clear description of the results and all the appropriate data to support any conclusion they wish to make.
•Where references are included in the text, the author should make sure that these are listed correctly at the end of the abstract. If you are unsure as to how to cite references properly, please obtain a copy of Journal of Physiology to find out. As well as being available in the library, copies for student consultation are stored in the cupboard at the top of the stairs in Human Physiology. These must be returned when you have finished with them.
•If numerical data are presented as mean values, the standard deviation or standard error must be given, stating which is used; n values must also be given. If statistical significance is stated, then the statistical test must be named.
•All abbreviations must be explained within the text, except those that are listed in the online version of the Instructions to Authors for The Journal of Physiology(http://www.jphysiol.org/misc/abbreviationslist.pdf). Abbreviations should be those accepted in the field; new abbreviations should be avoided whenever possible. Authors are reminded that a large number of abbreviations within an abstract can detract from the sense.
•Tables and figures should be no larger than 8 cm X 8 cm. Please indicate the approximate position of the table or figure within the text, and also include an informative table heading or figure legend. Tables should not normally contain more than 30 values and graphs should not normally contain more than three curves
•Figures must be fully labelled. Axis labels and lettering on figures should be in a lower case sans serif typeface (8 point); use capital, italic letters (A, B, etc.) to
•If you have any queries about the layout/content of your abstract, then ask!
There is no practical/lab work associated with this course.
Abstract Guidelines
An abstract for an Oral, Poster or Demonstrated Communication is intended to provide a means of communicating new work in progress, as well as completed work. The following guidelines are adapted from those used by the Physiological Society for Meetings Abstracts. Some of the advice they give on their website (www.physoc.org) is not as relevant to you since you are not presenting your own original data, but summarising the research findings of others.
•The text allowance for an abstract for this course is one side of A4 paper, with line and a half spacing, and your font size should not be less than 10 pt (your reference list may be in a slightly smaller size font as long as it is still legible). Use a clear font that is easy to read.
•There is no requirement to include full experimental protocols in your abstract. However, sufficient information must be given within the text, or by reference to published work, to indicate how the experiments were performed.
•The authors must include within the abstract a clear description of the results and all the appropriate data to support any conclusion they wish to make.
•Where references are included in the text, the author should make sure that these are listed correctly at the end of the abstract. If you are unsure as to how to cite references properly, please obtain a copy of Journal of Physiology to find out. As well as being available in the library, copies for student consultation are stored in the cupboard at the top of the stairs in Human Physiology. These must be returned when you have finished with them.
•If numerical data are presented as mean values, the standard deviation or standard error must be given, stating which is used; n values must also be given. If statistical significance is stated, then the statistical test must be named.
•All abbreviations must be explained within the text, except those that are listed in the online version of the Instructions to Authors for The Journal of Physiology(http://www.jphysiol.org/misc/abbreviationslist.pdf). Abbreviations should be those accepted in the field; new abbreviations should be avoided whenever possible. Authors are reminded that a large number of abbreviations within an abstract can detract from the sense.
•Tables and figures should be no larger than 8 cm X 8 cm. Please indicate the approximate position of the table or figure within the text, and also include an informative table heading or figure legend. Tables should not normally contain more than 30 values and graphs should not normally contain more than three curves
•Figures must be fully labelled. Axis labels and lettering on figures should be in a lower case sans serif typeface (8 point); use capital, italic letters (A, B, etc.) to
•If you have any queries about the layout/content of your abstract, then ask!
There is a regular programme of seminars given throughout the academic year by invited specialists from within the broad field of biomedical research.
These are usually held on Thursdays from 12noon -1pm in the IMS Building at Foresterhill (check the School or IMS websites for specific locations of seminars).
As you are studying within research-driven disciplines, we strongly feel that you should attend these whenever possible, with a view to broadening your appreciation of medical sciences. You will also be directed to attend any other relevant seminars when they arise.
See references given above in “Lecture Synopsis” section.
The University has strict regulations on plagiarism. If you are unsure about what constitutes plagiarism read the University guide on plagiarism at http://www.abdn.ac.uk/writing
Copying or plagiarising another persons work, either from other students or published material in books or papers and submitted as your own for assessment is considered a form of cheating. This is considered by the University to be a serious offence and will be penalised according to the extent involved and whether it is decided there was an attempt at deliberate deception, or whether bad practice was involved. If you do use information or ideas obtained from textbooks or other published material you must give a precise reference to the source both at the appropriate point in your narrative and in a list of references at the end of your work. Direct quotations from published material should be indicated by quotation marks and referenced in the text as above.
Students are expected to attend all lectures, tutorials, and presentation sessions and to complete all class exercises by stated deadlines. It is imperative that any reasonable excuses for the late handing in of work are made to the course organisers (Drs Alison Jenkinson and Stuart Gray) before the deadline date. Otherwise the work will not be marked and the class certificate, which is required to sit the examination, may be withheld. The minimum performance acceptable for the granting of a class certificate is attendance at all of the presentation sessions, and presentation of all set course work, written and oral.
Continuous assessment: 30% of the course assessment is based on material to be submitted and/or presented during the course. Assessment for each module will consist of a mark for the oral presentation and questioning (50%) and a separate mark for the written assignment (50%). Each module has an equal weighting for continuous assessment purposes.
Written Examination: 70% of the course assessment is based on one three hour written paper. Students will answer three essay questions from a choice of seven.
Common assessment scale (CAS) grade: The overall performance of the student is expressed as a grade awarded on the common spine marking scale (see attached sheet).
The degree examination for this course will be held in the May/June examination diet.
Dr Guy Bewick
Dr Stuart Gray
Dr Alison Jenkinson
Dr Arimantas Lionikas
Dr Laura Mahady
Dr Alexandra Mavroeidi
Dr Aivaras Ratkevicius
Dr Michael Scholz
Dr Derryck Shewan
Dr Henning Wackerhage
Ms Mel Bickerton (MB), Med Sch Lib Dr Derek Scott (DS), Medical Sciences
If students have difficulties with any part of the course that they cannot cope with alone they should notify someone immediately. If the problem relates to the subject matter you may be best advised to contact the member of staff who is teaching that part of the course. Students with registered disabilities should contact either the IMS based Departmental Office (Miss Lyndsay McEwan l.mcewan@abdn.ac.uk) or the Old Aberdeen office associated with the teaching laboratories (Mrs S.Jones s.jones@abdn.ac.uk ) to ensure that the appropriate facilities have been made available. Otherwise, you are strongly encouraged to contact any of the following as you see appropriate:
Course student representatives.
Course co-ordinators (Dr Alison Jenkinson a.jenkinson@abdn.ac.uk and Dr Stuart Gray s.r.gray@abdn.ac.uk
Convenor of the departmental student-staff liaison committee (Dr Gordon McEwan g.t.a.mcewan@abdn.ac.uk ).
Adviser of studies.
Departmental Disabilities Co-ordinator (Dr Derryck Shewan).
Staff who teach on this course are based at Foresterhill, (in the IMS & Health Sciences Building) and we strongly encourage the use of email or telephone to make appointments. You may find it inconvenient to travel to Foresterhill only to find staff unavailable.
Support Available to Students
The University is keen to help you successfully complete your studies. If at any time you feel you need assistance, there is a range of support services available to help you. These include support to assist with unexpected and/or exceptional financial difficulty, support for disabled students and academic learning support through the Student Learning Service. Further details about all these services area available at http://www.abdn.ac.uk/studenthelpguide/.
We value students’ opinions in regard to enhancing the quality of teaching and its delivery; therefore in conjunction with the Students’ Association we support the operation of a Class Representative system.
The students within each course, year, or programme elect representatives by the end of the fourth week of teaching within each half-session. In this school we operate a system of course representatives. Any student registered within a course that wishes to represent a given group of students can stand for election as a class representative. You will be informed when the elections for class representative will take place.
What will it involve?
It will involve speaking to your fellow students about the course you represent. This can include any comments that they may have. You will attend a Staff-Student Liaison Committee and you should represent the views and concerns of the students within this meeting. As a representative you will also be able to contribute to the agenda. You will then feedback to the students after this meeting with any actions that are being taken.
Training
Training for class representatives will be run by the Students Association. Training will take place in the fourth or fifth week of teaching each half-session. For more information about the Class representative system visit www.ausa.org.uk or email the VP Education & Employability vped@abdn.ac.uk. Class representatives are also eligible to undertake the STAR (Students Taking Active Roles) Award, further information about the co-curricular award is available at: www.abdn.ac.uk/careers.
The University operates a system for monitoring students' progress to identify students who may be experiencing difficulties in a particular course. If the Course Co-ordinator has concerns about your attendance and/or performance, the Registry will be informed. The Registry will then write to you (by e-mail in term-time) to ask you to contact the Senate Office in the first instance. Depending on your reason for absence the Senate Office will either deal directly with your case or will refer you to your Adviser of Studies or a relevant support service. This system is operated to provide support for students who may be experiencing difficulties with their studies. Students are required to attend such meetings with their Adviser of Studies in accordance with General Regulation 8.
Set criteria are used to determine when a student should be reported in the monitoring system. You will be asked to meet your Adviser if any of the following criteria apply for this course:-
either (i) if you are absent for a continuous period of two weeks or 25% of the course (whichever is less) without good cause being reported;
or (ii) if you are absent from two small group teaching sessions e.g. (laboratory/tutorial classes) without good cause;
or (iii) if you fail to submit a piece of summative or a substantial piece of formative in-course assessment by the stated deadline
If you fail to respond within the prescribed timescale (as set out in the e-mail or letter) you will be deemed to have withdrawn from the course concerned and will accordingly be ineligible to take the end of course assessment or to enter for the resit. The Registry will write to you (by e-mail in term-time) to inform you of this decision. If you wish consideration to be given to reinstating you in the course you will be required to meet the Convener of the Students' Progress Committee.
Absence from Classes on Medical Grounds
Candidates who wish to establish that their academic performance has been adversely affected by their health are required to secure medical certificates relating to the relevant periods of ill health (see General Regulation 17.3).
The University’s policy on requiring certification for absence on medical grounds or other good cause can be accessed at:
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
You are strongly advised to make yourself fully aware of your responsibilities if you are absent due to illness or other good cause. In particular, you are asked to note that self-certification of absence for periods of absence up to and including eleven weekdays is permissible. However, where absence has prevented attendance at an examination or where it may have affected your performance in an element of assessment or where you have been unable to attend a specified teaching session, you are strongly advised to provide medical certification (see section 3 of the Policy on Certification of Absence for Medical Reasons or Other Good Cause).
Students who attend and complete the work required for a course are considered to have been awarded a ‘Class Certificate’. Being in possession of a valid Class Certificate for a course entitles a student to sit degree examinations for that course. From 2010/11 class certificates will be valid for two years and permit a total of three attempts at the required assessment within that two year period i.e. the first attempt plus up to two resits.
You will receive a University e-mail account when you register with the University Computing Centre. The University will normally use e-mail to communicate with you during term-time. These e-mails will be sent to your University e-mail account, which you can access using Eudora or SquirrelMail.
It is your responsibility to check your e-mail on a regular (at least weekly) basis and to tidy the contents of your e-mail inbox to ensure that it does not go over quota (see http://www.abdn.ac.uk/diss/email/mailquota.hti for guidance on managing your e-mail quota). It is recommended that you use your University e-mail account to read and respond to University communications. If you already have a non-University e-mail account that you use for personal correspondence, it is possible to set up automatic forwarding of messages from your University e-mail account to your personal e-mail address (see http://www.abdn.ac.uk/local/mail.forward/) but, should you do so, it is your responsibility to ensure that this is done correctly. The University takes no responsibility for delivery of e-mails to non-University accounts.
You should note that failure to check your e-mail or failure to receive e-mail due to being over quota or due to non-delivery of an e-mail forwarded to a non-University e-mail account would not be accepted as a ground for appeal (for further information on appeals procedures, please refer to http://www.abdn.ac.uk/registry/quality/appendix5x17.hti).
Requirements for the Award of an Honours Degree
All students who are admitted to an Honours programme, in or after 2004/05, will be required to achieve 480 credit points, including at least 180 at levels 3 and 4, of which at least 90 must be at level 4. This change to the requirements for the award of an Honours Degree was made by the Senate to ensure that Honours degrees are awarded in compliance with the Scottish Credit and Qualifications Framework (SCQF). This is a common national Framework for all awards in Scotland. Further information is available at www.scqf.org.uk.
Accordingly, students failing to meet this credit requirement at the first attempt will require to make up this credit shortfall before graduating. General Regulation 21, as outlined below, sets out the procedures available to enable students to make up this credit shortfall.
In the case of a candidate who has failed to complete satisfactorily an element of Honours degree assessment at the time prescribed by Regulation 9.3, then the appropriate procedure from (a) to (e) below shall apply:
a) If, but only if, the failure is on account of illness or other good causes, the candidate shall be required to submit themselves for assessment at the next available opportunity, and shall be permitted to count the result of that assessment towards Honours classification.
b) If the failure is the result of absence or non-submission of any other cause, the candidate shall be awarded zero for the assessment concerned and shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that assessment towards Honours classification.
c) For courses at level 4 and above only, if the candidate has completed the assessment but been awarded a mark on the Common Assessment Scale between 6 and 8 inclusive, they shall be awarded the same amount of unnamed specific credit, not exceeding 30 credit points in total, at level 1.
d) If the candidate has completed the assessment, but the course is at level 3, or the course is at level 4 or above and the mark awarded on the Common Assessment Scale is less than 6, the candidate shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that assessment towards Honours classification. Alternatively, for courses at level 4 and above only, such candidates may elect to attend and submit themselves for assessment in another course of equivalent credit value, which may be at any level.
e) If any options (a), (b) or (d) above would normally apply, but medical advice indicates that it would be unreasonable to require a candidate to appear for assessment on a subsequent occasion, and if the candidate’s past record provides sufficient evidence that they would have obtained Honours, the examiners may recommend the award of an Aegrotat degree, but only after obtaining the consent of the candidate. The award of an Aegrotat degree will debar candidates from counting towards Honours degree assessment any result achieved thereafter.
Notes (i) For courses at level 4 and above, the timing and format of the assessment required under any of sub-sections (a), (b) or (d) above shall be determined by the Academic Standards Committee (Undergraduate) on the recommendation of the Head of the relevant School.
(ii) The options to achieve or be awarded credit under (b), (c) and (d) above shall be available to candidates who have accumulated less than 90 credit points at level 4 or who have failed to complete satisfactorily the assessment for a course which, on the commendation of the Head of the relevant School, has been prescribed by the Academic Standards Committee (Undergraduate) as compulsory for the award of a degree with Honours. Such candidates will be able to qualify for a non-Honours degree only.
Further guidance is also available in the Guidance Note for Students who either Fail, or who Fail to Attend or Complete, and Element of Prescribed Degree Assessment which can be accessed at:
http://www.abdn.ac.uk/registry/quality/appendix7x6.pdf
Honours Degree Classification (Grade Spectrum)
All Honours Degrees are classified using the University’s Grade Spectrum which is available at http://www.abdn.ac.uk/registry/quality/appendix7x4.pdf. The Grade Spectrum, an extract of which is outlined below, is used to determine degree classification on the basis of the CAS mark awarded for each element of Honours Degree Assessment.
First: Marks at 18 or better in elements constituting half the total elements
and
Marks at 15 or better in elements constituting three quarters of the total elements
and
Normally marks at 12 or better in all elements
2i: Marks at 15 or better in elements constituting half the total elements
and
Marks at 12 or better in elements constituting three quarters of the total elements
and
Normally marks at 9 or better in all elements
2ii: Marks at 12 or better in elements constituting half the total elements
And
Marks at 9 or better in elements constituting three quarters of the total elements
Third:Marks at 9 or better in elements constituting three quarters of the total elements.
The Grade Spectrum defines the threshold standards against which the different classes of honours degree are awarded. The Examiners, however, have discretion (in the circumstances defined in Note 4 of the Grade Spectrum) to depart from this and may choose to award a higher degree than that indicated by the Grade Spectrum.
TurnitinUK
TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred.
As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University’s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/.
Room Locations
2.62.3 – School Office, 2nd floor IMS
1.143 – Polwarth Building
1.155/56 - Polwarth Building
1.032/33 – Polwarth Building
Med Sch Lib - Medical School Library Project Room
FH LT – Foresterhill Lecture Theatre
Transition into level 4 and beyond
As students progress through their degree programme, they will notice a change in the style and approach of teaching and the expectations upon them as learners. Expectations again change as students progress into Honours year, where they are expected to become more independent and self-directed in their learning. To help with this transition, a variety of activities will be planned to address any new challenges faced by students at level 4. The level 4 retention co-ordinator - Dr Steve Tucker (s.j.tucker@abdn.ac.uk; 01224 437491) will organise such events and is a point of contact for any level 4 SMS students facing any kind of difficulty. Regular activities and workshops will be designed around key issues faced by Honours students much in the same way as it was at level 3. In addition, Dr Tucker will hold regular, advertised drop-in surgeries for students to raise any issues face to face and all level 4 SMS students will have access to a MyAberdeen site that will offer information, feedback, guidance and discussion forums designed to ease students through to the completion of their degree.
Feedback Framework
Feedback on assessment:
The University recognises that the provision of timely and appropriate feedback on assessment plays a key part in students learning and teaching. The guiding principles for the provision of feedback within the University are detailed in the Institutional Framework for the Provision of Feedback on Assessment available at: www.abdn.ac.uk/registry/quality/appendix7x8.pdf
Enhancing Feedback:
The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University’s ‘Enhancing Feedback’ website at: www.abdn.ac.uk/clt/feedback
Appeals and Complaints
The University’s appeals and complaints procedures provide students with a framework through which to formalise their concerns about aspects of their academic experience or to complain when they feel that standards of non-academic service have fallen short of that which they expected.
The process has been designed to make the appeals and complaints process as accessible and simple as possible and to provide a robust, fair mechanism through which to ensure that all appeals and complaints are considered in the appropriate way at the appropriate level.
A major feature of the process is the emphasis it places on early or informal resolution. All students should note that there is an expectation that they will take responsibility for seeking resolution of their academic or non-academic concerns by raising and discussing them at the earliest possible stage with the relevant individuals in an academic School or administrative Service.
Further details of the processes for making an appeal or complaint, including where to find further help and support in the process, is given at:
www.abdn.ac.uk/registry/appeals
Transcripts at Graduation
It is anticipated that students who commenced their studies in, or after, 2009/10, will receive a more detailed transcript of their studies on graduation. The increased details will include a record of all examination results attained. For students graduating in 2012/13 transcripts will show details of all CAS marks awarded, including marks which are fails. Where a resit has been required as a result of medical circumstances or other good cause (MC/GC) this will not be shown, but all other circumstances (i.e. No Paper ‘NP’) will be included.
MyAberdeen (the University of Aberdeen’s Virtual Learning Environment)
MyAberdeen replaces WebCT as students’ virtual learning environment. This is where you will find learning materials and resources associated with the courses you are studying.
MyAberdeen also provides direct access to TurnitinUK, the online originality checking service, through which you may be asked to submit completed assignments.
You can log in to MyAberdeen by going to www.abdn.ac.uk/myaberdeen and entering your University username and password (which you use to access the University network).
Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: www.abdn.ac.uk/students/myaberdeen.php.
Information about academic writing and how to avoid plagiarism can be found at www.abdn.ac.uk/sls/plagiarism.
Aberdeen Graduate Attributes
Graduate Attributes are a wide-ranging set of qualities which students will develop during their time at Aberdeen in preparation for employment, further study and citizenship.
There are four main areas of the Graduate Attributes:
• Academic excellence
• Critical thinking and communication
• Learning and personal development
• Active citizenship
Students have many opportunities to develop and achieve these attributes. These include learning experiences on credit-bearing courses and co-curricular activities such as work placements, study abroad and volunteering. In accordance with the University’s commitment to Equality and Diversity, students can request support with any aspect of the Graduate Attributes framework.
The ACHIEVE website offers resources that enable students to assess and reflect upon their present skills and development needs. The website also contains resources to help students to improve their skills and links to a range of university services such as the Careers Service and the Student Learning Service. Students can access ACHIEVE from their MyAberdeen site in the ‘My Organisations’ section. More information about Aberdeen Graduate Attributes and ACHIEVE can be found at www.abdn.ac.uk/graduateattributes.
The Co-curriculum
The co-curriculum enhances a student’s employability and provides opportunities to develop and achieve Aberdeen Graduate Attributes. Co-curricular activities complement a student’s degree programme and include: work placements, study abroad, enterprise and entrepreneurship activities, the BP Student Tutoring Scheme, career mentoring and the STAR (Students Taking Active Roles) Award initiative. Below are examples of credit-bearing co-curricular activities. It is anticipated that these types of activity will be included on an enhanced transcript for students graduating in, or after, 2012/13
ERASMUS is an exchange programme funded by the European Commission which enables students to study or work in another European country as part of their degree programme. Eligible students will receive a grant to help with extra costs while abroad and a number of our partner institutions teach through English. For more information, visit www.abdn.ac.uk/erasmus/. The University also has opportunities for students to study in a non-European country as part of their degree through the International Exchange Programme. International partners include universities and colleges in North America, Hong Kong and Japan (www.abdn.ac.uk/undergraduate/international-exchange.php). The University aims to ensure full academic recognition for study periods abroad, therefore the credits gained from study abroad will count towards the Aberdeen degree programme for students participating in both ERASMUS and the International Exchange Programme.
Work placements can also form an integral part of a degree programme and attract academic credit. Placements are available locally, nationally and internationally, lasting from a few weeks to a full year and are generally paid. Visit the Careers Service website for further placement information and to find available work placements.
Further information about the co-curriculum is available at: www.abdn.ac.uk/careers
School of Medical Sciences - Guide to Citing and Referencing
This guide should be used to assist you when completing any work for disciplines in the School of Medical Sciences. All work should include citations at appropriate places in the text, with a complete reference list at the end of the assignment. If diagrams/ graphs/ tables are copied or adapted from other publications/ websites, the sources must also be cited in the legend for that item, and included in your reference list.
Good citing and referencing not only improves the quality of your work, but it gives credit to the authors of original work, and makes it less likely that you can be accused of plagiarism. Further guidance on writing and plagiarism may be found at http://www.abdn.ac.uk/writing/ . When you submit work for marking, you are declaring that YOU are the author, that you have not copied it or plagiarised any material from other sources, AND that all sources of information have been acknowledged in your text. Students may be penalised by the University if found guilty of plagiarism.
Students are warned to be careful if using websites as sources of information. These may be inaccurate and are often not peer-reviewed. You are strongly encouraged to use advanced textbooks, peer-reviewed papers or reviews as the sources of your information in your work. Students are also advised to avoid quoting chunks of text in their work. Just because you put quotation marks around some text does not mean that you have not plagiarised it. Try and explain ideas and concepts in your own words.
The referencing style used here is Harvard, similar to that recommended by the University Library (see their factsheet for further information on referencing). Students must use this style of citing and referencing for all work. Other styles are not acceptable. Marks may be deducted if students do not cite or reference properly (see specific marking schemes for details).
Citing references within the text
You must provide citations in the text at the appropriate places by putting the author’s surname and year of publication in round brackets immediately after the relevant text (author, date method).
Author, date method
Jones et al. (1999) has argued that….
Studies have produced conflicting results…..(Bloggs, 2000; MacDuff et al., 1993)
Smith stated (1990)…..and then later work confirmed this (2003)…..
Bloggs (2001) investigated…..
One author (Bloggs, 2000)
Two authors (Smith & Jones, 1982)
Three or more authors (Chesterfield et al., 1995)
If the same author(s) wrote two or more papers in the same year Thwaites et al. stated (1990a)…..and then provided further evidence (1990b)…..
N.B. “et al.” should be in italics, as should all other Latin words/phrases in your text (e.g. in vitro). There is also a full stop after “et al.”, since it is an abbreviation of “et alia” (“and others”).
Listing your references at the end of your work
Your list of references must place the surnames of the first authors in alphabetical order. List all authors of a piece of work unless there are a large number.
Format of references at the end of your work
Book - whole Rang, H.P., Dale, M.M., Ritter, J.M. & Flower, R.J. (2007) Pharmacology. 6th Ed. Edinburgh: Churchill Livingstone.
Book – article or chapter within Johnson, D. & Smart, J.S. (1983) Advanced techniques in measuring athletic performance. In: S. Roberts, ed., Sports Science in the Laboratory. London: Macmillan, pp. 3-28.
Journal – article within Furchgott, R.F., Zawadzki, J.V. (1980) The obligatory role of endothelial cells in the relaxation of arterial smooth muscle by acetylcholine. Nature. 288(5789), 373-6.
Website Department for Education and Employment (2000). Student loans: guidance on terms and conditions from April 2000. [online]. Available from: http://www.dfee.gov.uk/loan2000/index.html [Accessed 23rd March 2006]
