Explore the vast range of titles available.

The Library is of value as a physical and social space, as a place that can facilitate learning; independently and in distinct ways to its role as repository of, and point of access to, information. The problems that defenders of this “learning place” aspect of the Library face are bound up with a very powerful, and indeed prevalent, metaphor. This metaphor is of teaching and learning as the transfer of information from one place or head, to another place or head. Therefore, Graham Ferris and Angela Donaldson put forward a far more realistic account of learning, and combine it with an example of learning being enacted in practice. We need to articulate the value of the Library as a place of learning because it is under threat from pressures on resources that are being deployed on a “common sense” but fallacious assumption that Libraries are about the storage and manipulation of information only.

Background We implemented a blood flow restriction resistance training (BFR-RT) intervention during an 8-week rehabilitation programme in anterior cruciate ligament reconstruction (ACLR) patients within a National Health Service setting. Objective To compare the effectiveness of BFR-RT and standard-care traditional heavy-load resistance training (HL-RT) at improving skeletal muscle hypertrophy and strength, physical function, pain and effusion in ACLR patients following surgery. Methods 28 patients scheduled for unilateral ACLR surgery with hamstring autograft were recruited for this parallel-group, two-arm, single-assessor blinded, randomised clinical trial following appropriate power analysis. Following surgery, a criteria-driven approach to rehabilitation was utilised and participants were block randomised to either HL-RT at 70% repetition maximum (1RM) ( n  = 14) or BFR-RT ( n  = 14) at 30% 1RM. Participants completed 8 weeks of biweekly unilateral leg press training on both limbs, totalling 16 sessions, alongside standard hospital rehabilitation. Resistance exercise protocols were designed consistent with standard recommended protocols for each type of exercise. Scaled maximal isotonic strength (10RM), muscle morphology of the vastus lateralis of the injured limb, self-reported function, Y-balance test performance and knee joint pain, effusion and range of motion (ROM) were assessed at pre-surgery, post-surgery, mid-training and post-training. Knee joint laxity and scaled maximal isokinetic knee extension and flexion strength at 60°/s, 150°/s and 300°/s were measured at pre-surgery and post-training. Results Four participants were lost, with 24 participants completing the study (12 per group). There were no adverse events or differences between groups for any baseline anthropometric variable or pre- to post-surgery change in any outcome measure. Scaled 10RM strength significantly increased in the injured limb (104 ± 30% and 106 ± 43%) and non-injured limb (33 ± 13% and 39 ± 17%) with BFR-RT and HL-RT, respectively, with no group differences. Significant increases in knee extension and flexion peak torque were observed at all speeds in the non-injured limb with no group differences. Significantly greater attenuation of knee extensor peak torque loss at 150°/s and 300°/s and knee flexor torque loss at all speeds was observed with BFR-RT. No group differences in knee extensor peak torque loss were found at 60°/s. Significant and comparable increases in muscle thickness (5.8 ± 0.2% and 6.7 ± 0.3%) and pennation angle (4.1 ± 0.3% and 3.4 ± 0.1%) were observed with BFR-RT and HL-RT, respectively, with no group differences. No significant changes in fascicle length were observed. Significantly greater and clinically important increases in several measures of self-reported function (50–218 ± 48% vs. 35–152 ± 56%), Y-balance performance (18–59 ± 22% vs. 18–33 ± 19%), ROM (78 ± 22% vs. 48 ± 13%) and reductions in knee joint pain (67 ± 15% vs. 39 ± 12%) and effusion (6 ± 2% vs. 2 ± 2%) were observed with BFR-RT compared to HL-RT, respectively. Conclusion BFR-RT can improve skeletal muscle hypertrophy and strength to a similar extent to HL-RT with a greater reduction in knee joint pain and effusion, leading to greater overall improvements in physical function. Therefore, BFR-RT may be more appropriate for early rehabilitation in ACLR patient populations within the National Health Service.

Examine the comfort and pain experienced with blow flow restriction resistance training (BFR-RT) compared to standard care heavy load resistance training (HL-RT) during anterior cruciate ligament reconstruction (ACLR) patient rehabilitation. Randomised controlled trial. United Kingdom National Health Service. Twenty eight patients undergoing unilateral ACLR surgery with hamstring autograft were recruited. Following surgery participants were block randomised to either HL-RT at 70% repetition maximum (1RM) (n = 14) or BFR-RT (n = 14) at 30% 1RM and completed 8 weeks of twice weekly unilateral leg press training on both limbs. Perceived knee pain, muscle pain and rating of perceived exertion (RPE) were assessed using Borg’s (1998) RPE and pain scales during training. Knee pain was also assessed 24 h post-training. There were no adverse events. Knee pain was lower with BFR-RT during (p < 0.05) and at 24 h post-training (p < 0.05) with BFR-RT for all sessions. Muscle pain was higher (p < 0.05) with BFR-RT compared to HL-RT during all sessions. RPE remained unchanged (p > 0.05) for both BFR-RT and HL-RT. ACLR patients experienced less knee joint pain and reported similar ratings of perceived exertion during and following leg press exercise with BFR-RT compared to traditional HL-RT. BFR-RT may be more advantageous during the early phases of post-surgery ACLR rehabilitation. •ACLR patients experienced less knee joint pain during and following leg press exercise with BFR-RT.•Similar ratings of perceived exertion were reported with BFR-RT and HL-RT.•The greater rating of muscle pain with BFR-RT did not limit adherence to training.•There were no adverse events throughout the training intervention period.

Legal scholarship is naturally inclined towards explanations and justifications of contemporary law. In the case of restrictive covenants and building schemes this has led to a distorted perception of the historical record, as revealed in recorded case reports dating from the nineteenth century. It is argued that the restrictive covenant had its historical genesis not in a response to industrialisation and mass urbanisation, but in the developments of resort towns in the eighteenth and early nineteenth centuries, as a response to the needs of land developers. Furthermore, it is argued that a better historical understanding of these origins illuminates contemporary problems concerned with the adaptability of law and the potential roles of law in development.

This introductory chapter identifies the research question that this thesis investigates as: what is entailed by a student-centred approach to legal education? The question is explicated and an account of its genesis is given. Problems of method and methodology are discussed and my own approach, which involves a type of triangulation combined with methods derived from academic law, is explained at the beginning of the discussion of the first publication. Each of the prior publications that contribute to this thesis is described in a thematic summary, and its role in the investigating of the question is explored. The reception and significance of each publication is discussed, although this is done only once for my monograph from which three chapters are incorporated into this thesis as three separate publications. A section on each publication except the first publication discusses its connections with the earlier publications that comprise this thesis. A final section reflects on the publication’s relationship with the research question, and except for the fifth publication, its connections to later publications that comprise this thesis. This chapter ends with a concluding section that demonstrates how my earlier publications and this chapter cohere to form a single thesis and demonstrating rigour and making a novel contribution to human knowledge. It does this by both collecting in one place relevant features of the publications already identified in this chapter and by identifying new features of the publications including this chapter that can only be identified through a review of the whole thesis. The thesis concludes that a student-centred approach to legal education should be adopted.

Building on existing research into the affective domain in legal education, volition and self-determination theory (SDT), we explain how to categorise student motivation types and design a curriculum which meets and supports, or at least does not undermine or damage, students' intrinsic or extrinsic motivations. This categorisation process allows the curriculum designer to obtain a fresh insight into student engagement, particularly by appreciating how to enhance the active forms of extrinsic student motivation, which leads students to internalize their goals, take over the responsibility for their learning and develop a strong sense of value for their choices. That insight, coupled with an appreciation of SDT's identification of the three human motivational needs (autonomy, competence and relatedness), allows the curriculum designer consciously to address learning, teaching and assessment at a macro- and micro-design level. As one method of approaching curriculum design, we show how to change the learning culture; the environment enables a stronger understanding of students’ behaviours, volition and motivation, creating new ways for the students to internalise their extrinsic motivation (own their learning), leading to fully self-determined actions.