Force– and power–time curve comparison during jumping between strength-matched male and female basketball players     

Paige E. Rice  Courtney L. Goodman  Christopher R. Capps  N. Travis Triplett  Travis M. Erickson  Jeffrey M. McBride 《European Journal of Sport Science》2017,17(3):286-293

The purpose of this study was to compare force– and power–time curve variables during jumping between Division I strength-matched male and female basketball athletes. Males (n?=?8) and females (n?=?8) were strength matched by testing a one-repetition maximum (1RM) back squat. 1RM back squat values were normalised to body mass in order to demonstrate that strength differences were a function of body mass alone. Subjects performed three countermovement jumps (CMJ) at maximal effort. Absolute and relative force– and power–time curve variables from the CMJs were analysed between males and females. Average force– and power–time curves were generated for all subjects. Jump height was significantly greater (p?≤?.05) in males than females. Absolute force was higher in males during the concentric phase, but not significantly different (p?≥?.05) when normalised to body mass. Significance was found in absolute concentric impulse between sexes, but not when analysed relative to body mass. Rate of force development, rate of power development, relative peak force, and work were not significantly different between sexes. Males had significantly greater impulse during the eccentric phase as well as peak power (PP) during the concentric phase of the CMJ than did females in both absolute and relative terms. It is concluded that sex differences are not a determining factor in measured force during a CMJ when normalised to body mass between strength-matched subjects. However, eccentric phase impulse and concentric phase PP appear to be influenced by sex differences independent of matching strength levels.  相似文献   

Rights acquisition in the electronic era     

Richard McCracken 《Learned Publishing》1997,10(1):9-13

Considers how the licensing-in of rights in the electronic era may evolve and develop as a working tool  相似文献   

Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium     

Courtney Collins  Ilse Corkery  Sean McKeown  Lynda McSweeney  Kevin Flannery  Declan Kennedy 《Environmental Education Research》2020,26(7):1008-1026

Abstract

There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior.  相似文献   

Reciprocal Influences among Adrenocortical Activation, Psychosocial Processes, and the Behavioral Adjustment of Clinic-Referred Children   总被引：1，自引：0，他引：1  

Douglas A. Granger  John R. Weisz  James T. McCracken  Sandra C. Ikeda  Pamela Douglas 《Child development》1996,67(6):3250-3262

The reciprocal effects among cognitive-behavioral, environmental, and biological influences on clinic-referred children's ( N = 64; 34 boys; M age 12.71 years) short-term psychological and psychiatric adjustment were studied. At clinic intake and 6 months later, standardized measures of adjustment and control-related beliefs were assessed. Before and after conflict-oriented parent-child interaction tasks the children's saliva was sampled. Adrenocortical responses (i.e., increases in salivary cortisol) to the social conflict task predicted children's internalizing problem behaviors and anxiety disorders at follow-up. Consistently high adrenocortical reactivity at intake and follow-up was associated with deflated social competence over the 6-month period. Also, specific patterns of discontinuity in children's internalizing behavior problems predicted individual differences in their subsequent adrenocortical responsiveness. Specifically, rising behavior problem levels across time predicted higher and declining behavior problem levels predicted lower adrenocortical reactivity at follow-up. Findings are among the first to suggest links among internalizing behavior problems, adrenocortical responsiveness to social challenge, and clinic-referred children's short-term cognitive-behavioral and emotional adjustment.  相似文献   

Following My Head and My Heart: Integrating Preschoolers' Empathy,Theory of Mind,and Moral Judgments          下载免费PDF全文

Courtney L. Ball  Judith G. Smetana  Melissa L. Sturge‐Apple 《Child development》2017,88(2):597-611

Associations among hypothetical, prototypic moral, and conventional judgments; theory of mind (ToM); empathy; and personal distress were examined in 108 socioeconomically diverse preschoolers (M_age = 42.94 months, SD = 1.42). Repeated measures analysis of covariance with empathy, false beliefs, and their interaction as covariates indicated that empathy was significantly associated with judgments of greater moral but not conventional transgression severity, particularly for psychological harm, and with deserved punishment for unfairness. False beliefs were associated with (combined) moral criterion judgments of rule and authority independence and inalterability. Empathy also was positively associated with criterion judgments but only for children low in ToM. Personal distress was unrelated to judgments. Results demonstrate the importance of both affective and cognitive processes in preschoolers' moral judgments.  相似文献   

Third graders respond to literature for and about Afro-Americans     

Mary Oldham Grice  Courtney Vaughn 《The Urban Review》1992,24(2):149-164

Although scholars have written about the intentions and evaluated the quality of some of the most notable culturally conscious literature written primarily for and about Afro-American children, few researchers have analyzed youngsters' responses to these books. We conducted an interview-based study with a class of 13 black and white (Anglo) third graders to determine their ability to comprehend, find realistic, identify with, and generally enjoy 24 largely culturally conscious works. With slight variations regarding race and gender, developmental age and prior experiences provided the context for heir appreciation of the materials. With the teacher's assistance in a group discussion the participants overcame some of their earlier problems with stories, but the paucity of their knowledge and understanding of African and Afro-American studies robbed them of the ability to embrace certain books. We concluded that the childrens' school policy makers must take steps to overcome this major shortooming.  相似文献   

A new context for understanding civic responsibility: Relating Culture to Action at a Research University     

Courtney H. Thornton  Audrey J. Jaeger 《Research in higher education》2007,48(8):993-1020

Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s (1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university (a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies and student development research.  相似文献   

Adapting Higher Education through Changes in Academic Work     

Kathy Courtney 《Higher Education Quarterly》2013,67(1):40-55

Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de‐skilling nature, alongside the emergence of new, as well as changing, roles that typically function across traditional boundaries and frequently involve elements of up‐skilling. The paper points to the value of the latter group of adaptations, characterising them as ‘direct‐response’ changes to new environmental conditions. In contrast, de‐skilling adaptations, classed as ‘indirect‐response’ changes, are viewed as impacting negatively on key aspects of higher education. Inter‐professional teaching practices are advocated as an alternative to the casualisation strategy, based on the belief that it would empower large numbers of existing groups of higher education workers to make a fuller and richer contribution to student learning and help prepare them for an uncertain future.  相似文献   

The efficacy of talent selection criteria in the Australian Football League     

Courtney Sullivan  Thomas Kempton  Patrick Ward  Aaron J. Coutts 《Journal of sports sciences》2020,38(7):773-779

ABSTRACT

This study investigated the association between talent selection criteria, draft order and match performance in professional Australian Football players. Physical performance results from the Australian Football League (AFL) National Draft combine and non-performance based talent selection criteria were collated for all players drafted in the National Draft with selections 1–80 between 2003 and 2008 (n = 318). Match performance was assessed via the AFL Player Ranking metric that was provided by a commercial statistical provider (Champion Data Pty Ltd). A combination of stepwise multiple regression and linear mixed model analyses examined the influence of National Draft combine physical performance assessments and non-performance based talent selection criteria on draft order and future match performance. Earlier draft selection was associated with Under-18 all Australian team selection, height, Under-18 National Championship participation and indigenous status. The 20 m sprint and state of origin were associated with later draft selection. Under-18 all Australian team selection increased both Player Ranking/game and total Player Ranking. Under-18 all Australian team selection displays efficacy for selecting players with the potential for success.  相似文献   

Applying IRSS Theory: The Clark Atlanta University Exemplar     

Fay Cobb Payton  Tiki L. Suarez‐Brown  Courtney Smith Lamar 《Decision Sciences Journal of Innovative Education》2012,10(4):495-513

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.  相似文献