Parenthood,Professorship, and Librarianship: Are They Mutually Exclusive?     

Stephanie J. Graves  Jian Anna Xiong  Ji-Hye Park 《The Journal of Academic Librarianship》2008,34(3):202-210

A survey of tenure-track and tenured librarians at ARL libraries provides data on the relationship between parenthood and professorship. Results analyze the impact of the promotion and tenure process on child-bearing and child-rearing decisions. Discrepancies are found based on gender, tenure status, and family status.  相似文献   

Attention and motor performance: preferences for and advantages of an external focus.     

G Wulf  C Shea  J H Park 《Research quarterly for exercise and sport》2001,72(4):335-344

This study examined individuad differences in the preference for and effectiveness of the type of attentional focus for motor learning. In two experiments, participants practicing a balance task (stabilometer) were asked to find out whether focusing on their feet (internal focus) or on two markets in front of their feet (external focus) was more effective. In Experiment 1, participants switched their attentional focus from trial to trial on Day 1 and used their preferred attentional focus on Day 2. In Experiment 2, participants were free to switch their attentional focus any time during 2 days of practice. Retention tests were performed on Day 3. Most participants chose an external focus. Also, they were more effective in retention than participants who preferred an internal focus.  相似文献   

Impact of a Submaximal Warm-Up on Endurance Performance in Highly Trained and Competitive Male Runners     

Michael C. Zourdos  Caleb D. Bazyler  Edward Jo  Andy V. Khamoui  Bong-Sup Park  Sang-Rok Lee 《Research quarterly for exercise and sport》2017,88(1):114-119

Purpose: The purpose of this investigation was to examine the effects of a submaximal running warm-up on running performance in male endurance athletes (n = 16, M_age = 21 ± 2 years, M_VO2max = 69.3 ± 5.1 mL/kg/min). Method: Endurance performance was determined by a 30-min distance trial after control and submaximal running warm-up conditions in a randomized crossover fashion. The warm-up began with 5 min of quiet sitting, followed by 6 min of submaximal running split into 2-min intervals at speeds corresponding to 45%, 55%, and 65% maximal oxygen consumption (VO₂max). A 2-min walk at 3.2 km/hr concluded the 13-min warm-up protocol. For the control condition, participants sat quietly for 13 min. VO₂ and heart rate (HR) were determined at Minutes 0, 5, and 13 of the pre-exercise protocol in each condition. Results: At the end of 13 min prior to the distance trial, mean VO₂ (warm-up = 14.1 ± 2.2 mL/kg/min vs. control = 5.5 ± 1.7 mL/kg/min) and mean HR (warm-up = 105 ± 11 bpm vs. control = 67 ± 11 bpm) were statistically greater (p < .001) in the warm-up condition compared with the control condition. The distance run did not statistically differ (p = .37) between the warm-up (7.8 ± 0.5 km) and control (7.7 ± 0.6 km) conditions; however, effect size calculation revealed a small effect (d = 0.2) in favor of the warm-up condition. Thus, the warm-up employed may have important and practical implications to determine placing among high-level athletes in close races. Conclusions: These findings suggest a submaximal running warm-up may have a small but critical effect on a 30-min distance trial in competitive endurance athletes. Further, the warm-up elicited increases in physiological variables VO₂ and HR prior to performance; thus, a submaximal specific warm-up should warrant consideration.  相似文献   

A Meta‐Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties     

Minyi Shih Dennis  Emily Sharp  Jacquelyn Chovanes  Amanda Thomas  Raquel M. Burns  Beth Custer  Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168

This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD.  相似文献   

Effects of forefoot bending stiffness of badminton shoes on agility,comfort perception and lower leg kinematics during typical badminton movements     

Sang-Kyoon Park  Wing-Kai Lam  Sukhoon Yoon  Ki-Kwang Lee 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(3):374-386

This study investigated whether an increase in the forefoot bending stiffness of a badminton shoe would positively affect agility, comfort and biomechanical variables during badminton-specific movements. Three shoe conditions with identical shoe upper and sole designs with different bending stiffness (Flexible, Regular and Stiff) were used. Elite male badminton players completed an agility test on a standard badminton court involving consecutive lunges in six directions, a comfort test performed by a pair of participants conducting a game-like practice trial and a biomechanics test involving a random assignment of consecutive right forward lunges. No significant differences were found in agility time and biomechanical variables among the three shoes. The players wearing the shoe with a flexible forefoot outsole demonstrated a decreased perception of comfort in the forefoot cushion compared to regular and stiffer conditions during the comfort test (p < 0.05). The results suggested that the modification of forefoot bending stiffness would influence individual perception of comfort but would not influence performance and lower extremity kinematics during the tested badminton-specific tasks. It was concluded that an optimisation of forefoot structure and materials in badminton shoes should consider the individual’s perception to maximise footwear comfort in performance.  相似文献   

Response to: Caution needed when interpreting muscle activity patterns during extremely low pedaling cadence     

Sangsoo Park  Graham E. Caldwell 《运动与健康科学(英文)》2021,10(1):109

BackgroundOne-legged pedaling is of interest to elite cyclists and clinicians. However, muscular usage in 1-legged vs. 2-legged pedaling is not fully understood. Thus, the study was aimed to examine changes in leg muscle activation patterns between 2-legged and 1-legged pedaling.MethodsFifteen healthy young recreational cyclists performed both 1-legged and 2-legged pedaling trials at about 30 Watt per leg. Surface electromyography electrodes were placed on 10 major muscles of the left leg. Linear envelope electromyography data were integrated to quantify muscle activities for each crank cycle quadrant to evaluate muscle activation changes.ResultsOverall, the prescribed constant power requirements led to reduced downstroke crank torque and extension-related muscle activities (vastus lateralis, vastus medialis, and soleus) in 1-legged pedaling. Flexion-related muscle activities (biceps femoris long head, semitendinosus, lateral gastrocnemius, medial gastrocnemius, tensor fasciae latae, and tibialis anterior) in the upstroke phase increased to compensate for the absence of contralateral leg crank torque. During the upstroke, simultaneous increases were seen in the hamstrings and uni-articular knee extensors, and in the ankle plantarflexors and dorsiflexors. At the top of the crank cycle, greater hip flexor activity stabilized the pelvis.ConclusionThe observed changes in muscle activities are due to a variety of changes in mechanical aspects of the pedaling motion when pedaling with only 1 leg, including altered crank torque patterns without the contralateral leg, reduced pelvis stability, and increased knee and ankle stiffness during the upstroke.  相似文献   

Pathways to Expressive and Collective Participation: Usage Patterns,Political Efficacy,and Political Participation in Social Networking Sites     

Chang Sup Park 《广播与电子媒介杂志》2015,59(4):698-716

This study assesses differences in use of social networking sites (SNSs) and relates them to different patterns of political participation, media use motivations, and political efficacy. Based on a Web survey of 1,230 South Korean voters, it finds that informational uses of SNSs are positively associated with expressive participation both online and offline, but not with collective participation. The use of SNSs for social interaction purposes was associated only with online expressive participation. Recreational uses had a negative or insignificant relationship with expressive and collective participation. Political efficacy moderated the impact of social interaction uses of SNSs on expressive participation both online and offline. The findings suggest that the political impact of SNSs is mostly limited to expressive participation and dependent upon users' motivations.  相似文献   

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities     

Yujeong Park  Min Kyung Kim 《Asia Pacific Education Review》2015,16(4):637-651

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Assessing the condition of archaeological cast iron objects using non-destructive methods     

Hyeyoun Lee  Hyungho Park  Juhye Cho  Jaeeun Yu 《文物保护研究》2014,59(5):S85-S87

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Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing     

Heidi Wiebke  Meredith Park Rogers 《Studying Teacher Education》2014,10(3):222-238

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator.  相似文献