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Tamika Heiden Angus Burnett 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):35-49
The aim of this study was to determine the effect of prior cycling on EMG activity of selected lower leg muscles during running. Ten elite level triathletes underwent two testing sessions at race pace: a 40 km cycle followed by a 2 km run (CR) and a 10 km run followed by a 2 km run (RR). EMG data from selected lower limb muscles were collected at three sections of each run (0 km, 1 km and 2 km) for six strides using a portable data logger. Significant differences (p < 0.05) between condition were found for the level of activation (Lact) for biceps femoris (BF) during stance and vastus lateralis (VL) during flight and stance. Vastus medialis (VM) changed in Lact, during flight, between sections in the 2 km run. Furthermore, significant differences (p < 0.05) between condition were found for BF during stance and for rectus femoris (RF) and VM during flight. There was a significant difference (p < 0.05) in the duration of VL activation (Dact) across sections of the 2 km run. Findings from this investigation highlight changes in muscle function when changing from cycling to running and indicate a need to train specifically for the cycle to run transition. Such training may improve performance and reduce the risk of injury. 相似文献
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Tamika P. La Salle Cixin Wang Chaorong Wu Jesslynn Rocha Neves 《Journal of educational and psychological consultation》2020,30(3):314-343
ABSTRACTThe student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed. 相似文献
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Verónica López Javier Torres‐Vallejos Boris Villalobos‐Parada Tamika D. Gilreath Paula Ascorra Marian Bilbao Macarena Morales Claudia Carrasco 《Psychology in the schools》2017,54(9):991-1003
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships. 相似文献
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ABSTRACTDepression is a major problem among African American older women; however, they also tend to be understudied as members of a multiple minority and oppressed group. As matriarchs and grandmothers in their families and communities, depression often emerges and becomes a detrimental problem for these older African American women. This study, a secondary data analysis, utilized the Health and Retirement Study (HRS) 2010 database to examine depression among older African American women. This article discusses the joint impact of age, social support, religion, caregiving, and physical health on depression among older community dwelling African American women. Findings indicate that age, physical health, and marital status as an aspect of social support were significant predictors of whether or not an older African American woman had ever had depression and whether or not she felt depressed in the past year. Receiving help from relatives as an aspect of social support also remained significant for participants who were feeling depressed in the past year. Implications for research, theory, and policy are offered. 相似文献
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Andrew T. Roach E. Namisi Chilungu Tamika P. LaSalle Devadrita Talapatra Matthew J. Vignieri Alexander Kurz 《Peabody Journal of Education》2013,88(4):511-528
Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. This article provides a historical and policy context for efforts to ensure curricular access. In addition, this article reviews research on potential indicators of (or ways of measuring) access to the general curriculum and opportunity to learn. Finally, best practices for facilitating and evaluating access to the general curriculum are discussed. 相似文献
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Students living in foster care are at risk for experiencing many challenges in school, spanning domains of social–emotional, behavioral, and academic functioning. They are twice as likely to be absent from school and to have received and out‐of‐school suspension and up to three and a half times more likely to receive special education services. Therefore, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for school success. When working with students in foster care, school psychologists should be equipped to support the success of these students by determining what the needs of students in foster care are, and how to meet identified needs. The current paper will discuss the education‐related vulnerabilities and presenting problems for children in foster care and outline social–emotional, behavioral, and academic supports that school psychologists can offer. 相似文献
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Higher Education - As the development of technical aids for telework has progressed, work has become more flexible in time and space. Among academics, the opportunity to telework has been embraced... 相似文献
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Heiden T Burnett A 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(1):35-49
The aim of this study was to determine the effect of prior cycling on EMG activity of selected lower leg muscles during running. Ten elite level triathletes underwent two testing sessions at race pace: a 40 km cycle followed by a 2 km run (CR) and a 10 km run followed by a 2 km run (RR). EMG data from selected lower limb muscles were collected at three sections of each run (0 km, 1 km and 2 km) for six strides using a portable data logger. Significant differences (p < 0.05) between condition were found for the level of activation (Lact) for biceps femoris (BF) during stance and vastus lateralis (VL) during flight and stance. Vastus medialis (VM) changed in Lact, during flight, between sections in the 2 km run. Furthermore, significant differences (p < 0.05) between condition were found for BF during stance and for rectus femoris (RF) and VM during flight. There was a significant difference (p < 0.05) in the duration of VL activation (Dact) across sections of the 2 km run. Findings from this investigation highlight changes in muscle function when changing from cycling to running and indicate a need to train specifically for the cycle to run transition. Such training may improve performance and reduce the risk of injury. 相似文献
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