Muscle force characteristics of male and female collegiate cross-country runners during overground running     

C. Nathan Vannatta  Thomas G. Almonroeder  Thomas W. Kernozek  Stacey Meardon 《Journal of sports sciences》2020,38(5):542-551

ABSTRACT

Males and females demonstrate unique running mechanics that may contribute to sex-related differences in common running related injuries. Understanding differences in muscle forces during running may inform intervention approaches, such as gait retraining addressing muscle force distribution. The purpose of this study was to compare muscle force characteristics and inter-trial variability between males and females during running. Twenty female and 14 male collegiate cross-country runners were examined. Three-dimensional kinetic and kinematic data were collected during overground running and used to estimate muscle forces via musculoskeletal modelling. Principle components analysis was used to capture the primary sources of variance from the muscle force waveforms. The magnitude of the forces for the hamstrings, gastrocnemius, and soleus muscles were higher across the majority of stance in male runners regardless of footstrike pattern. Males also demonstrated greater inter-trial variability in the timing of the peak gluteus maximus force and the magnitude of local peaks in the gastrocnemius force waveform. Male and female collegiate cross-country runners appear to employ unique lower extremity muscle force characteristics during overground running.  相似文献   

Intercultural competence and student engagement of U.S. community college Students: a mixed method study     

Rebecca L. Riley  Stacey L. Edmonson 《Community College Journal of Research & Practice》2016,40(1):34-46

In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students’ intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities  相似文献   

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students     

Stacey L. Hamilton  Amanda Baraldi  Shelia M. Kennison 《Journal of College Counseling》2021,24(1):49-62

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.  相似文献   

The Effectiveness of a Brief Asthma Education Intervention for Child Care Providers and Primary School Teachers     

Stacey Neuharth-Pritchett  Yvette Q. Getch 《Early Childhood Education Journal》2016,44(6):555-561

  相似文献   

The abuse-related beliefs questionnaire for survivors of childhood sexual abuse     

Ginzburg K  Arnow B  Hart S  Gardner W  Koopman C  Classen CC  Giese-Davis J  Spiegel D 《Child abuse & neglect》2006,30(8):929-943

OBJECTIVE: To evaluate the psychometric properties of a new measure, the Abuse-Related Beliefs Questionnaire (ARBQ), designed to assess abuse-related beliefs among adult survivors of childhood sexual abuse (CSA). Study 1 examined the structure of the scale, and Study 2 evaluated its reliability and validity. METHOD: One hundred and seventy female CSA survivors recruited into a group psychotherapy intervention study were administered the ARBQ in Study 1. A subsample of 45 women completed the ARBQ again 12 months later. In Study 2, 70 women from a health maintenance organization who identified themselves as survivors of CSA completed the ARBQ along with the Trauma Symptom Checklist-40 (TSC-40) and the Symptom Checklist 90R (SCL-90-R). RESULTS: Three reliable ARBQ subscales emerged in Study 1: Guilt, Shame, and Resilience. Twelve-month test-retest reliability was high (r=.60-.64). The internal consistency of the subscales was further supported in Study 2, and validity was demonstrated by moderate to high correlations with the distress measures. CONCLUSIONS: The results indicate that the ARBQ has good psychometric characteristics, supporting the feasibility of its use in measuring abuse-related beliefs in research on survivors of CSA. A next step for validation of the ARBQ would be to evaluate its sensitivity in measuring changes in studies of interventions for treating CSA survivors.  相似文献   

Teaching for blended learning––Research perspectives from on-campus and distance students     

Elizabeth Stacey  Philippa Gerbic 《Education and Information Technologies》2007,12(3):165-174

The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education. In both modes, students acknowledged the power and effectiveness of blended learning.  相似文献   

Comparing deaf and hearing college students' mental arithmetic calculations under two interference conditions     

Davis SM  Kelly RR 《American annals of the deaf》2003,148(3):213-221

Deaf and hearing college students' mean reaction times (RTs) were compared on a mental calculation task in which they had to verify the accuracy of solutions to addition and multiplication problems. The deaf students were divided into higher and lower readers. Higher deaf readers and hearing students had similar RTs and accuracy on addition problems; their RTs were greater in the voicing interference mode than in the manual tapping interference mode. The lower deaf readers showed no RT differences between the two interference modes and had consistently lower RT performance and score accuracy across the verification tasks. On the verification task for multiplication problems, all participants showed a greater RT effect for manual tapping. The lower deaf readers were significantly less accurate on multiplication problems.  相似文献   

Comparing student perceptions of instruction in teacher education and noneducation courses     

Michael D. Andrew  Stacey A. Gauthier  James R. Jelmberg 《Journal of Personnel Evaluation in Education》1993,6(4):359-366

  相似文献   

Supporting Transgender College Students: Implications for Clinical Intervention and Campus Prevention     

Martin A. Swanbrow Becker  Stacey F. Nemeth Roberts  Sam M. Ritts  William Tyler Branagan  Alia R. Warner  Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176

This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored.  相似文献   

Designs of duty: Using exhibits to build partnerships     

Beth Hildebrandt  Stacey Knight-Davis  Andrew Cougill 《College & Undergraduate Libraries》2019,26(1):52-65

Exhibits in academic libraries are drivers for outreach. Many exhibit programs center on national traveling exhibits often because they are well done and already completed. The only input necessary from a host institution is space and a small amount of time to put up the exhibit. Locally made exhibits create a stronger connection to the community, but they are more expensive in terms of time for research and creating the exhibit, and money for printing. The adage “many hands make light work” accurately describes the local exhibit creation process when multiple groups come together. Partnerships between libraries to share exhibit content broaden the Pool of exhibit possibilities and raise awareness of exhibit programs for all partners. In this case, an exhibit at the University of Illinois at Urbana-Champaign that focused on veterans and their service-related tattoos was picked up and built upon by Eastern Illinois University. This case study covers multiple libraries, both academic and public, sharing an exhibit about veterans and their tattoos, providing outreach opportunities to veteran and service member populations at all participating libraries  相似文献