Vertical stiffness and muscle strain in professional Australian football     

Benjamin G. Serpell  Jennie M. Scarvell  Nick B. Ball  Paul N. Smith 《Journal of sports sciences》2014,32(20):1924-1930

Abstract

The purpose of this study was to establish if vertical stiffness was greater in professional Australian rules footballers who sustained a lower limb skeletal muscle strain compared to those who did not, and to establish if a relationship between age, or training history, and vertical stiffness existed. Thirty-one participants underwent weekly rebound jump testing on a force platform over two seasons. Vertical stiffness was calculated for injured players and the uninjured cohort 1 and 3 weeks prior to sustaining an injury and at the end of preseason. Eighteen athletes were in the “uninjured” cohort and 13 in the “injured” cohort. No significant difference in vertical stiffness was observed between groups (P = 0.18 for absolute stiffness; P = 0.08 for stiffness relative to body mass), within groups (P = 0.83 and P = 0.88, respectively) or for a time*cohort interaction (P = 0.77 and P = 0.80, respectively). No relationship between age and vertical stiffness existed (r = ?0.06 for absolute and relative stiffness), or training history and vertical stiffness (r = ?0.01 and 0.00 for absolute and relative stiffness, respectively) existed. These results and others lend to suggest that vertical stiffness is not related to lower limb muscle strain injury.  相似文献   

What do the kids think of the books in our schools?     

Peter Brinton  Jennie Ingham 《Literacy》1984,18(2):107-114

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Rejoinder: Ericson, Lakatos, and Research Programs     

Jennie Nicolayev  D. C. Phillips 《Educational theory》1979,29(4):349-350

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Exploring identities to deepen understanding of urban high school students' sexual health decision‐making     

Jennie S. Brotman  Felicia Moore Mensah  Nancy Lesko 《科学教学研究杂志》2010,47(6):742-762

Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010  相似文献   

Thinking styles: teaching and learning styles in graduate education students     

Tricia A. Clarke  Jennifer J. Lesh  Jennie S. Trocchio  Clara Wolman 《教育心理学》2010,30(7):837-848

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.  相似文献   

Neurodevelopmental Correlates of Theory of Mind in Preschool Children   总被引：1，自引：1，他引：0  

Mark A. Sabbagh  Lindsay C. Bowman  Lyndsay E. Evraire  Jennie M. B. Ito 《Child development》2009,80(4):1147-1162

Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development.  相似文献   

Sexual abuse of children--unique in its effects on development?     

Noll JG 《Child abuse & neglect》2008,32(6):603-605

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Predicting Employee Turnover from Friendship Networks   总被引：1，自引：0，他引：1  

Thomas Hugh Feeley - Thomas Feeley is a faculty member in Communication  Family Medicine at the University at Buffalo  of the State University of New York  Jennie Hwang - Jennie Hwang is a doctoral candidate in Communication at UB  George A. Barnett - George Barnett is Professor of Communication at UB 《Journal of Applied Communication Research》2008,36(1):56-73

Employees (n=40) at a fast-food restaurant were surveyed about characteristics of their position and their level of satisfaction. Employees were then asked to report with whom they regularly communicated inside and outside the workplace and to indicate how close they were to employees with whom they were linked. Employee turnover was measured after three months had elapsed. A goal of the research was to replicate a model of employee turnover that predicts employees more central in their social network to be less likely to leave, and to test a social support explanation of the centrality model. The results indicated that employees who reported a greater number of out-degree links with friends were less likely to leave. The number of in-degree links with friends did not significantly predict turnover, and neither did network links with peers. Friendship prestige, measured by the number of in-degree links, was strongly correlated with relational closeness and amount of time spent with employees outside the workplace.  相似文献   

I. Introduction, Theoretical Background, and Prior Research     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):1-26

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Outcomes Assessment at Small Colleges: Achieving Two Goals with One Assessment          下载免费PDF全文

Jennie Brown  Heather Corday Allard  Dr Goode  Rachel Rossetti 《Assessment Update》2015,27(4):5-6

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