Glenohumeral joint rotation range of motion in competitive swimmers     

Riemann BL  Witt J  Davies GJ 《Journal of sports sciences》2011,29(11):1191-1199

Much research has examined shoulder range of motion adaptations in overhead-unilateral athletes. Based on the void examining overhead-bilateral athletes, especially competitive swimmers, we examined shoulder external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion of competitive swimmers. The range of motion of registered competitive swimmers (n = 144, age = 12-61 years) was compared by limb (dominant, non-dominant), sex, and age group (youth, high school, college, masters). Significantly (P < 0.05) greater dominant external rotation was observed for both men and women high school and college swimmers, youth women swimmers, and men masters swimmers compared with the non-dominant limb. The isolated internal rotation (glenohumeral rotation), composite internal rotation (glenohumeral rotation plus scapulothoracic protraction), and total arc of motion (external rotation plus composite internal rotation) of the non-dominant limb was significantly greater than that of the dominant limb by sex and age group. Youth and high school swimmers demonstrated significantly greater composite internal rotation than college and masters swimmers. Youth swimmers displayed significantly greater total arc of motion than all other age groups. These data will aid in the interpretation of shoulder range of motion values in competitive swimmers during preseason screenings, injury evaluations and post-rehabilitation programmes, with the results suggesting that differences exist in bilateral external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion.  相似文献   

Editorial     

Julia Davies  Cathy Burnett 《Literacy》2014,48(2):57-58

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A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

Libraries,Mobile Devices,and the Visible College     

Bryan Alexander  Paula Sullenger 《期刊图书馆员》2014,66(1-4):31-43

Bryan Alexander described the digital environment that we live in, giving an extensive overview of the current state of interactive devices, particularly mobile devices, which are moving us beyond the personal computer. He covered recent major developments that have transformed the world in surprising ways in a rather short period of time. The world of apps is further expanding what these devices can do, also bringing with them more challenges to individual privacy. Gaming and augmented reality are becoming deeply embedded in much of what we do. Alexander laid out four possible futures that these contemporary developments could lead to.  相似文献   

Instructor Reputation and Student Ratings of Instruction     

Bryan W. Griffin 《Contemporary educational psychology》2001,26(4):534

The purpose of this study was to examine the association between instructor reputation, as perceived by students, and student evaluations of the instructor and course. A total of 754 students from 39 classes participated in the study. Based on what students claimed to have heard about the instructor prior to enrolling in the course, they were classified into one of three groups: positive reputation, no information, and negative reputation. Using these groupings, two analyses were performed. In the first, mean overall ratings for the instructor and course were calculated and presented by class. In the second, both instructor and course ratings were modeled using multilevel regression. Results show large mean differences in both instructor and course ratings between the positive and negative reputation groups. More specifically, students who heard positive information regarding the instructor's reputation rated both the instructor and course higher than students who heard negative information about the instructor.  相似文献   

The Accuracy of Students' Reports of Course Taking in the 1994 National Assessment of Educational Progress     

Richard G. Niemi  Julia Smith 《Educational Measurement》2003,22(1):15-21

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Children versus Childhood: Writing Children into the Historical Record, or Reflections on Paula Fass's Encyclopedia of Children and Childhood in History and Society     

Julia Grant 《History of education quarterly》2005,45(3):468-490

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THE GROWTH OF MIDDLE SCHOOLS: EDUCATIONAL RHETORIC AND ECONOMIC REALITY     

K.A. Bryan  K.W. Hardcasfle 《Journal of educational administration and history》1977,9(1):49-55

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Public policy and finality in teacher/board bargaining: The ontario case     

Bryan M. Downie 《Interchange》1978,9(3):2-22

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Editorial     

Julia Hodgeon 《English in Education》1994,28(3):1-2

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