A new jump-landing protocol identifies differences in healthy,coper, and unstable ankles in collegiate athletes     

Kathy Liu  Caitlin Dierkes  Logan Blair 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(3):245-254

Ankle sprains are the most common injury in sport. With stability being an important risk factor for ankle sprains, a jump-landing protocol that can elicit differences in time-to-stabilisation (TTS) is necessary. The objective of this study was to develop a jump-landing protocol that could identify differences in TTS among healthy, ‘coper’, and unstable ankles of high-level athletes. 61 Division I collegiate athletes (32 females, 29 males; age: 19.9 ± 1.2 years; height: 176.6 ± 9.5 cm; mass: 74.3 ± 10.8 kg) participated in a jump-landing protocol that utilised sporting movements with preparatory steps and a vertical propulsion of the body in two multi-directional jumps. Utilising the landing on a force plate, ground reaction forces were used to quantify TTS. TTS of the unstable group (1.58 ± 0.62s) was significantly longer than the healthy (1.19 ± 0.37s; p = 0.050) and ‘coper’ (1.13 ± 0.49s; p = 0.019) groups in the forward hops. In addition, TTS of the lateral hops in the unstable group (1.55 ± 0.63s) was also significantly longer than the healthy (1.14 ± 0.37s; p = 0.026) and ‘coper’ (1.15 ± 0.39s; p = 0.028) groups. This new jump-landing protocol was able to elicit differences in TTS in high-level athletes that were not found using previous protocols. This new jump-landing protocol could be an effective tool to identify injury risk for high-level athletes.  相似文献   

Creating a model to examine motivation for sustained engagement in online communities     

Kathy Seddon  Nigel C. Skinner  Keith C. Postlethwaite 《Education and Information Technologies》2008,13(1):17-34

This paper considers factors that influenced long-term engagement in an online community. It draws on a case study of a 6 year online collaboration amongst a group of European teachers. The email interchange between these teachers was, with their agreement, saved and used as research data; intensive group interviews were also conducted, involving all the participants in the online group. Dynamic motivation models and Csikszentmihalyi’s concept of motivational flow were used to create a theoretical framework to analyse the email interchanges and group interview data so as to build an understanding of the teachers’ commitment to the online community. As a result of the analysis, the existing theoretical models were modified to produce a new combined model. This incorporates ideas grounded in the participants’ reasons for their sustained engagement in the collaboration. This combined model could provide a basis for planning future virtual interactions and for assessing their sustainability.  相似文献   

Secondary English. Planning for Learning in the Classroom     

Kathy Watson 《Changing English: An International Journal of English Teaching》2012,19(1):128-130

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A Review of: “SOCIAL GERONTOLOGY TODAY: AN INTRODUCTION”     

Reviewed by: Kathy Kellett 《Educational gerontology》2013,39(9):728-730

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Conducting Research Literature Reviews: From the Internet to Paper (3rd ed.) By Arlene Fink, SAGE, Los Angeles, CA (2010) 253 pp., $49.95 (pbk), ISBN 978-1412971898..     

Kathy Green   《Library & information science research》2010,32(4):290-291

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Bralessness and nonverbal communication     

Kathy J. Wahlers  Larry L. Barker 《Communication Studies》2013,64(3):222-226

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Andy Warhol by Arthur C. Danto     

Kathy Merlock Jackson 《Journal of American culture (Malden, Mass. : 2003)》2010,33(4):338-339

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The relational approach to presidential communication: The Ford/Carter coalitions     

Kathy B. Smith  Craig Allen Smith 《Journal of Applied Communication Research》2013,41(2):135-152

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CoRE: A conceptual model for incorporating conflict resolution into teacher education     

Nina Yssel  Jayne R. Beilke  Kathy L. Church  Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305

Abstract

School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.  相似文献   

Deterrents to participation in web‐based continuing professional education     

Kathy J. Perdue  Thomas Valentine 《The American journal of distance education》2013,27(1):7-26

Abstract

This study examined the perceptions of certified public accountants concerning deterrents to participation in Web‐based continuing professional education. A survey instrument was mailed to a random sample of the Georgia Society of Certified Public Accountants’ membership, and 444 usable surveys were returned. Four broad dimensions of deterrence to participation in Web‐based education were identified through factor analysis. The two most influential deterrents were Concerns about Electronically Mediated Communication and Concerns about the Quality of Course Offerings. The other two were Concerns about Access to Technology‐Associated Resources and Concerns about the Availability of Necessary Personal Resources. The vast majority of respondents reported that they had access to the technology and that they perceived themselves as having the personal characteristics necessary for participation in Web‐based education activities. However, the proportion of respondents using Web‐based education for continuing professional learning in 1998 was minimal.  相似文献