The effect of breast support and breast pain on upper-extremity kinematics during running: implications for females with large breasts     

Jennifer White  Chris Mills  Nick Ball  Joanna Scurr 《Journal of sports sciences》2015,33(19):2043-2050

The relationship between inappropriate breast support and upper-extremity kinematics for female runners is unclear. The purpose of this study was to investigate the effect of breast support and breast pain on upper-extremity kinematics during running. Eleven female recreational runners with larger breasts (UK D and E cup) completed a 7 min 20 s treadmill run (2.58 m · s^?1) in a high and low breast support condition. Multi-planar breast and upper-extremity kinematic data were captured in each breast support condition by eight infrared cameras for 30 s towards the end of the run. Breast pain was rated at the end of each treadmill run using a numeric analogue scale. The high support bra reduced breast kinematics and decreased breast pain (P < 0.05). Upper-extremity kinematics did not differ between breast support conditions (P > 0.05), although some moderate positive correlations were found between thorax range of motion and breast kinematics (r = 0.54 to 0.73). Thorax and arm kinematics do not appear to be influenced by breast support level in female runners with large breasts. A high support bra that offers good multi-planar breast support is recommended for female runners with larger breasts to reduce breast pain.  相似文献   

The movement of the trunk and breast during front crawl and breaststroke swimming     

Chris Mills  Mitch Lomax  Bessie Ayres  Joanna Scurr 《Journal of sports sciences》2015,33(4):427-436

Breast displacement has been investigated in various activities to inform bra design, with the goal of minimising movement; however, breast motion during swimming has yet to be considered. The aim was to investigate trunk and breast kinematics whilst wearing varying levels of breast support during two swimming strokes. Six larger-breasted females swam front crawl and breaststroke (in a swimming flume), in three breast support conditions while three video cameras recorded the motion of the trunk and right breast. Trunk and relative breast kinematics were calculated. Greater breast displacement occurred mediolaterally in the swimsuit condition (7.8, s = 1.5 cm) during front crawl and superioinferiorly in the bare-breasted condition (3.7, s = 1.6 cm) during breaststroke, with the sports bra significantly reducing breast displacements. During front crawl, the greatest trunk roll occurred in the sports bra condition (43.1, s = 8.3°) and during breaststroke greater trunk extension occurred in the swimsuit condition (55.4, s = 5.0°); however, no differences were found in trunk kinematics between the three breast support conditions. Results suggest that the swimsuit was ineffective as a means of additional support for larger-breasted women during swimming; incorporating design features of sports bras into swimsuits may improve the breast support provided.  相似文献   

Reinforcing attitudes in a gatewatching news era: Individual-level antecedents to sharing fact-checks on social media     

Michelle A. Amazeen  Chris J. Vargo  Toby Hopp 《Communication monographs》2019,86(1):112-132

Despite the prevalence of fact-checking, little is known about who posts fact-checks online. Based upon a content analysis of Facebook and Twitter digital trace data and a linked online survey (N?=?783), this study reveals that sharing fact-checks in political conversations on social media is linked to age, ideology, and political behaviors. Moreover, an individual’s need for orientation (NFO) is an even stronger predictor of sharing a fact-check than ideological intensity or relevance, alone, and also influences the type of fact-check format (with or without a rating scale) that is shared. Finally, participants generally shared fact-checks to reinforce their existing attitudes. Consequently, concerns over the effects of fact-checking should move beyond a limited-effects approach (e.g., changing attitudes) to also include reinforcing accurate beliefs.  相似文献   

Talent,Schmalent: An Instructional Design/Action Research Framework for the Professionalization of Teaching in Academic Libraries     

Alexander J. Carroll  Kevin Michael Klipfel 《The Journal of Academic Librarianship》2019,45(2):110-118

When myths become canonical beliefs within a professional culture, they can have a profound impact on professional practice. In this paper we identify as a pernicious educational myth the belief that the ability to teach well is a naturally occurring innate talent or skill. The first two sections of the paper aim to demonstrate (i) that the concept of the naturally gifted teacher is a myth based on factually incorrect assumptions about expertise development and (ii) that this myth has several major negative implications for professional practices around teaching in academic libraries. We then we draw on the education literature to offer an alternative model for the cultivation of teaching excellence, an instructional design/action research framework that prioritizes ‘deliberative’ practice over innate talent. We close with suggestions for how academic librarians and library administrators can implement this framework within their institutions.  相似文献   

Cognitive load in algebra: element interactivity in solving equations     

Bing Hiong Ngu  Siu Fung Chung  Alexander Seeshing Yeung 《教育心理学》2015,35(3):271-293

Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N?=?71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements.  相似文献   

Validity of Social,Moral and Emotional Facets of Self-Description Questionnaire II     

Kim Chau Leung  Herbert W. Marsh  Alexander Seeshing Yeung  Adel S. Abduljabbar 《Journal of Experimental Education》2015,83(1):1-23

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Social capital in the classroom: a study of in-class social capital and school adjustment     

Ronan Van Rossem  Marjolijn Vermande  Beate Völker  Chris Baerveldt 《British Journal of Sociology of Education》2015,36(5):669-688

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.  相似文献   

Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators     

Carrie Alexander‐Albritton  Nicole R. Hill 《Counselor Education & Supervision》2015,54(2):109-121

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.  相似文献   

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters     

Barry J. A. de Groot  Kees P. van den Bos  Alexander E. M. G. Minnaert  Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs     

Chris Linder  Jessica C. Harris  Evette L. Allen  Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194

In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.  相似文献