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The Vulnerability of the Acetabulofemoral Joint: Examining Acetabular Labral Tears in Classical Ballet Dancers
Get PDFThe acetabulofemoral joint, more commonly referred to as the hip joint, is an extremely important mechanism of the human body. It plays a crucial role in a person’s ability to sit and stand, walk and run, jump and crouch, and more. Not only this, but the hip joint bears most of the weight of the body, making it necessary for the joint and surrounding anatomical structures to be strong and stable. Fortunately, hip joints are built in a way that allows for an extreme range of motion while simultaneously providing support for the rest of the body. Additionally, the ball-and-socket construction of the hip joint makes it possible to flex and extend, abduct and adduct, and rotate the legs. In other words, the legs are able to move in nearly every direction, including forward and backward as well as outward and inward, and also rotate externally and internally. Composed of bones, cartilage, muscles, ligaments, tendons, and a synovial membrane, the hip joint is required to be a well-oiled machine; however, the structural complexity and physical demand of the hip joint can make it susceptible to inflammation, degeneration, and chronic and acute injuries. Athletes, who naturally demand more from their bodies, place even more pressure on the hip joints. Classical ballet in particular requires the complex acetabulofemoral joint to move in every conceivable direction. As such, classical ballet dancers can become more prone to acetabular labral tears, a chronic, degenerative condition that affects the cartilage between the acetabulum and femoral head. Although such an injury can be treated conservatively or more aggressively—with arthroscopic surgery—dancers value every possible second of dancing, so to what extent can classical ballet dancers with acetabular labral tears safely manage their pain without the need for arthroscopic surgery
For the Love of Lighthouses
Get PDFThis is an article written by Sara Anne Hook and Peter Manting in History News published by American Association for State and Local History. This article is reproduced here with permission of the American Association for State and Local History, All Rights Reserved
Planning for Debt: An Analysis of Drivers of Financial Knowledge on Individual Debt Strategy
Get PDFThis study aims to provide insight into the relationships between proven significant drivers of financial knowledge (numeracy, cognitive ability, mathematics anxiety, and financial literacy) and an individual\u27s premeditated strategy to tackle their student loans. From a sample of 160 undergraduate students, we find few significant results that affirm the hypotheses of the study. However, we also determine that several descriptive factors (i.e., general mathematical skill, anticipated level of debt and interest to be repaid, etc.) vary by an extremely wide margin, suggesting that students lack the very skills necessary to calculate and deal with their own loans. Additionally, we find that existing literature may not apply to undergraduate students, as our data (although insignificant) points to heightened complexity in individuals with student loans
Fact or Fiction?: (Mis)Representations of Crime, Race, and Gender in Popular True Crime Podcasts
Get PDFStorytelling has long been used to socialize future generations. As a form of storytelling, podcasting has rapidly expanded through the true crime genre. Existing literature on such podcasts is limited by its focus on listeners and conceptual definition of “true crime.” This study applied content analysis to 10 randomly selected true crime podcast episodes from 2012-2021, which were inductively coded and analyzed using critical race theory and feminist theory. Findings indicate podcasters applied stereotypical tropes of race and gender to perpetrators and victims, which do not always reflect demographics in crime statistics. Specifically, women were at times victimized as well as sexualized in theories about motive and in gendered crimes such as rape, sexual assault, and domestic violence, thus reinforcing broader feminine stereotypes. Furthermore, race was a salient feature in podcasts themselves focused on race or if race affected the case, but was otherwise invisible. The podcast sample also lacked representation of Black men, who make up a majority of victims and offenders in the U.S., as well as multiracial women, Latino men, AAPI, and Native Americans. This research provides insight on how storytelling reinforces stereotypes through contemporary means: true crime podcasts
Parents and the Evolving Math Curriculum: Supporting One\u27s Student in Elementary Mathematics
Get PDFThe current-day mathematics curriculum is evidently different from the traditional means of teaching math. Due to this, there exist disparities between a child’s math education and their parent or guardian’s math education. This thesis will present firsthand evidence on how these disparities affect a parent’s perception of current-day curriculum, the extent to which parents can support their child in their learning of mathematics at home, and will strive to attend to the needs of both the parents or guardians as well as students in supporting the learning of these new concepts and strategies. With this, the research question asks: What are parents’ or guardians’ perceptions of current-day math curricula, and how can I best support families in their understanding of the mathematics being taught? This research lies in the survey study that was sent to parents or guardians of kindergarten through sixth-grade students from a specific school that I was associated with at the time. The results determined the need for educators to better support parents in their support of their children’s mathematical understandings. Therefore, this thesis will provide educators with an understanding of parental perceptions and inquiries on mathematics as well as a plethora of resources, strategies, and examples that can be used as a stepping stone to bridge the gap between the “old” mathematics and the “new” mathematics
