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DOES TRUNK ENDURANCE AND HIP STRENGTH RELATE TO LOWER EXTREMITY ASYMMETRY IN ADOLESCENT LONG-DISTANCE RUNNERS
Get PDFThe purpose of this study was to investigate the influence of maturation on the relationship between joint asymmetry and side-to-side hip strength differences in adolescent runners. Uninjured adolescent runners (n = 63) were recruited for the study. Participants completed hip strength and three-dimensional testing and were stratified by maturity level. Results demonstrate inconclusive results of the effect of maturation on the relationship between side-to-side joint asymmetry and hip strength differences. This lack of clarity highlights the need for prospective study on running patterns in maturing adolescent runners
DIFFERENCES IN TENNIS SERVE KINEMATICS BETWEEN ELITE ADOLESCENT MALE AND FEMALE PLAYERS
Get PDFThe purpose of this study was to compare kinematic differences in elite adolescent male and female tennis serves. A 3D motion capture system was used to capture whole body, racquet and ball toss kinematics while twenty elite adolescent tennis players (male = 10, female = 10) performed flat and kick serves. Females had greater vertical front hip velocity (FS: 0.2 m/s, KS: 0.2 m/s greater than males), whilst males experienced larger peak shoulder external rotation displacements in both flat (10° greater) and kick (8° greater) serves compared to females. Females tossed the ball higher (FS: 18 cm, KS 19 cm) whilst males impacted the ball more laterally (across the body) (FS: 17cm, KS: 12) and more forward (FS: 10 cm, KS: 13 cm) into the court. Females had greater lower body kinematics whereas males tended to rely on shoulder external rotation to produce ball speed
THE EFFECT OF CAMBER ON WOMEN’S RUNNING KINEMATICS
Get PDFThe purpose of this study was to determine the effect of cambered surface on gait parameters and pelvis, hip, and knee kinematics of experienced road-runners. Thirty-one women ran at a matched, preferred pace on a 0° (flat), 3.5°, and 7° cambered treadmill with the right side raised. Step width (SW), step time (ST), and cadence and selected joint angles at footstrike (FS) and midstance (MS) were evaluated. No significant differences were found between conditions and extremity in SW, ST, cadence, and max knee flexion during stance. Pelvis frontal ROM and hip adduction at MS were greater on the right with hip adduction having an interaction effect between camber and extremity. Hip flexion at FS was greater at the 7° than 3.5° camber. This study identified significant kinematic changes while running on cambered surfaces which may potentially predispose a runner to injury
Mental Illness in Young Adult Literature: Exploring Real Struggles Through Fictional Characters
No full textMental Illness in Young Adult Literature: Exploring Real Struggles through Fictional Characters highlights American young adult literature published since the year 2000 that features characters grappling with mental illness. Chapters focus on mental disorders identified by the most recent Diagnostic and Statistical Manual of Mental Disorders (DSM-5), including anxiety, depression, bipolar disorder, schizophrenia, ADHD, and OCD.
Each chapter begins with a description of a mental illness that includes its prevalence, demographic trends, symptoms, related disorders, and treatment options before examining a selection of young adult texts in depth. Analysis of the texts explores how a mental illness manifests for a particular character, how that character perceives him- or herself and is perceived by others, and what treatment or support he or she receives. The connections between mental illness and race, ethnicity, gender, sexuality, and identity are examined, and relevant research from education, psychology, and adolescent health is thoroughly integrated. Each chapter also provides a list of additional readings. An appendix offers strategies for integrating young adult literature into health curricula and other programs
Dialogue Journals and Literacy Quadrants: Two Strategies for Increasing Dialogic Interaction in the English Methods Classroom.
No full textSTUDENT EXPERIENCE WITH A TEACHER-DESIGNED DISCUSSION PROTOCOL
Get PDFThis phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning
Evaluating Changes in Error-Monitoring Electrocortcial Responses as an Outcome of Attention Bias Modification Training
Get PDFAnxiety disorders are among one of the most debilitating and prevalent mental disorders. Maladaptive anxiety has been associated with enhanced attention bias to threat as well as heightened error-monitoring following an erroneous response. In an effort to reduce an anxious individual’s attention bias to threat, an attention training paradigm known as attention bias modification (ABM) was developed. While ABM training has demonstrated the ability to reduce attention bias and anxiety symptoms, there are inconsistencies in the magnitude of symptom reduction and there is a lack of neuroimaging support in regards to ABM outcome. Therefore, this study evaluated the outcome of ABM training using error-related negativity (ERN) an event-related potential (ERP) that is associated with an error-monitoring response after an individual commits an error. To elicit an erroneous response a modified flanker task paradigm was used. The ERN has the potential to be used as a measure of ABM outcome due to the common neural structures that both processes recruit – in particular, the anterior cingulate cortex (ACC). The results demonstrate no reduction in anxiety following ABM, but reductions in attention bias in both the ABM and control groups. There were also no significant relationships between ERN and ABM outcome, suggesting that ERN is not an effective measure of functional outcome. Limitations and future directions involving multi-session ABM and functional outcomes are discussed
Players\u27 Preference For Losses Disguised As Wins In Keno: A Concurrent Choice Procedure
Get PDFRoughly 3% of American citizens are considered to be problem gamblers (NCPG, 2014). This compulsion can have a detrimental impact on the pathological gambler’s life. One factor that has been considered to lead to this compulsive gambling is the loss disguised as a win (LDW). These LDWs have been shown to increase slot machine playing in numerous studies. However, their effect has not been studied in connection to Club Keno, which is also a highly prevalent game. In 2017 the Michigan lottery took in over $600 million in revenue from Club Keno (FGSAD, 2017). The present study sought to determine LDW preference in Club Keno, and if the effects that have been shown in slot machines are similar. It was determined that the subjects did not show a statistically significant preference for LDW Keno over non-LDW Keno
EFFECTS OF CHOICE ON MULTIPLICATION AND DIVISION FLUENCY ACQUISITION FOR THIRD GRADE STUDENTS
Get PDFStudents with the most pronounced behavioral needs are the ones missing the most instruction. A three-tiered system of intervention that is data driven and uses evidence based interventions is used within schools to meet the needs of all students. Within this tiered system, Positive Behavioral Interventions and Supports (PBIS), founded in the sciences of Applied Behavior Analysis (ABA), are used. Of the many PBIS interventions, instructional choice at Tier I has been established as an effective, low intensity, teacher delivered support that aims to reduce challenging behaviors and increase academic engagement. Instructional choice involves two parts: selection in response to present multiple selections and differential outcomes in response to the selection. A concurrent chain schedule contains an initial link, point in which the selection response is made and a terminal link, response required to acquire the differential outcome. By utilizing a concurrent chain procedure, teachers can effectively and efficiently condition student choice making to increase engagement in academic tasks to increase skill acquisition while promoting positive behavior responses. This study examines the effects of using instructional choice to assess its effect on multiplication and division skill acquisition for third grade students. The results of this study were consistent with previous research that found a preference for choice and an increase in skill acquisition
