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Image from the Spring 2025 Dance Concert, Lindenwood University
No full texthttps://digitalcommons.lindenwood.edu/sd_2024-2025_images/1256/thumbnail.jp
Image from the Spring 2025 Dance Concert, Lindenwood University
No full texthttps://digitalcommons.lindenwood.edu/sd_2024-2025_images/1263/thumbnail.jp
Image from the Spring 2025 Dance Concert, Lindenwood University
No full texthttps://digitalcommons.lindenwood.edu/sd_2024-2025_images/1284/thumbnail.jp
Teacher Inexperience and Student Exclusionary Discipline Consequences at Texas Large-Size High Schools
Get PDFIn this statewide, multiyear investigation, the relationship between teacher inexperience levels and student discipline assignments into in-school suspension, out-of-school suspension, and DAEP at Texas high school campuses with an enrollment of 2,000 or more students was addressed. An analysis of each discipline placement was conducted for the 2016-2017, 2017-2018, and 2018-2019 school years. Statistical analyses revealed the presence of relationships between teacher inexperience and student disciplinary consequence assignments. Students were more likely to be assigned to an exclusionary discipline consequence when higher percentages of inexperienced teachers were present than when higher percentages of experienced teachers were present. Implications and recommendations for future research were made
Multimodal Mentoring to Support Student Resilience and Wellbeing in STEM Education
No full textThis chapter presents research on the elements of a successful multi-modal mentoring model and introduces practices that focus on the well-being of both mentors and mentees in higher education. Special attention will be paid to the professional development of mentors and students in STEM disciplines. Despite the limitations on time for career preparedness and shrinking professional development budgets, mentoring remains as important as ever due to the interconnectedness in a global society and the changing demographics of postsecondary education students. The traditional-age population in college that lives on campus and does not work has been declining, while a growing number of non-traditional students, who work at least part-time, are first-generation, and are pursuing degrees via distance or online learning. Aside from age and working while in college, diversity is also growing in race and ethnicity. Therefore, the importance of providing a diverse mentoring strategy for this growing population has received greater retention in research to improve retention, persistence, and completion rates, as well as improved resilience and well-being. To facilitate the growth and learning of mentees, a safe context needs to be created, and needs met through flexible combinations of faculty-student, student-student, alumni-student, and supervisor-student mentoring programs. Such programs are even more urgently needed in science, technology, engineering, and mathematics (STEM) fields, as less than half of the students who enter as STEM majors as an undergraduate graduate with a degree in one of the four areas. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups, with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. The authors will explore solutions to such mentoring gaps, specifically with faculty and staff training given the challenges and provide a model for adoption at other higher education institutions. Training in unconscious bias and active engagement in online, hybrid, and face-to-face modalities with first-generation and minority populations is paramount to establish a sense of belonging and encourage mentoring relationships. Interventions must be designed in first-year and online programs to build well-being and resilience from the outset and stronger mentoring connections
Lindenwood Digest, January 22, 2025
Get PDFThe Lindenwood Digest has been a digital employee newsletter since 2009
International society of sports nutrition position stand: nutrition and weight cut strategies for mixed martial arts and other combat sports
Get PDFFollowing an extensive literature review, the International Society of Sports Nutrition (ISSN) has developed an official position on nutritional and weight cut strategies for combat sports. The type of combat sport, length of the fight camp, and time between weigh-in and competition are factors influencing nutritional and weight cut strategies. The following 16points constitute the Position Statement of the Society; the Research Committee has approved them. 1. Combat sports have differing weight categories, official weigh-in times, and competition frequencies, influencing the nutritional and weight cut strategies for training and competition. 2. As the duration of a combat match increases, \u3e4 min, contribution of the aerobic system can rise to \u3e70%, yet anaerobic a lactic pathways and anaerobic glycolytic pathways support high-output bursts. 3. During the off camp/general preparation phase, athletes should maintain a weight ranging 12% to15% above the weight division requirement. 4. Supplements including creatine, beta-alanine, beta-hydroxy-beta-methylbutyrate, and caffeine have been shown to enhance performance and/or recovery during preparation phases, com-petition, and post-competition. 5. During fight camp, strategic decreases in calorie intake are necessary for an efficient longitudinal weight descent. Individual caloric needs can be deter-mined using indirect calorimetry or validated equations such as Mifflin St. Jeor or Cunningham. 6. Protein should be prioritized during longitudinal weight descents to preserve lean body mass, and the timely delivery of carbohydrates supports training demands. Macronutrients should not drop below the following: carbohydrates 3.0–4.0 g/kg, protein 1.2–2.0 g/kg, and fat 0.5 to 1.0 g/kg/day. 7. Suitable losses in body mass range from 6.7% at 72 h, 5.7% at 48 h, and 4.4% at 24 h, prior to weigh-in. 8. Sodium restriction and water loading are effective for inducing polyuria and acute water loss. 9. During fight week, water-bound glycogen stores can be depleted through exercise and carbohydrate restriction, facilitating a 1% to 2%loss in body mass, with equivalent losses from a low-fiber intake of \u3c10 g/day for 4 days. 10. During fight week, acute water loss strategies, including sauna, hot water immersion, and mummy wraps, can be used effectively with appropriate supervision (optimally ~2–4% of body mass within 24 h of weigh-in). 11. Post-weigh-in, rapid weight gain strategies are utilized to recover lost body fluid/mass before competition with the intent of gaining a competitive advantage. 12. Oral rehydration solutions (1 to 1.5 liters/h) combined witha sodium range of 50–90 mmol/dL should take precedenceimmediately post-weigh-in. 13. Fast-acting carbohydrates ata tolerable rate of ≤ 60 g/h should follow oral rehydrationsolutions. Post weigh-in intake of fiber should be limited toavoid gastrointestinal distress. 14. Post-weigh-in carbohydrateintake at 8–12 g/kg may be appropriate for combat athletesthat undertook significant glycogen depletion strategies dur-ing fight week. About 4–7 g/kg may be suitable for modestcarbohydrate restriction. 15. Post weigh-in, rehydration/refuel-ing protocols should aim to regain ≥10% of body mass tomitigate declines in performance and the negative effects ofrapid weight loss. 16. The long-term effects of frequent weightcuts on health and performance are unknown, necessitatingfurther research
The Psychophysiologic Stress and Salivary Cortisol and Alpha-Amylase Awakening Responses to Cross-Country Running Competitions in National-Level Female Athletes
No full textCross-country running, characterized by diverse terrains and environmental conditions, primarily emphasizes individual performance, though team-oriented strategies are also utilized. This study aimed to examine psychophysiological stress, anxiety, and race performance of elite female athletes during national cross-country running competitions. Twelve elite-level female cross-country runners were recruited to undergo psychophysiological state using salivary cortisol and alpha-amylase levels (pre-and post-race) across two consecutive rounds of varying difficulty and significance (round 1 and final round). Additionally, cortisol and alpha-amylase awakening responses (CAR and AAAR), as well as state anxiety (State and Trait Anxiety Inventory-I) were assessed on both pre-competition and competition days during each round. The findings revealed significant increases in pre-competition day AAAR, pre-and post-race cortisol, and post-race alpha-amylase levels in the final round compared to round 1 (p \u3c 0.05). Mean race time was also faster in the final round compared to round 1 (p \u3c 0.05). Pre- and post-race cortisol were correlated with race time in round 1 (r = 0.554; r = 0.594), but not in the final round (p \u3e 0.05). Increased cortisol emerged as potential indicator of race difficulty and predictors of success in cross-country running. Coaches and athletes may benefit from monitoring cortisol levels to optimize performance during competitions with fluctuating conditions. Further research using saliva analysis as a non-invasive tool for assessing psychophysiological parameters surrounding competition is warranted in larger samples across various endurance sports, though the data presented here provide a unique view of these responses
Nightfall Academy
No full textExplore the haunted corridors of a deserted school where four unlikely friends discover sinister secrets. With danger lurking around every corner, your decisions will determine their fate in this chilling, narrative-driven adventure. Exploring this abandoned school, escaping or confronting the paranormal, and risking your life to save others—or save yourself.
A short, narrative-driven game made in eight weeks for the course Team Studio I (GAM50001)