Effects of timing of signal indicating jump directions on knee biomechanics in jump-landing-jump tasks

A variety of the available time to react (ATR) has been utilised to study knee biomechanics during reactive jump-landing tasks. The purpose was to quantify knee kinematics and kinetics during a jump-land-jump task of three possible directions as the ATR was reduced. Thirty-four recreational athletes performed 45 trials of a jump-land-jump task, during which the direction of the second jump (lateral, medial or vertical) was indicated before they initiated the first jump, the instant they initiated the first jump, 300 ms before landing, 150 ms before landing or at the instant of landing. Knee joint angles and moments close to the instant of landing were significantly different when the ATR was equal to or more than 300 ms before landing, but became similar when the ATR was 150 ms or 0 ms before landing. As the ATR was decreased, knee moments decreased for the medial jump direction, but increased for the lateral jump direction. When the ATR is shorter than an individual’s reaction time, the movement pattern cannot be pre-planned before landing. Knee biomechanics are dependent on the timing of the signal and the subsequent jump direction. Precise control of timing and screening athletes with low ATR are suggested.     

Integrating structural tensions into technological innovation systems analysis: Application to the case of transmission interconnections and renewable electricity in Nova Scotia,Canada

This paper augments the technological innovation systems (TIS) framework to provide policy guidance on how to manage interactions between a core technology and its larger sectoral context. A TIS development cycle is presented that combines the TIS framework’s ability to clearly illuminate policy gaps with Erik Dahmén’s idea that technological diffusion creates structural tensions that introduce transformation pressure. This pressure can result in stagnation and unrealized development potential or spur sectoral complementarities and the evolution of a TIS into a larger “development block” of interlinked technological systems. Integrating structural tensions into TIS analysis highlights how the evolution of a focal technology induces technological complementarities and creates a need to continuously re-design policies. This underscores the continued benefit of a technology system perspective, even as a technology matures.The revised TIS framework is applied to a case study of the Canadian province of Nova Scotia that explores how variable renewable electricity diffusion introduces structural tensions with existing electricity grids, requiring the use of complementary technologies that add storage and flexibility. Nova Scotia aggressively developed wind energy and built a high-voltage direct-current transmission line to import hydroelectricity that could back-up variable renewable energy sources like wind.     

PASS,an alternative method of teaching introductory psychology

A new teaching method based on positively reinforcing attempts at mastery was introduced and empirically tested to determine its validity. The program, labeled Programmed Achievement Study System (PASS), makes use of traditional learning principles by providing rewards (bonus points) contingent upon reaching specified mastery criteria. Specifically, college students enrolled in introductory psychology were awarded additional points if they demonstrated mastery of concept areas on retake quizzes administered during a given week. PASS students, as compared to a control condition, demonstrated higher performance on a final examination given at the end of the semester. These results suggest that the PASS contingencies are preferable to those contingencies operating in more traditional classrooms. A theoretical rationale based on the principles of operant conditioning is discussed.     

Cultivating Creativity: I can't promise you a rose garden

Drawing upon research with Gay-Straight Alliance (GSA) advisors, high-school principals, and two district-level administrators, we examine the potential and limits of the safe-space discourse that encompasses the aims of GSAs. We argue that this discourse conceals heteronormative school environments, which supplies the groundwork for hostility perpetrated against LGBT students. We then delineate three strategies–organizational, pedagogical, and systemic–toward altering the safe-space discourse to a forward-looking, social-justice discourse that fosters the eradication of heteronormative school processes.     

Put Theory Into Practice

Audrey J. Jaeger, Stephany Dunstan, Courtney Thornton, Alyssa B. Rockenbach, Joy G. Gayles, and Karen J. Haley argue that applying our theoretical frameworks in everyday decision making will help us to be more efficient and effective—and they provide a user‐friendly analogy to guide us in this endeavor.     

Electronic Learning Delivery Systems: A Selection Model

Electronic learning delivery systems discussed include satellite networks, teleconferencing, Internet/Intranet networks, desktop multimedia, electronic performance support systems (EPSS), transportable audio/video (i.e., systems relying primarily on physically transportable audio-and videotaped materials), and the electronically enhanced classroom. Selecting one of these systems can be a daunting task when all relevant issues are considered. The selection model described in this article narrows the choices to the system most likely to be instructionally, economically, and technologically appropriate. After establishing working definitions, the model suggests four stages of user activity: 1) Assessing several important overall factors, including outcomes and conditions of learning, economics, synchronicity and location, and organizational culture; 2) Rating the importance of several learning system attributes to the training project; 3) Selecting the system that most ideally supports the attributes which the user has rated as important; and finally, 4) Validating the selection by reviewing the final choice in light of first stage overall factors.     

Nameability supports rule-based category learning in children and adults

The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.     

Introduction of Molecular Methods into a Food Microbiology Curriculum

Maintaining current, relevant curriculum in undergraduate Food Microbiology courses is essential for training future experts in food quality and safety. Having an understanding of the fundamental techniques (for example, polymerase chain reaction [PCR]) that are used in the food industry and regulatory agencies is critical for students entering the workforce. The purpose of this study was to assess the efficacy of integrating molecular methods into an undergraduate Food Microbiology course in both lecture and laboratory settings. Modules on PCR and pulsed‐field gel electrophoresis (PFGE), both of which are currently used by government agencies and the food industry to investigate the presence and persistence of foodborne pathogens, were developed, introduced, and evaluated among 269 students over 4 y. Multiple teaching and learning styles were incorporated through (i) traditional lecture format on the basics of PCR and PFGE; (ii) hands‐on group activities to build upon the lecture instruction; (iii) performing PCR and PFGE in the laboratory; and (iv) group discussions to analyze results from laboratory exercises. Pre‐ and postinstruction evaluations revealed significant increases in understanding and application of both methods in lecture and laboratory settings as demonstrated by 0.60 and 0.51 mean normalized gains for respective PCR and PFGE lectures and 0.50 and 0.56 mean normalized gains in respective labs. Academic year significantly impacted score improvement, potentially due to hidden factors, such as previous exposure to material and student aptitude. This study provides the platform for successful introduction of molecular techniques in an undergraduate Food Microbiology course. The guidelines and materials developed by our group are publicly available for use by other institutions.     

A longitudinal analysis of the alignment between children’s early word-level reading trajectories,teachers’ reported concerns and supports provided

Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through...