Effects of the rider on the linear kinematics of jumping horses

This study examined the effects of the rider on the linear projectile kinematics of show-jumping horses. SVHS video recordings (50 Hz) of eight horses jumping a vertical fence 1 m high were used for the study. Horses jumped the fence under two conditions: loose (no rider or tack) and ridden. Recordings were digitised using Peak Motus. After digitising the sequences, each rider's digitised data were removed from the ridden horse data so that three conditions were examined: loose, ridden (including the rider's data) and riderless (rider's data removed). Repeated measures ANOVA revealed significant differences between ridden and loose conditions for CG height at take-off (p < 0.001), CG distance to the fence at take-off (p = 0.001), maximum CG during the suspension phase (p < 0.001), CG position over the centre of the fence (p < 0.001), CG height at landing (p < 0.001), and vertical velocity at take-off (p < 0.001). The results indicated that the rider's effect on jumping horses was primarily due to behavioural changes in the horses motion (resulting from the rider's instruction), rather than inertial effects (due to the positioning of the rider on the horse). These findings have implications for the coaching of riders and horses.     

On rectangular systems of differential equations and their application to circuit theory

A system of differential equations A(d/dt) x = Bx+f, along with the initial condition x(0) = k, is considered where A and B are m x n matrices. Generalized inverses of the matrix A are used to derive algebraic conditions for the existence and uniqueness of a solution. An example is presented to illustrate application of the results to circuit theory.     

Evaluating Equating Accuracy and Assumptions for Groups That Differ in Performance

Accurate equating results are essential when comparing examinee scores across exam forms. Previous research indicates that equating results may not be accurate when group differences are large. This study compared the equating results of frequency estimation, chained equipercentile, item response theory (IRT) true‐score, and IRT observed‐score equating methods. Using mixed‐format test data, equating results were evaluated for group differences ranging from 0 to .75 standard deviations. As group differences increased, equating results became increasingly biased and dissimilar across equating methods. Results suggest that the size of group differences, the likelihood that equating assumptions are violated, and the equating error associated with an equating method should be taken into consideration when choosing an equating method.     

Documentation and Universal Instructional Design: A Partnership Supporting Diverse Learners in Higher Education

Universal Instructional Design (UID), an approach to curriculum and pedagogy that promotes multiple means of access and expression in the classroom, allows instructors to better prepare diverse learners with twenty-first-century skill sets through nontraditional assignments. However, these nontraditional approaches can be difficult to assess. Videotaped, written, and visual documentation in a UID classroom allows higher education instructors to both formatively and summatively assess students. The authors explore four examples of various modes of documentation that allow them to capture snapshots of student learning as well as promote deeper reflection for themselves and their students on the learning process.     

Show‐Jumping

This study examined the effects of the rider on the linear projectile kinematics of show‐jumping horses. SVHS video recordings (50 Hz) of eight horses jumping a vertical fence 1 m high were used for the study. Horses jumped the fence under two conditions: loose (no rider or tack) and ridden. Recordings were digitised using Peak Motus. After digitising the sequences, each rider's digitised data were removed from the ridden horse data so that three conditions were examined: loose, ridden (including the rider's data) and riderless (rider's data removed). Repeated measures ANOVA revealed significant differences between ridden and loose conditions for CG height at take‐off (p < 0.001), CG distance to the fence at take‐off (p = 0.001), maximum CG during the suspension phase (p < 0.001), CG position over the centre of the fence (p < 0.001), CG height at landing (p < 0.001), and vertical velocity at take‐off (p < 0.001). The results indicated that the rider's effect on jumping horses was primarily due to behavioural changes in the horse's motion (resulting from the rider's instruction), rather than inertial effects (due to the positioning of the rider on the horse). These findings have implications for the coaching of riders and horses.     

The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning

Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic.

     

Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families

This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc.