Throwing and catching movements exhibit post-activation potentiation effects following fatigue

Many sport and exercise activities require powerful movements of the upper body. Despite their importance, there is a paucity of research examining stretch-shortening cycle (SSC) activities occurring in the upper limbs. The purpose of this study was to examine the effect of fatigue on throwing performance (height of throw) and biomechanical factors of the upper limbs (reactive strength index; hand contact time) using a specially constructed sledge apparatus for the upper body. Ten male subjects aged between 19 and 21 years performed a series of rebound throws (RBT) in a non-fatigued state to obtain a maximal baseline throw score. Subjects then performed a RBT fatiguing protocol on the upper body sledge followed by further RBT, at 15, 45, 120 and 300-seconds post fatigue. Markers on the subjects' limb and the sledge were analysed using Motion Analysis Corporation 3-D kinematic analysis system (200 Hz). Throwing height, contact time and reactive strength index were determined. Mean throwing height and reactive strength index showed significant decreases following fatigue and increases during recovery (p < 0.05). The results confirm the presence ofpost-activation potentiation (PAP) in RBT performance. This finding could be useful when optimising recovery periods in training or implementing complex training methods.     

People-based marketing and the cultural economies of attribution metrics

This article examines People-Based Marketing (PBM) to theorize the cultural economies of attribution metrics. Through an analysis of marketing discourses, acquisition patterns, and marketing collaborations, it examines how platform capitalism is increasingly directed towards developing cross-device identity standards that consolidate performance metrics across digital markets. PBM extends the processes of platform capitalization across media properties, and the ways that claims of value and relevance are imbricated with the metricization of behavioral change in digital markets. The imperative of PBM to standardize techniques of identification and to make media increasingly measurable across markets has been a catalyst for new forms of data resolutions through strategic acquisitions and identity resolution consortiums. Moreover, emerging regulatory changes such as GDPR may in effect further reinforce trends towards the consolidation of data management and analytics platforms necessary to resolve identity across markets.     

The central task,restated

RHETORIC IN THE HUMAN SCIENCES. Edited by Herbert W. Simons. Newbury Park, CA: Sage, 1989; pp. xv + 240. $47.50, paper $17.95.

ORALITY AND LITERACY IN HELLENIC GREECE. By Tony M. Lentz. Carbondale and Edwardsville: Southern Illinois University Press, 1989; pp. vii + 221. $24.95.

DE DECLAMATIO BIJ DE HUMANISTEN: BIJDRAGE TOT DE STUDIE VAN DE FUNCTIES VAN DER RHETORICA IN DE RENAISSANCE. With an English Summary. By Marc G.M. van der Poel. Nieuwkoop: De Graaf Publishers, 1987; pp. viii + 395. $46.00.

THE PHILOSOPHY OF RHETORIC. By George Campbell. Edited with a Revised Critical Introduction by Lloyd F. Bitzer. Carbondale, IL: Southern Illinois University Press, 1988; pp. lxxvi + 423. $29.95; paper $15.95.

KENNETH BURKE: LITERATURE AND LANGUAGE AS SYMBOLIC ACTION. By Greig E. Henderson. Athens: University of Georgia Press, 1988; pp. xvi + 216. $27.50.

TEXTS IN CONTEXT: CRITICAL DIALOGUES ON SIGNIFICANT EPISODES IN AMERICAN POLITICAL RHETORIC. Edited by Michael C. Leff and Fred J. Kauffeld. Foreword by Robert L. Scott. Davis, CA: Hermagoras Press, 1989; pp. x + 325. $19.50, paper $13.95.

ELOQUENCE IN AN ELECTRONIC AGE: THE TRANSFORMATION OF POLITICAL SPEECHMAKING. By Kathleen Hall Jamieson. New York: Oxford University Press, 1988; pp. xi + 301. $24.95.

“HEAR O ISRAEL:” THE HISTORY OF AMERICAN JEWISH PREACHING, 1654–1970. By Robert V. Friedenberg. Tuscaloosa, Alabama and London: University of Alabama Press, 1989. pp.xii + 177. $24.95.

HARRY EMERSON FOSDICK: PERSUASIVE PREACHER. By Haiford R. Ryan. Foreward by Bernard K. Duffy. Westport, CT: Greenwood Press, 1989; pp. xi + 179. $37.95.

RONALD REAGAN AND THE PUBLIC LANDS: AMERICA'S CONSERVATION DEBATE, 1979–1984. By C. Brant Short. College Station: Texas A&;M University Press, 1989; pp. xi + 178. $27.50, paper $13.95.

BEYOND GLASNOST: THE POST‐TOTALITARIAN MIND. By Jeffery C. Goldfarb. Foreword by Jan Jozef Szczepanski. Chicago: University of Chicago Press, 1989; pp. ix + 248. $24.95.

THE ROAD TO THE BILL OF RIGHTS: THE CONSTITUTIONAL RATIFICATION DEBATES OF 1787–88. By Craig R. Smith. Long Beach, California: Center for First Amendment Studies, 1988; pp. xix + 203. $1 5.00.

DISCOURSE STRUCTURE AND ANAPHORA: WRITTEN AND CONVERSATIONAL ENGLISH. By Barbara A. Fox. Cambridge: Cambridge University Press, 1987; pp. viii + 173. $34.50.     

The Variable Importance of General Intelligence (g) in the Cognitive Abilities of Children and Adolescents

Virtually all research affirms the importance of a general factor (i.e., Spearman’s g) in accounting for individual differences in intelligence (Spearman, 1904 Spearman, C. 1904. General intelligence, objectively determined and measured. American Journal of Psychology, 15: 201–293. [Crossref], [Web of Science ®] [Google Scholar]). However, some scholars have suggested that cognitive abilities are not organised uniformly across all levels of age and ability. Using standardisation data from the Woodcock Johnson Test of Cognitive Ability Revised, the present study examines the influence of Spearman’s g in samples that vary in terms of ability (i.e., high and low ability) and age (i.e., children and adolescents). Findings suggest that as children mature, their cognitive abilities become increasingly differentiated, irrespective of individual differences in general ability.     

Early childhood educators’ conceptions of infants’ capabilities: the nexus between beliefs and practice

The conceptions early childhood educators (ECEs) hold about infants can guide their pedagogical practices in ways that can enable and constrain infants’ experiences. Literature regarding infants’ development and the role of adults in infant learning theoretically positions infants as both being capable of independent learning, and needing adult intervention and involvement. However, there is a paucity of research about ECEs’ understandings of infants’ capabilities, and how these conceptions influence their practices with babies. Using the theory of practice architectures as a methodological and analytical framework, this study collaboratively examines the ways educators’ conceptions are influenced by cultural-discursive arrangements of the site, and identifies the ensuing practices. The findings show that educators held conceptions of infants as more capable of independently directing their own physical and cognitive learning, and as more dependent on educators for emotional and social learning. Considering infants as both more and less capable is discussed, and implications of how the practices might enable and constrain infants’ learning are explored.     

Don't just look,listen: uncovering children's cognitive strategies during spelling-related activities

This paper reports on a study that used verbal protocols to uncover the cognitive strategies of children from Sydney, Australia, aged 8- to 9-years-old, when they were engaged in a range of word sorting and editing activities. The children's cognitive strategies have been analysed in terms of a developmental stage theory of spelling. The findings are contrasted with the skills and characteristics of competent spellers at each recognised stage of spelling development. The paper considers the orthographic knowledge and spelling strategies of children that are evident when they are asked to ‘think aloud’ about English words and contrasts this with what is (or is not) captured through the developmental stage theory of spelling. The article concludes with a discussion of implications for the findings on classroom practice.     

Primary education in BrazilEnseignement primaire au BresilEducacion primaria en el Brasil

It is not the purpose of this paper to investigate the role of education in the process of development in Brazil but merely to examine the development of the Brazilian primary education system since the 1800's. The theme of this paper is the analysis of just some of the issues, conflicts and problems that have influenced and fashioned the development of that system. It is the goal of the Brazilian government to provide ‘universal obligatory education’. Certain obstacles have appeared which have made attainment of that goal very difficult. Two of the most important obstacles are spatial inequalities and functional difficulties. Presented here is a brief explanation of these two issues.     

Pitfalls in the evaluation of principals

This paper describes the characteristics of a statewide principal evaluation system. Present empirical knowledge of the ways school principals are evaluated is almost nonexistent (Harrison, 1985); because of this we will employ a design drawn from studies of evaluation in other settings (Dornbusch and Scott, 1975), of teachers (Natriello and Dornbusch, 1981) and control of principals (Peterson, 1984). A questionnaire was used to gather information about the ways principals are evaluated as reported by principals and superintendents. The authors find that even when an evaluation system is detailed, specific, and statewide, inconsistencies develop because of the special nature of principals' work. The systems appear to break down in the sampling of performance and outputs and in the communication of negative feedback-key areas if principals are to improve their performance. Suggestions for research and practice are presented.Presented at the annual meeting of the American Educational Research Association in San Francisco, 1986.