String formatting considered harmful for novice programmers

In Java, System.out.printf and String.format consume a specialised kind of string commonly known as a format string. In our study of first-year students at the Ateneo de Manila University, we discovered that format strings present a substantial challenge for novice programmers. Focusing on their first laboratory we found that 8% of all the compilation errors and 100% of the exceptional, run-time behaviour they encountered were due to the improper construction of format strings. Format strings are a language unto themselves embedded within Java, and they are difficult for novice programmers to master when learning to program. In this article, we present exemplars of students' problematic interactions with the Java compiler and run-time environment when dealing with format strings, discuss these interactions, and recommend possible instructional interventions based on our observations.     

The Development and Validation of the University Belonging Questionnaire

Although belonging in K–12 school settings has been abundantly researched and clearly defined, at the university level the research and construct definition is still in its infancy (Tovar & Simon, 2010). The present study sought to develop and validate an instrument measuring university belonging—the University Belonging Questionnaire (UBQ). In Study 1, an exploratory factor analysis was conducted with a sample of university students (N = 421), finding a reliable scale with three factors: (a) university affiliation, (b) university support and acceptance, and (c) faculty and staff relations. In Study 2, a confirmatory factor analysis on a new sample (N = 290), confirmed the final 3-factor, 24-item model. Further analyses demonstrated the convergent and incremental validity of the UBQ, as it positively correlated with measures of perceived social support, social connectedness, and general belonging. Implications and recommendations for university belonging research are discussed.     

Toward “Good Enough Methods” for Autoethnography in a Graduate Education Course: Trying to Resist the Matrix with Another Promising Red Pill

Educational research suggests that the response biases of educators can negatively influence student performance and aptitude (Blanchett 2006 Blanchett, Wanda. 2006. “Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism.”. Educational Researcher, 35: 24–28. [Crossref] , [Google Scholar]; Bloom 2001 Bloom, Leslie. 2001. “I'm Poor, I'm Single, I'm a Mom and Deserve Respect: Advocating Schools as and With Mothers in Poverty.”. Educational Studies, 32: 30–316.  [Google Scholar]; Darity et al. 2001 Darity, William, Castellino, Domini and Tyson, Karolyn. 2001. Report on Increasing Opportunity to Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-risk and Ethnic Minority Students, Raleigh, NC: North Carolina Department of Public Instruction.  [Google Scholar]; Gordon 2005 Gordon, Jenny. 2005. “Inadvertent Complicity: Colorblindness in Teacher Education.”. Educational Studies, 38: 135–152. October[Taylor &; Francis Online] , [Google Scholar]; and Skiba et al. 2000 Skiba, Russell J., Robert, S. Michael, Abra, C. Nardo and Peterson, Reece. 2000. The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment (Report #SRS1), Bloomington: Indiana Education Policy Center.  [Google Scholar]). This article introduces “good enough methods” for autoethnography as an alternative approach to this problem. Luttrell (2000 Luttrell, Wendy. 2000. “Good Enough Methods for Ethnographic Research.”. Harvard Educational Review, 70: 499–523. [Crossref], [Web of Science ®] , [Google Scholar], 13) conceptualizes “good enough methods” researchers as those seeking to understand and appreciate difference and accept errors often made because of their blind spots and intense involvement. Evidence of this approach via autoethnography is provided here from cases of graduate student-practitioners and their Intergroup/Intercultural Education professor. Moreover, the article highlights (a) a connection of autoethnography to research in Education, (b) five key decisions of a “good enough methods” approach to autoethnography, and (c) how this approach can be applied to expose and address educator biases relating to “the matrix” (Hill-Collins 1990 Hill-Collins, Patricia. 1990. “Black Feminist Thought in the Matrix of Domination.”. In Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, 221–238. London: HarperCollins. Patricia Hill–Collins [Google Scholar]) of race, class, and gender.     

Computers and the language arts: Theory and practice

In this paper, the second of two, we set out a conception of critical thinking that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we or others say, do, or write. The expression 'critical thinking' is a normative term. Those who become critical thinkers acquire such intellectual resources as background knowledge, operational knowledge of appropriate standards, knowledge of key concepts, possession of effective heuristics, and of certain vital habits of mind. We explain why these intellectual resources are needed and suggest that we can best teach critical thinking by infusing it within any curricular practice in which our students are involved.     

Caffeine lowers perceptual response and increases power output during high-intensity cycling

The aim of this study was to determine the effects of caffeine ingestion on a ‘preloaded’ protocol that involved cycling for 2?min at a constant rate of 100% maximal power output immediately followed by a 1-min ‘all-out’ effort. Eleven male cyclists completed a ramp test to measure maximal power output. On two other occasions, the participants ingested caffeine (5?mg?·?kg^?1) or placebo in a randomized, double-blind procedure. All tests were conducted on the participants' own bicycles using a Kingcycle? test rig. Ratings of perceived exertion (RPE; 6–20 Borg scale) were lower in the caffeine trial by approximately 1 RPE point at 30, 60 and 120?s during the constant rate phase of the preloaded test (P?<0.05). The mean power output during the all-out effort was increased following caffeine ingestion compared with placebo (794±164 vs 750±163?W; P?=?0.05). Blood lactate concentration 4, 5 and 6?min after exercise was also significantly higher by approximately 1?mmol?·?l^?1 in the caffeine trial (P?<0.05). These results suggest that high-intensity cycling performance can be increased following moderate caffeine ingestion and that this improvement may be related to a reduction in RPE and an elevation in blood lactate concentration.     

Body Fatness and Performance Differences between Men and Women

The purpose of this study was to determine the extent to which the mean difference in performance between men and women on selected physical performance tests was related to the sex difference in body fatness. Percent total body fat (% fat) estimated from skinfold thickness measures and performances on the modified pull-up, vertical jump, 50-yard dash, and 12-minute-run tests were measured on 55 male and 55 female college students. Males had significantly less fat and performed significantly better than females on each of the performance tests. Mean differences were 8.2% fat, 20.0 modified pull-ups, 20.8 cm on the vertical jump, 1.3 seconds on the 50-yard dash, and 590 m on the 12-minute run. Linear regression equations predicting performance scores from % fat within the groups of men and women indicated that if body fatness in men and women were similar, performance differences would be reduced, on the average, by 7 modified pull-ups, 4 cm on the vertical jump, .5 seconds on the 50–yard dash, and 146 m on the 12-minute run. These expected changes in performance were 36%, 19%, 38%, and 25% of the mean sex difference in performance on the four physical performance tests, respectively. It was concluded that greater body fatness is one characteristic that partly explains why women, on the average, do not perform as well as men on strenuous tasks requiring movement of the body weight. The sex-specific difference in body fatness should be one factor considered in establishing separate occupational and athletic performance expectations for men and women.     

Relative Effects of Isokinetic and Plyometric Training on Vertical Jumping Performance

Forty-eight volunteer males were randomly assigned to one of three groups. Group I trained with isokinetic exercises, Group II trained with plyometric exercises, and Group III was the control. Subjects in the training groups trained three times per week for 8 weeks. The isokinetic group performed three sets of 10 repetitions per set of leg presses each training session. The plyometric group performed three sets of 10 repetitions per set of depth jumps from a height of 34 inches, with added resistance beginning with weeks 3, 5, and 7 of 10, 15, and 20 pounds, respectively. Prior to and at the end of the training period, all subjects were given a vertical jump-and-reach test. Covariance analysis was used to compare posttest scores with the effect of pretest differences removed. Results showed both training groups improved significantly in vertical jump capacity; however, no significant difference existed between training groups.     

Body Fatness and Motor Performance During Preadolescence

Abstract

Performance differences between males and females have been attributed to both biological and cultural factors, although the relative significance of each has not been ascertained. Differences in body fatness between males and females has been frequently mentioned as one biological factor responsible for variations in physical performance. In children, it has been shown that boys exhibit slightly higher performance levels than girls until adolescence, when the differences favoring the boys become greater. The purpose of this study was to investigate the relationship between selected physical performance tests and body fatness in preadolescent boys and girls. Measures of age, height, weight, skinfold thicknesses at two sites, and performance scores on the vertical jump, standing broad jump, modified pullup, 40-yard dash, and 400-yard run were obtained on 563 elementary school children. The results of a one-way ANOVA indicated that there was a significant difference between boys and girls on all of the physical performance tests. Although the boys were slightly taller and heavier and scored better than the girls on the performance tests, there was no significant difference between the sexes in the sum of two skinfolds. Separate regression equations for the sum of two skinfolds by performance on each test indicated that, with the exception of the modified pullup test, body fatness was only marginally related to performance. These findings indicated that, although inversely related to the ability to move the total body weight, body fatness was of minimal importance in explaining performance differences between young boys and girls.     

Yearly Changes in the Body Composition and Muscular Strength of High School Wrestlers

Abstract

The purpose of this investigation was to determine the yearly changes in body composition as well as absolute and relative isokinetic forearm flexion and extension strength of high school wrestlers. Evaluations of body composition (underwater weighing) were performed on 27 high school wrestlers prior to three consecutive seasons. In addition, isokinetic forearm flexion and extension strength values at 180°/s (Cybex II) were available for 20 of the subjects. The mean ages at the times of laboratory testing were 15.5 (± .5), 16.5 (± .5), and 17.5 (± .5) years. Repeated measures ANOVA or ANCOVA with Tukey post-hoc comparisons were used to locate significant (p<.05) differences across age for height, body weight, relative fat, body density, fat weight, fat-free weight, absolute muscular strength, and muscular strength covaried for body weight and fat-free weight. There were yearly increases in all variables except fat weight, forearm flexion covaried for fat-free weight and forearm extension covaried for fat-free weight. The results of this study indicated that the improved wrestling performance and the increase in weight classification which normally occurs during high school are, in part, a function of yearly changes in body composition and muscular strength.