From Margin to Center: Participating in Village Pedagogy at Historically Black Colleges and Universities

Are Historically Black Colleges and Universities (HBCUs) necessary in the twenty-first century so-called ??post-racial?? US American context? This question is raised loudly and frequently given the contemporary social climate and economic considerations. In this article, the author offers a response to and critique of this question and surveys histories, missions, and academic and social environments of the HBCUs. He contends that HBCUs offer alternate higher education experiences for Black educators and students who find themselves on the margins of the US American academic center. Demonstrating the parallels of HBCU settings to villages, the author illustrates how these HBCU village contexts contribute to pedagogy. Ultimately, he appeals to HBCU stakeholders to intentionally and consistently promote ??village?? environments to cultivate the academic and social sensibilities of its constituents.     

Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education

Students sometimes misunderstand or misinterpret scientific content because of persistent misconceptions that need to be overcome by science education—a learning process typically called conceptual change. The acquisition of scientific content matter thus requires a transformation of the initial knowledge-state of a common-sense picture of the world to an outcome state of a scientific conception articulated with scientific concepts, which the learner did not possess prior to learning. This paper introduces a taxonomy based on the idea that multiple operational criteria are needed to evaluate conceptual change into scientific concepts. Three sets of criteria—qualitative, quantitative and experimental—are identified, and their interrelations in the process of conceptual change are explored.     

Development of a measurement and feedback training tool for the arm strokes of high-performance luge athletes

Abstract

Previous studies have shown that the start plays a critical role in sliding events and explains more than 55% of the variance of the final time in luge. Experts evaluate the contribution of the arm strokes to be 23% of the total starting performance. The aim of the present study was to develop a measurement and feedback training tool (Speedpaddler) for the arm strokes of high-performance luge athletes. The construction is an aluminium alloy framework with a customary belt conveyor system, which is driven by two synchronized servo motors. Training is possible with constant speeds up to 12 m · s^?1 or several speed curves, which simulate the acceleration of different luge tracks. The construction facilitates variations in the inclination and speed of the conveyor belts and thereby the resistance and movement speed. If the athlete accelerates the conveyor belts during arm-paddling, the torque of the motors decreases. Torque measurements and high-speed video offer valuable insights into the several technique criteria. Comparisons of arm-paddle cycle durations on ice and on the Speedpaddler with 18 luge athletes (national team and juniors) showed no statistical differences. The Speedpaddler might be a useful tool to improve starting performance all year round.     

The static and dynamic stiffness behaviour of composite golf shafts and their constituent materials

Golf shafts are normally characterised using static or quasi-static tests, yet the golf swing itself is dynamic. The purpose of this research was to determine whether stiffness properties obtained from these tests can be used when modelling the dynamic behaviour of golf shafts made from carbon fibre reinforced polymer (CFRP). Three shafts, matched for all properties except shaft flex, were subjected to human swing testing by 12 skillful players whilst strains were recorded. Peak principal strains as well as strain rates increased as shaft flex decreased (p < 0.001). CFRP flat panels with lay-ups similar to those contained in the shafts were constructed and tested statically and at strain rates between 10⁻⁴ and 4 s⁻¹. Some level of strain-rate dependency was found for these panels, but only for strain rates exceeding those seen during a swing, which suggests that static material tests are appropriate for measuring the dynamic stiffness of golf shafts.