A biomechanical analysis of common lunge tasks in badminton

Abstract

The lunge is regularly used in badminton and is recognized for the high physical demands it places on the lower limbs. Despite its common occurrence, little information is available on the biomechanics of lunging in the singles game. A video-based pilot study confirmed the relatively high frequency of lunging, ～15% of all movements, in competitive singles games. The biomechanics and performance characteristics of three badminton-specific lunge tasks (kick, step-in, and hop lunge) were investigated in the laboratory with nine experienced male badminton players. Ground reaction forces and kinematic data were collected and lower limb joint kinetics calculated using an inverse dynamics approach. The step-in lunge was characterized by significantly lower mean horizontal reaction force at drive-off and lower mean peak hip joint power than the kick lunge. The hop lunge resulted in significantly larger mean reaction forces during loading and drive-off phases, as well as significantly larger mean peak ankle joint moments and knee and ankle joint powers than the kick or step-in lunges. These findings indicate that, within the setting of this investigation, the step-in lunge may be beneficial for reducing the muscular demands of lunge recovery and that the hop lunge allows for higher positive power output, thereby presenting an efficient lunging method.     

A Capstone Course in the Information Systems Curriculum

To meet the demands of industry, the skill base necessary for information systems personnel has broadened in scope to encompass not only technical abilities but competence in team work, communication, and creativity, and an understanding of business functions. The traditional approach to information systems curricula, however, may not fully serve to address these areas in student development. This paper proposes the use of a capstone information systems course as a part of an information systems education to develop students’ abilities and skills needed in the integrative information systems/technology and business areas. It is argued that a properly designed and taught capstone course offers curriculum flexibility and can satisfy the requirements of stimulating the creative mind to integrate various interrelated concepts, and acquisition of practical knowledge.     

The Role of School District Science Coordinators in the District-Wide Appropriation of an Online Resource Discovery and Sharing Tool for Teachers

When introducing and implementing a new technology for science teachers within a school district, we must consider not only the end users but also the roles and influence district personnel have on the eventual appropriation of that technology. School districts are, by their nature, complex systems with multiple individuals at different levels in the organization who are involved in supporting and providing instruction. Varying levels of support for new technologies between district coordinators and teachers can sometimes lead to counterintuitive outcomes. In this article, we examine the role of the district science coordinator in five school districts that participated in the implementation of an online resource discovery and sharing tool for Earth science teachers. Using a qualitative approach, we conducted and coded interviews with district coordinators and teachers to examine the varied responsibilities associated with the district coordinator and to infer the relationships that were developed and perceived by teachers. We then examine and discuss two cases that illustrate how those relationships could have influenced how the tool was adopted and used to differing degrees in the two districts. Specifically, the district that had high support for online resource use from its coordinator appeared to have the lowest level of tool use, and the district with much less visible support from its coordinator had the highest level of tool use. We explain this difference in terms of how the coordinator’s promotion of teacher autonomy took distinctly different forms at those two districts.     

Images of a new sub-culture in the Australian university: Perceptions of non-nurse academics of the discipline of nursing

It is crucial to the development and credibility of the nursing profession that its knowledge base be recognised as legitimate scholarly endeavour by established members of academia. For that reason, this report concerns examination of the attitudes and values of a group of non-nurse academics employed in universities in Melbourne, Victoria, Australia and the degree to which they view nursing as an epistemic entity. Perceptions are considered within the dual contexts of recent major changes in nursing education and in academia. Naturalistic Inquiry, informed by a hermeneutic attitude, is employed as a heuristic to examine the sub-culture of nursing within the broad culture of academia. Analysis of extensive interview data provided by the contemplation of study participants provides emergent themes. Several metaphors are chosen to explicate the findings that nursing is largely perceived to be nebulous, atheoretical, and subservient to the medical profession. Implications are discussed and recommendations are made with the view to encourage modernisation of the university through improving internal communication and challenging traditional models of operations within the tertiary sector.     

The status model of racial identity development in African American adolescents: evidence of structure, trajectories, and well-being

Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods.     

A comparison of psychological/psychiatric symptomatology of women and men sexually abused as children.

OBJECTIVE: The purpose of this study was to explore gender differences in symptomatology among sexual abuse survivors utilizing a standardized measure of specific symptom patterns, the Symptom Checklist 90-Revised (SCL-90-R). METHOD: Gender differences in symptomatology of adults sexually victimized as children were examined. Participants were 162 women and 25 men entering an outpatient treatment program for adult survivors of childhood sexual abuse (CSA) in a university-based community mental health center. Symptomatology was measured using the Symptom Checklist 90-Revised (SCL-90-R). RESULTS: Although no differences appeared when examining the raw data, the results changed dramatically once the data were converted into T-scores and epidemiological SCL-90-R gender differences were taken into account. The findings indicate that men exhibited significantly more interpersonal sensitivity, depression, anxiety, and phobic anxiety than women in relation to their respective normative samples. CONCLUSIONS: The use of nonclinical T-scores in this study allows for the interpretation that men survivors of childhood sexual abuse (CSA) have higher levels of symptomatology than women survivors when compared to their respective normative samples.     

Knowledge of Traumatic Brain Injury among Educators

The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed.