On the acoustic signature of golf ball impact

In this paper, we present results on the measurement and analysis of the sound that is produced by the sharp impact loading of a golf ball by a flat massive object (e.g. the face of a golf club). We discuss: (a) the motivation for such a study; (b) some necessary background information on how golf balls vibrate; (c) the techniques used to acquire and analyse the data; and (d) an analysis of the sound made by dropping balls on a smooth, massive concrete target surface. These results establish a simple method for rapid and non-destructive measurement of the effective high-frequency elastic shear moduli of balls and ball cores.     

Find Your Manners: How Do Infants Detect the Invariant Manner of Motion in Dynamic Events?

To learn motion verbs, infants must be sensitive to the specific event features lexicalized in their language. One event feature important for the acquisition of English motion verbs is the manner of motion. This article examines when and how infants detect manners of motion across variations in the figure's path. Experiment 1 shows that 13- to 15-month-olds (N = 30) can detect an invariant manner of motion when the figure's path changes. Experiment 2 reveals that reducing the complexity of the events, by dampening the figure's path, helps 10- to 12-month-olds (N = 19) detect the invariant manner. These findings suggest that: (a) infants notice event features lexicalized in English motion verbs, and (b) attention to manner can be promoted by reducing event complexity.     

Infant Categorization of Path Relations During Dynamic Events

Fundamental to amassing a lexicon of relational terms (i.e., verbs, prepositions) is the ability to abstract and categorize spatial relations such as a figure (e.g., boy) moving along a path (e.g., around the barn). Three studies examine how infants learn to categorize path over changes in manner, or how an action is performed (e.g., running vs. crawling). Experiment 1 (n = 60) finds that 10‐ to 12‐month‐old English‐learning infants categorize a figure’s path. In Experiment 2 (n = 27) categorization is disrupted when the ground object is removed, suggesting the relation between figure and ground defines the path. Experiment 3 (n = 24) shows that language may be a mechanism guiding category formation. These studies suggest that English‐learning infants can categorize path, a component lexicalized in the world’s languages.     

Engaging with blended learning to improve students’ learning outcomes

When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.     

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

The purpose of this study was to test whether leader–member exchange theory (LMX) offers an explanatory lens for the program of classroom justice research. To that end, relationships among justice, LMX, and antisocial communication were explored. Findings indicated that perceptions of justice and LMX were positively related. Likewise, perceptions of interactional and procedural justice negatively predicted indirect interpersonal aggression, hostility, and revenge. Similarly, LMX perceptions were negatively related to students’ hostility and revenge and mediated the relationships between students’ perceptions of distributive justice and these outcomes. LMX also moderated the relationships between students’ perceptions of classroom justice and indirect interpersonal aggression and deception. Implications, limitations, and future research are discussed.     

Perceptions and Experiences of International Trainees in Counseling and Related Programs

International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and approaches to treating mental health. Implications and recommendations are outlined. Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South Carolina, United States of America.     

Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献   

Sleep and stress hormone responses to training and competition in elite female athletes

Stress hormone and sleep differences in a competition versus training setting are yet to be evaluated in elite female team-sport athletes. The aim of the current study was to evaluate salivary cortisol and perceptual stress markers during competition and training and to determine the subsequent effects on sleep indices in elite female athletes. Ten elite female netball athletes (mean?±?SD; age: 23?±?6 years) had their sleep monitored on three occasions; following one netball competition match (MATCH), one netball match simulation session (TRAIN), and one rest day (CONTROL). Perceived stress values and salivary cortisol were collected immediately pre- (17:15 pm) and post-session (19:30 pm), and at 22:00 pm. Sleep monitoring was performed using wrist actigraphy assessing total time in bed, total sleep time (TST), efficiency (SE%), latency, sleep onset time and wake time. Cortisol levels were significantly higher (p?p?p?相似文献   

Development and initial investigation of a self-report measure of teachers’ readiness to implement

This paper describes development and piloting of a self-report measure of teachers’ readiness to implement evidence-based programs. Using mixed methods, this project proceeded in two phases. In the first phase, a program-independent self-report measure of readiness to implement was developed and piloted with N?=?53 teachers. Results of quantitative analyses offer initial support for the structure and utility of this scale. In the second phase, qualitative interviews were conducted with a subset of the overall sample in order to more thoroughly understand teachers’ experiences of readiness and implementation. Together, results contribute to further scale development and offer preliminary support for the validity of this measure in assessing readiness.     

Teacher and administrator perceptions of gender in the classroom

Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers’ and administrators’ perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and administrators attributed conflict styles based upon gender and consistently reference boys conflict resolution style as “over quickly” in contrast to girls conflict resolution style. Likewise, participants’ gendered perceptions extended to the kinds of feedback they expected girls and boys to prefer. Additionally, our findings show that participants misunderstood or lacked knowledge of scientifically sound research and participants described changing the curriculum in a single-sex class/school to use stereotypical topics and activities for student engagement. The authors suggest this data should open a discussion between education scholars and practitioners to help align current knowledge about gender and development and implications of stereotypes for classroom practice.