Determination of the swing technique characteristics and performance outcome relationship in golf driving for low handicap female golfers

Previous studies on the kinematics of the golf swing have mainly focused on group analysis of male golfers of a wide ability range. In the present study, we investigated gross body kinematics using a novel method of analysis for golf research for a group of low handicap female golfers to provide an understanding of their swing mechanics in relation to performance. Data were collected for the drive swings of 16 golfers using a 12-camera three-dimensional motion capture system and a stereoscopic launch monitor. Analysis of covariance identified three covariates (increased pelvis-thorax differential at the top of the backswing, increased pelvis translation during the backswing, and a decrease in absolute backswing time) as determinants of the variance in clubhead speed (adjusted r (2) = 0.965, P < 0.05). A significant correlation was found between left-hand grip strength and clubhead speed (r = 0.54, P < 0.05) and between handicap and clubhead speed (r = -0.612, P < 0.05). Flexibility measures showed some correlation with clubhead speed; both sitting flexibility tests gave positive correlations (clockwise: r = 0.522, P < 0.05; counterclockwise: r = 0.711, P < 0.01). The results suggest that there is no common driver swing technique for optimal performance in low handicap female golfers, and therefore consideration should be given to individual swing characteristics in future studies.     

Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas

This article explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanation. Two interventions, on bond energy and spontaneity, were tested and intervention student performance was compared with that of a control group that did not use the experimental pedagogy. Results indicate that this instruction, which identifies students' initial conceptions and integrates those ideas into class discussion, leads to enhanced conceptual understanding. The intervention group outperformed the control group on a written course midterm, the thermodynamics portion of a standardized American Chemical Society examination, and an in‐depth interview. In interviews, the intervention group students explained the energetics of bond breaking and formation at a more sophisticated level than did the control students. In contrast, control students were more tenuous in their thinking, tended to contradict themselves more when discussing bond energy, and harbored more misconceptions about spontaneity. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 464–496, 2002     

BOOK REVIEWS

COMMUNITY IN CRISIS: THE ELIMINATION OF SEGREGATION FROM A PUBLIC SCHOOL SYSTEM. By James H. Tipton.
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer.     

Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.     

ABC problem in elementary mathematics education: Arithmetic <Emphasis Type="Italic">before</Emphasis> comprehension

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models.     

The 'energy challenge' in electrical engineering education

Traditionally, the education in electrical engineering is roughly divided into two areas, viz. electronics and telecommunication on the one hand and electrical energy on the other. Though the borders between these two areas have become vague, this division is still clearly observable, in particular when it comes down to the student's perception of these areas as potential fields of study. Electrical energy has an old-fashioned image. Furthermore, over the last decades there has been a shift from laboratory experiments to computer simulations. In this paper a new approach is introduced, which is aimed at raising first-year students' awareness of the potential attractiveness of electrical energy as an area of study. The approach is project-oriented and based on teamwork. Projects are carried out that are aimed at the design, implementation and verification of small total energy systems. The problems involved are related to energy production, system design, energy storage and consumption.     

Correlates of dementia-related anxiety: self-perceived dementia risk and ageism

ABSTRACT

As public awareness of and exposure to Alzheimer’s disease and related dementias (ADRD) have increased worldwide, the fear of developing ADRD, or dementia-related anxiety (DRA), is expected to increase as well. It was hypothesized that at least part of what makes dementia so anxiety-provoking is the association of ADRD with older adults, an often stigmatized group. To test this hypothesis, two online studies examined how ageist beliefs contribute to DRA; the roles of ADRD-related factors, such as self-perceived risk and personal exposure, were also examined. Study 1 included university students (n = 295, age range: 18 to 58 years, M_age  = 21.16, SD_age  = 4.85) to determine what factors may contribute to young adults’ DRA. Study 2 included adults of all ages (n = 352, age range: 18 to 81 years, M_age  = 37.85, SD_age  = 12.88) to determine whether Study 1 results were replicable among adults of all ages. Hierarchical multiple regressions were used. Results from both studies demonstrated that being female and having higher self-perceived dementia risk and benevolent ageism uniquely explicated higher levels of DRA. Within Study 2, significant relationships for both benevolent and hostile ageism were observed, suggesting that diverse negative attitudes toward older adults are associated with DRA. It is possible that strong ageist attitudes stigmatize older adults as those who are forgetful and this may contribute to DRA, as age is a major risk factor for developing dementia. Study limitations and directions for future research are discussed.     

The causes and prevention of cataract blindness

For many years it has been generally supposed that cataract blindness, which affects some two million people annually, was a normal part of the ageing process. Recent research suggests, however that a combination of risk factors play an important role and that it may be possible to prevent the onset of cataract by combatting mechanisms causing the loss of transparency.