Application of the neuromuscular fatigue threshold treadmill test to muscles of the quadriceps and hamstrings

PurposeThe purposes of the present study were: (1) to determine whether the physical working capacity at the fatigue threshold (PWC_FT) model that has been used for estimating the onset of neuromuscular fatigue in the vastus lateralis (VL) during incremental treadmill running could also be applied to the vastus medialis (VM), biceps femoris (BF), and semitendinosus (ST) muscles; and (2) if applicable, to compare the running velocities associated with the PWC_FT among these muscles.MethodsEleven subjects (age 21.7 ± 1.8 years) performed an incremental treadmill test to exhaustion with electromyographic signals recorded from the VL, VM, BF, and ST.ResultsThe results indicated there were no significant (p > 0.05) mean differences in the running velocities associated with the PWC_FT for the VL (14.4 ± 2.0 km/h), VM (14.3 ± 1.9 km/h), BF (13.8 ± 1.8 km/h), and ST (14.7 ± 2.3 km/h). In addition, there were significant inter-correlations (r = 0.68–0.88) among running velocities associated with the PWC_FT of each muscle. Individual results also indicated that 9 of the 11 subjects exhibited identical PWC_FT values for at least 3 of the 4 muscles, but there were no uniform patterns for any intra-individual differences.ConclusionThe findings of the present study suggested that the PWC_FT test is a viable method to identify neuromuscular fatigue in the quadriceps and hamstrings during incremental treadmill exercise and results in consistent PWC_FT values among these muscles.     

Dimensions of hope in adolescence: Relations to academic functioning and well-being

Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest.     

The Implementation of Problem-Solving Consultation: An Analysis of Problem Conceptualization in a Multiracial Context

The purpose of this study was to analyze how school psychologists engage racial/cultural diversity when conceptualizing problems during consultation in a multiracial context. Four school psychologists were recruited to engage in computer-simulated problem-solving consultation. Each school psychologist was presented with three fictional consultation cases. The participants then used a computer-simulated school environment to interact with fictional teachers in a school-based setting to complete the consultation cases. Three themes emerged: (a) limited use of ecological approach, (b) lack of cultural responsiveness, and (c) divergent approaches to problem identification for African American versus European American referrals. Implications for using problem-solving consultation in a multiracial environment are discussed.     

America’s Democracy Colleges: The Civic Engagement of Community College Students

This study explored the civic engagement of current two- and four-year students to explore whether differences exist between the groups and what may explain the differences. Using binary logistic regression and Ordinary Least Squares regression it was found that community-based engagement was lower for two- than four-year students, though community-based engagement increased as two-year students spent more time on campus, measured by enrolling full-time, living on campus, and working on campus. For political protests, two-year students were similar to four-year students, but when they spent more time on campus they were more likely to participate in political protests. For discussing politics, time spent on campus did not explain the differences between two- and four-year students. These findings indicate that while community college students arrive at college predisposed to lower rates of engagement than four-year students, these differences may be reduced by spending more time in educational settings by enrolling full-time, living on campus, and working on campus. Therefore, attending a community college does help students become productive members of society. Community college administrators and practitioners can use these findings to develop policies and practices that encourage students to develop the skills, abilities, and motivation necessary to be civically engaged.     

PROFESSORS OF COMMUNITY COLLEGE EDUCATION: CHANGES IN THEORETICAL AND PROFESSIONAL ORIENTATIONS

More than 80% of professors associated with the American Association of Community and Junior Colleges responded to a survey by the authors in 1980. The questionnaire was based on and the findings were compared with a 1972 study by Campbell and Newell. Trends in demographic data, career patterns, and professional orientations are documented and analyzed. University professors of community college education were 7.7 years older as a group in 1980 than they were in 1972; many other changes appear related to this trend. Fewer than 3% of faculty in this field remain at the level of assistant professor, while 61% have already achieved the rank of professor. As a whole, the group is more productive and somewhat more conservative. Some gains have been made in the representation of women (from 0 to 14%) and minorities (from 3 to 6%). With the maturing of this professional group has come related developments in professional orientations. Time invested in research and writing nearly doubled, and professors would like to do still more. Although they still wish to be remembered for having trained outstanding administrators, their desire to be remembered for writing a significant book has increased significantly. As the academic field of community education matures, its professorial members have turned increasingly to scholarly values.     

Mass Media Displacement and Saturation

This study addresses the contradiction between the theoretical displacement of incumbent media by new media versus empirical evidence of rising consumption of both new and incumbent media. By analyzing 4 years of biannual daypart media consumption surveys, this research reveals trends in the consumer use of advertiser-supported media in the United States. Large gains were seen in new media, such as Internet and e-mail, whereas incumbent media such as television, radio, newspapers, and magazines held steady or grew in core dayparts. The differential rates of change, with new media growing at twice the rate of incumbent media, created an overall increase in the consumption of ad-supported media. Implications for the displacement hypothesis, media saturation, simultaneous media consumption, and media management are discussed.     

喧嚣之后,网络公开课何去何从?

人们首次听说"网络公开课"(Massive Open Online Courses)的名字是在本世纪初。从2001年起,耶鲁、剑桥、麻省理工学院等一批世界顶尖高校纷纷将自己的课程公布到网上。如此"慷慨"的知识共享不光让世界各地的学生近距离地领略到国外名校教授的人文内涵与学术魅力,更是掀起了教育史上继远程函授之后的又一次革命。本文从商业中的"颠覆性创新"角度出发,另类解读网络公开课的现状与未来。     

Oral English language proficiency of ITAs: Policy,implementation, and contributing factors

Student complaints to legislators led to 20 states mandating higher educational institutions develop policy on oral English language proficiency of instructors. These mandates directed public institutions to certify oral English language proficiency of international teaching assistants. Universities responded to these mandates by developing policy requiring formal evaluation of international teaching assistants and provision for remediation of those whose skills were deficient. Demographic factors which led to these mandates are number of non-resident aliens and number of students in higher education institutions in the state. Institutional factors leading to policy were graduate enrollment and degree granting status of institutions.Clayton F. Thomas obtained his Ph.D. from the University of Iowa. He is a Professor of Educational Administration and Foundations at Illinois State University and is affiliated with the Center for Higher Education. Patricia K. Monoson obtained her Ph.D. from the University of Illinois. She is an Associate Professor of Speech Pathology at Illinois State University and is affiliated with the Center for Higher Education.