A dynamic approximation of balanced gymnastics landings

A gymnast can balance after an uneven parallel bar dismount by contacting the ground with an appropriate body position and angular velocity. Balanceable gymnastics landings were predicted by dividing landing into two parts: a short duration impact phase when foot-mat contact forces are high, and a subsequent longer balancing phase during which the gymnast exerts active control at the joints to attenuate the resulting post-impact velocities and achieve a desired motionless terminal configuration. This paper identifies controllable sets of pre-impact landing positions and velocities for a typical female collegiate gymnast that are feasible targets for the end of flight following a single- and double-backward somersault uneven bar dismount with forward mass centre (CM) velocity. Simple algebraic impulse-momentum models for the impact phase determine impulses necessary to stop the feet and slow angular velocity. After impact, a dynamic analysis is needed to determine stability because non-negligible post-impact angular and linear velocities are possible. For almost all successfully balanced landings, ground contact occurs with the CM positioned above the feet and between the toe and heel, because the linear impact impulses that stop the feet also contribute to an angular impulse that slows angular momentum. Only at the largest pre-impact angular velocities following a double-somersault dismount can contact occur with the CM in front of the toe. The gymnast is in balanceable preimpact orientations longer when rotating more slowly and with a smaller angular momentum; therefore balance may be more likely after performing a single-somersault dismount with a large moment of inertia.     

Is peer review still the content industry's upper house?

Key points

• Although ‘peer review’ has quasi‐sacred status, times are changing, and peer review is not necessarily a single and uniformly reliable gold standard.
• For publishers, peer review is a process not an outcome.
• Academics understand peer review, but are often ignorant about the quality checking mechanisms within wider publishing.
• Self‐publishing has led to the much wider availability of publishing services – these now being used by all stakeholders in publishing.
• How should universities evaluate comment and ideas that were first disseminated within a non‐academic market?
• Rather than an upper house, is peer review today more of a galley kitchen?

     

Staff Preferences in Children with Mental Retardation

Staff at a residential facility for children with mental retardation rated their most‐preferred and least‐preferred children on a list of child characteristics. Staff‐perceived characteristics that differed significantly between the most‐ and least‐preferred children were subjective traits involving physical attributes, mood, behaviour, and social qualities. The remaining characteristics comprised objective developmental traits that did not differentiate the two groups. Small children were more likely to be rated most‐preferred, and large children least‐preferred. Staff tended to discount positive traits in their least‐preferred children and tolerate negative attributes in their most‐preferred children. Some children were rated as both most‐ and least‐preferred by different caregivers. These findings add to the understanding of staff perceptions and attitudes and have implications for intervention.     

Study experiences and the post-study intentions of female international undergraduate students

The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities.     

Links between special schools and mainstream schools: a follow-up survey

This article reports the findings from a survey of special schools in England and Wales regarding their links with mainstream schools. This survey was a follow-up of two previous surveys undertaken in mid-1987 and 1993 respectively. Data were elicited about visits made by pupils, teachers and support assistants both from special schools to mainstream schools and from mainstream schools to the special schools. Over two-thirds of special schools in England and Wales responded, the sample reflecting the distribution of types of special schools nationally. Findings indicated that the degree of link activity has been maintained over the years but it is relatively restricted in terms of the number of pupils and staff involved, and there does not seem to be evidence of the strategic use of placements.     

Hidden Expectations Behind the Promise of the Flipped Classroom

The purpose of this study was to evaluate the student experience of pre-service teachers in a compulsory primary science education course that adopted a flipped classroom approach. Participants (n = 79) were surveyed at the conclusion of the course exploring their perceptions of engagement, enjoyment, and degree of learning as a result of participating in this course. At the end of this course, the majority of participants indicated they were happy with learning outcomes and enjoyed some aspect of the online videos; however, they also indicated they did not watch all of the eight mandatory weekly videos. In fact, the majority only watched about four out of the eight videos. This paper explores why students were reluctant to engage with the online videos and asks if there is an underlying aspect to flipped classrooms that disengages students.     

Diversifying High Schools in Racially Changing Suburban Districts: Expanding Opportunity,Creating Barriers?

Although demographic change is happening more rapidly at the elementary school level, the intersection of these demographic trends with the changing mission of high schools may offer the opportunity to reduce some of the persistent racial gaps in educational attainment. At the same time, when schools became diverse as desegregation took place, stratification within schools occurred, leading to inequality within diverse schools. Thus, this article seeks to examine whether high schools can help to expand opportunity for low-income students and students of color as suburban racial change occurs. To answer this question, this article draws on school-level interviews in six public high schools in racially changing suburban districts in some of the nation's largest metropolitan areas. High schools in this study focused on ways to provide access to diverse students through structural reforms and information dissemination, yet they also saw academic programs as a way to compete for certain students to shape their student body composition and maintain enrollment.     

The Home Environment Shapes Emotional Eating

Emotional overeating (EOE) is the tendency to eat more in response to negative emotions; its etiology in early life is unknown. We established the relative genetic and environmental influences on EOE in toddlerhood and early childhood. Data were from Gemini, a population‐based cohort of 2,402 British twins born in 2007. EOE was measured using the “emotional overeating” scale of the Child Eating Behavior Questionnaire (CEBQ) at 16 months and 5 years. A longitudinal quantitative genetic model established that genetic influences on EOE were minimal; on the other hand, shared environmental influences explained most of the variance. EOE was moderately stable from 16 months to 5 years and continuing environmental factors shared by twin pairs at both ages explained the longitudinal association.     

Curriculum‐based measurement of reading: recent advances

A significant amount of literature has been published on curriculum‐based measurement (CBM) in the last decade. Much of the conceptual work on CBM was done in the 1980s and early 1990s. This review concentrates on the large body of research published within the last 10 years on CBM of reading, including further research demonstrating its technical characteristics (particularly those of oral reading fluency), studies on the establishment of norms, more evidence for the effectiveness of CBM of reading for screening, referral and classification, issues related to implementation, and generalisation to other groups and settings.