Comparison of split double and triple twists in pair figure skating

In this study, we compared the kinematic variables of the split triple twist with those of the split double twist to help coaches and scientists understand these landmark pair skating skills. High-speed video was taken during the pair short and free programmes at the 2002 Salt Lake City Winter Olympics and the 2003 International Skating Union Grand Prix Finals. Three-dimensional analyses of 14 split double twists and 15 split triple twists from eleven pairs were completed. In spite of considerable variability in the performance variables among the pairs, the main difference between the split double twists and split triple twists was an increase in rotational rate. While eight of the eleven pairs relied primarily on an increased rotational rate to complete the split triple twist, three pairs employed a combined strategy of increased rotational rate and increased flight time due predominantly to delayed or lower catches. These results were similar to observations of jumps in singles skating for which the extra rotation is typically due to an increase in rotational velocity; increases in flight time come primarily from delayed landings as opposed to additional height during flight. Combining an increase in flight time and rotational rate may be a good strategy for completing the split triple twist in pair skating.     

The relationship between selected body composition variables and muscular endurance in women

The primary purpose of this study was to determine if muscular endurance is affected by referenced waist circumference groupings, independent of body mass and subcutaneous abdominal fat, in women. This study also explored whether selected body composition measures were associated with muscular endurance. Eighty-four women were measured for height, weight, body mass index (BMI), waist circumference (WC), and abdominal skinfold thickness (SFAB) and performed 60-s sit-ups (SU) and maximal push-ups (PU) tests. Mean differences in SU and PU scores were tested across three groups based on WC as follows: WCG1 < 70 cm; WCG2 between 70 and 89 cm; WCG3 > or = 90 cm. There were no significant differences in SU and PU scores between WCG1 and WCG2. WCG3 had significantly lower SU and PU scores compared to the other groups. After adjusting for the influence of SFAB, BMI, and weight, the differences disappeared. The regression analysis revealed a two-variable (BMI and SFAB) model that accounted for the variation in SU performance. For PU, only BMI loaded into the regression model. The results of this study suggest that women with a WC > or = 90 cm have decreased muscular endurance compared to their lower WC counterparts. This difference is related to higher body masses.     

Self-citations as strategic response to the use of metrics for career decisions

There is limited knowledge on the extent to which scientists may strategically respond to metrics by adopting questionable practices, namely practices that challenge the scientific ethos, and the individual and contextual factors that affect their likelihood. This article aims to fill these gaps by studying the opportunistic use of self-citations, i.e. citations of one’s own work to boost metric scores. Based on sociological and economic literature exploring the factors driving scientists’ behaviour, we develop hypotheses on the predictors of strategic increase in self-citations. We test the hypotheses in the Italian Higher Education system, where promotion to professorial positions is regulated by a national habilitation procedure that considers the number of publications and citations received. The sample includes 886 scientists from four of science’s main disciplinary sectors, employs different metrics approaches, and covers an observation period beginning in 2002 and ending in 2014. We find that the introduction of a regulation that links the possibility of career advancement to the number of citations received is related to a strong and significant increase in self-citations among scientists who can benefit the most from increasing citations, namely assistant professors, associate professors and relatively less cited scientists, and in particular among social scientists. Our findings suggest that while metrics are introduced to spur virtuous behaviours, when not properly designed they favour the usage of questionable practices.     

The role of allocentrism on perceptions and reactions to congruity

We investigated how allocentrism, or the tendency to emphasize in-group attributes was related to the amount and the kind (intrinsic vs. extrinsic) of congruity perceived between own and in-group goals. School teachers (N=114) rated the importance of own and coworkers’ intrinsic and extrinsic goals and completed measures of allocentrism and coworker satisfaction. As predicted, allocentrism was positively correlated with extrinsic goal congruity. In general, increasing congruity on intrinsic goals was related to higher coworker satisfaction. However, there were individual differences in reactions to congruity: high allocentrics who perceived congruity on both, intrinsic and extrinsic goals were more satisfied than those who perceived high congruity only on extrinsic goals.     

Teacher use of evidence to customize inquiry science instruction

This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010     

Jiselle and the Royal Jelly: Power,Conflict and Culture in an Interdisciplinary Game Design Course

With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game‐related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student‐created game.     

Environmental Hazards Education for Childbirth Educators

The purpose of this article is to educate childbirth educators about environmental hazards and provide resources. Hazardous chemicals have been found in cord blood, placenta, meconium, and breastmilk samples. These chemicals include commonly known hazards such as lead, mercury, and environmental tobacco smoke, as well as some pesticides, solvents, products containing chlorine, and other chemicals referred to as “persistent organic pollutants.” The fetus is particularly vulnerable to environmental chemicals that can disrupt the developmental process at critical times during gestation. Childbirth educators are encouraged to inform themselves in order to inform childbearing families to take preventive action and explore alternative behaviors to reduce exposure to environmental hazards.