Functional shoulder ratios with high velocities of shoulder internal rotation are most sensitive to determine shoulder rotation torque imbalance: a cross-sectional study with elite handball players and controls

The aim of the present study was to determine which approach to calculating shoulder ratios is the most sensitive for determining shoulder torque imbalance in handball players. Twenty-six participants (handball athletes, n = 13; healthy controls, n = 13) performed isokinetic concentric and eccentric shoulder internal rotation (IR) and external rotation (ER) assessment at 60, 180 and 300°/s. We used eight approaches to calculating shoulder ratios: four concentric (i.e. concentric ER torque divided by concentric IR torque), and four functional (i.e. eccentric ER torque divided by concentric IR torque) at the velocities of 60, 180 and 300°/s for both IR and ER, and combining 60°/s of ER and 300°/s of IR. A three factorial ANOVA (factors: shoulder ratios, upper limb sides, and groups) along with Tukey’s post-hoc analysis, and effect sizes were calculated. The findings suggested the functional shoulder ratio combining 60°/s of ER and 300°/s of IR is the most sensitive to detect differences between upper limbs for handball players, and between players and controls for the dominant side. The functional shoulder ratio combining 60°/s of ER with 300°/s of IR seems to present advantages over the other approaches for identifying upper limb asymmetries and differences in shoulder torque balance related to throwing.     

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.     

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.     

Reading This Bridge Called My Back for pedagogies of coalition,remediation, and a razor’s edge

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.     

Well-Posedness of Singularly Pertubed Nash Games

This paper discusses linear-quadratic infinite-time nonzero-sum closed-loop Nash games for systems with fast and slow modes. It is shown via example that the usual order reduction processes utilizing control ideas of singular perturbation analysis leads to an ill-posed reduced order problem. A modification of the performance indices is presented which leads to a well-posed problem, when the usual order reduction method is used. Finally, a hierarchical reduction procedure is proposed which leads to well-posed fast and slow game problems even when the performance indices are not modified.     

Boyer in the Middle: Second Generation Challenges to Emerging Scholarship

This article reports on an examination of the distinctive second-generation challenges and opportunities faced by an early institutional adopter of the Boyer model of scholarship. Following the first cohort of faculty to be reviewed for tenure and promotion based on these criteria, we report the results of a survey designed to determine the perceptions of faculty and administrators of the degree to which emerging forms of scholarship had been integrated into the university culture including factors such as institutional identity, support structures, and faculty participation. This case study sheds light on the process of adaptation at this single institution and provides glimpses of how cultural change might occur across higher education.     

The seductive details effect in technology‐delivered instruction

Seductive details are highly interesting information tangential to course objectives. The inclusion of seductive details generally harms performance on recall tests, but few studies have used multimedia training or investigated effects on performance on recognition tests or transfer tasks. We conducted two studies using computer‐based training, instructing college students to use either Excel or Word mail merge. Contrary to most prior results, we found no negative effect for seductive details on recognition tests, and we found a facilitative effect on transfer performance. We discuss implications for theories of learning and transfer, and practical implications for instructional design and delivery.     

Collaborative digital government in Mexico: Some lessons from federal Web-based interorganizational information integration initiatives

The use of information and communication technologies in government has been characterized as one powerful strategy for administrative reform. From recent experiences around the world, it seems clear that in order to enjoy some of the greatest benefits of digital government, the integration of information across organizational boundaries is necessary. However, these digital government initiatives face additional challenges, since the required level of interorganizational collaboration and trust is often not supported by existing institutional arrangements, organizational structures, and managerial processes. In fact, many institutions and administrative structures found in government contexts offer incentives for single-agency work only, which produces stove-pipe systems. Based on an extensive case study in the Mexican federal government, this paper explores how certain institutional arrangements and organizational structures can enable or hinder cross-agency collaboration and consequently, interorganizational information integration.     

Information needs and information-seeking behaviors of HIV positive men and women

Although a portion of the HIV/AIDS population has long been active in seeking out information in support of self-care, little work has been done to examine closely the information needs and information-seeking behaviors of this community relative to the provision of medical reference. This exploratory study provides insight into the types of information HIV positive individuals seek and the resources they consult in gathering information to bolster health and well-being. Having a better understanding of the information needs and information-seeking behaviors of individuals with HIV/AIDS will facilitate information intervention for this community.     

“Spanish as a foreign language” teachers’ profiles: inclusive beliefs, teachers’ perceptions of student outcomes in the TCLA program, burnout, and experience

The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers—SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers’ perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, Innovative SFL Teachers and the smaller, Traditional SFL Teachers. The Traditional SFL Teachers are characterized by more years of experience, lower inclusive beliefs scores, lower teachers’ perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role.