Time course of the acute effects of core stabilisation exercise on seated postural control

Core stabilisation exercises are often promoted for purposes ranging from general fitness to high-performance athletics, and the prevention and rehabilitation of back troubles. These exercises, when performed properly, may have the potential to enhance torso postural awareness and control, yet the potential for achieving immediate gains has not been completely studied. Fourteen healthy young participants performed a single bout of non-fatiguing core stabilisation exercise that consisted of repeated sets of 2 isometric exercises, the side bridge and the four-point contralateral arm-and-leg extension. Seated postural control, using an unstable balance platform on top of a force plate, was assessed before and after exercise, including multiple time points within a 20-minute follow-up period. Nine standard postural control variables were calculated at each time point, including sway displacement and velocity ranges, root mean squares and cumulative path length. Statistical analysis showed that none of the postural control variables were significantly different at any time point following completion of core stabilisation exercise. Thus, we conclude that a single bout of acute core stabilisation exercise is insufficient to immediately improve seated trunk postural control in young healthy individuals.     

A systematic review of siblings and physical activity experiences

Siblings are important developmental agents, yet understanding of their influence in physical activity settings is limited. Prior to developing sibling-focused research questions, a comprehensive summary of the diverse literature regarding siblings in the physical domain is needed. A systematic review of siblings in physical activity contexts was conducted to gauge current knowledge on this topic and provide a guide for future empirical endeavors. A comprehensive literature search of CINAHL, The Cochrane Library, PsychINFO, PubMed, SPORTDiscus, and Web of Science yielded 68 studies spanning 46 years (1970–2016). The results showed siblings to be actively and passively associated with physical activity levels and to be sources of both positive and negative experiences in sport. The sex composition of sibling dyads appears to moderate outcomes. Overall, the findings provide an outline of sibling-based subject areas, identify topics needing further attention, and showcase methods with potential to advance the study of sibling relationships in the physical domain.     

Acute ingestion of beetroot juice does not improve short-duration repeated sprint running performance in male team sport athletes

ABSTRACT

The effects of acute ingestion of nitrate on short-duration repeated sprint performance (RSP) are unclear. This study investigated the effect of acute ingestion of beetroot juice on a test of RSP in team sport athletes. Sixteen male team sport athletes undertook four trials using a 40 m maximum shuttle run test (MST), which incorporates 10 × 40 m shuttle sprints with 30 s between the start of each sprint. Two familiarisation trials, followed by nitrate-rich beetroot juice (BR; ~6 mmol nitrate) and nitrate-depleted beetroot juice (PLA; ~0.0034 mmol nitrate) trials were completed in a randomised, double-blind manner. Ingestion of beetroot juice 3 h prior to exercise elevated plasma nitrate concentrations ~6-fold in BR (BR, 413 ± 56 μM; PLA, 69 ± 30 μM; P < 0.001). RSP, assessed by sprint performance decrement (S_dec; %), did not differ (P = 0.337) between BR (5.31 ± 2.49%) and PLA (5.71 ± 2.61%). There was no difference between trials for total sprint time (P = 0.806), fastest sprint (P = 0.341), slowest sprint (P = 0.787), or post-exercise blood lactate concentration (BR, 11.8 ± 2.5 mM; PLA, 12.2 ± 2.3 mM; P = 0.109). Therefore, acute ingestion of beetroot juice did not improve a test of short-duration RSP in team sport athletes.     

HOW SHOULD THE COMMUNITY SERVE THE NON-DAY SCHOOL POPULATION?

What if a law were passed that Jews could not marry other Jews, that synagogues could not exist, that all Jews had to work on Saturday, that Jews could not participate in group worship, and that Jewish children could not receive a Jewish education? How would we, Federation planners and chief executives of central agencies for Jewish education react? How would we suggest the community organize a system in which Judaism would continue?     

《衰姐们》:当年轻梦想照进纽约现实

莉娜·杜汉姆在2010年"西南偏南"大会上受到追捧的电影《微型家具》借用残酷的现实主义,用大胆、幽默的手法,捕捉到20多岁,刚大学毕业的那一代人惴惴不安以及迷茫无助的心态。在其描绘下,曼哈顿变成一     

Die Umwegrentabilit?t einer Hochschule am Beispiel der FH JOANNEUM Campus Kapfenberg

Hochschulen verursachen nicht nur Kosten, sondern generieren auch einen erheblichen Nutzen, da sie Geld- und Güterstr?me zwischen der ?ffentlichen Hand, Privatpersonen und Unternehmen in Gang setzen. Daraus resultieren tangible (in Geldwerten messbare) und intangible (nicht in Geldwerten messbare) Effekte, die durch den Betrieb einer Hochschule entstehen. Diese Auswirkungen wurden für den Standort Kapfenberg der FH JOANNEUM erhoben. Aus der durchgeführten Analyse ergeben sich folgende Effekte: aus kurzfristiger Sichtweise flie?en j?hrlich fast 3,0 Mio. € der Region Bruck/Mur-Kapfenberg zu, der mittelfristig in der Region verbleibende Kaufkraftanteil betr?gt über 2,0 Mio. € und aus langfristiger Perspektive werden durch das Bestehen der FH JOANNEUM Campus Kapfenberg fast 3,6 Mio. € an zus?tzlichem Einkommen in der Region Bruck/Mur-Kapfenberg induziert. Daneben entstehen durch die Existenz einer Hochschule auch noch positive Effekte für eine Region, die nicht eindeutig quantifizierbar sind.     

An assessment matrix for library makerspaces

The emergence of maker culture has led to an increase of makerspaces across a variety of educational organizations, including public libraries. These makerspaces provide library patrons with new opportunities to learn and create through exploration, creation, and play. However, as the number of library makerspaces grows, so does the need for assessing learning in those same spaces. There is a small amount of research completed on assessing learning of makerspaces in public libraries. The researchers in this study examine patron use of a library makerspace through a theoretical framework based on modern assessment research. Soon after the study began, it was necessary to rethink the original research questions and methods in order to better understand how assessment could be effectively implemented. Findings include determining the scope of library makerspace participants and their assessment needs, potential assessments that can address those needs, and design implications for assessments in library makerspaces.     

Adverse Childhood Experiences (ACEs) Questionnaire and Adult Attachment Interview (AAI): Implications for parent child relationships

Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults’ states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α = .88). In the clinical sample, 84% reported ≥ 4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were ≥ 4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting.     

True-False Testing on Trial: Guilty as Charged or Falsely Accused?

Although widely used, the true-false test is often regarded as a superficial or even harmful test, one that lacks the pedagogical efficacy of more substantive tests (e.g., cued-recall or short-answer tests). Such charges, however, lack conclusive evidence and may, in some cases, be false. Across four experiments, we investigated how true-false testing of studied passages (e.g., on Yellowstone National Park) might enhance—or be optimized to enhance—performance on subsequent cued-recall tests. In Experiments 1–2, relative to control performance that did not benefit from any additional exposure, we found that (a) the evaluation of true statements enhanced the recall of tested (but not related) content and that (b) the evaluation of false statements enhanced the recall of related (but not tested) content, a differential pattern of benefits that did not depend on the syntactic structure of the test items. Moreover, when competitive clauses were embedded within the true-false items of Experiment 3 (e.g., True or false? Castle Geyser (not Steamboat Geyser) is the tallest geyser), we found that the evaluation of both types of statements enhanced the recall of both types of content. Finally, in Experiment 4, these holistic benefits proved robust to a retention interval of 48 h and were comparable with the benefits of a restudy condition in which learners restudied all of the propositions that could have been retrieved in the evaluation of the true-false items. Accordingly, although it was not uncommon for participants to misremember information as a consequence of true-false practice, our findings broadly indicate that, especially when carefully constructed, true-false tests can elicit beneficial, not superficial, processes that belie their poor reputation.

     

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date.