Why do high jumpers use a curved approach?

Currently, all elite high jumpers use the Fosbury Flop technique with a curved approach. This suggests that the curved approach presents some clear advantage, although there is no general agreement upon the mechanism or the mechanics. This study aimed to determine the characteristics of the approach curve and to investigate how it contributes to the generation of somersault rotation. A simple theoretical model was used to demonstrate that a tightening approach curve would change the inward lean towards the centre of the curve into outwards lean. Three-dimensional video analysis was used to record the performances of two elite male high jumpers in competition. It was found that in each case the radius of the approach curve and the inward lean angle both decreased towards the end of the approach. The amount of outward lean angular velocity generated was shown to be a major proportion of the required somersault angular velocity for a jump. It was concluded that the main advantage of a curved approach was that it resulted in the generation of somersault velocity providing the curve tightened towards the end of the approach.     

Librarian Sabbatical Leaves: Do We Need to Get Out More?

This article continues the conversation about librarian sabbatical participation. Analyses are based on quantitative and qualitative data gathered using an online questionnaire. While numerical results show little change in sabbatical participation over time, respondents had much to say about this topic. The author highlights common themes using various textual responses.     

Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life

Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.     

An exploration of school mobility: Risks and protective factors in late elementary

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.     

Capacity-Related Innovations Resulting From the Implementation of a Community Collaboration Model for School Improvement

A new genus of district and school improvement models entails partnerships with other organizations and new working relationships with families, community leaders, and youths. The Ohio Community Collaboration Model for School Improvement (OCCMSI) is one such model. It enables partners to leverage family and community resources for learning, healthy development, and overall success in school. This study presents qualitative research findings about the key capacities developed by 6 schools and 6 districts piloting the OCCMSI. Process and product innovations, as well as facilitators and barriers, were tracked as these sites progressed with their implementation efforts. Implications are drawn in relation to how these new and expanded capacities might be prioritized by district and school leaders, consultants, and other professionals involved in partnership-centered models of school improvement.     

Making a Difference in Research and Practice: A Commentary on “Consulting to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback

Zins and Illback observed in 1995 that planned organizational change processes were neglected in practice, training, and research. In the decade following publication of their article, implementation of processes and structures of planned organizational change increased dramatically. Schools and school districts continue to face increased opportunities and challenges associated with engaging with multiple organizational change efforts and face the prospect of negotiating the demands, accountabilities, and competing priorities emerging from discrepant efforts. Challenges emerging from widespread adoption of planned change processes are discussed in this commentary.     

The annotated bibliography and citation behavior: enhancing student scholarship in an undergraduate biology course

Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction.