Females and computer-mediated communication : new technologies, new challenges

Advanced technologies are changing the face of higher learning by creating opportunities for those who wish to continue their education. On-line education, currently the most common mode of education delivery, has revolutionized the way in which learning takes place. Adult females appear to benefit greatly from computer-mediated communication distance learning due to its flexibility. However, there has been a general lack of research and focus on the females as distance learners and their success in on-line learning. This literature review examines the reasons why females comprise the majority of computer-mediated students and also looks at those barriers that keep women from being successful distance education students. This literature review also examines programs and procedures that have been successful in implementing distance education programs for the adult female learner and offers advice to administrators

'WARM-UP' EFFECTS ON FREQUENCY CONTENT OF EMG IN DYNAMIC EXERCISE: IMPLICATIONS FOR ASSESSING FATIGUE

The purpose of this study was to examine the implications of the increasing muscle temperature that occurs during dynamic exercise for using the frequency content of EMG for assessing muscle fatigue in such activities. It is known that the temperature of the active muscles can be elevated to around 40°C during prolonged exhaustive exercise (Saltin et ai, 1972) and that temperature changes can affect the frequency content of surface EMG (Merletti et ai, 1984). Several of the previous studies in this area have shown initial increases in median frequency (fmed) prior to a decline with fatigue where the activity was not proceeded by other exercise (Jansen et ai, 1997, Gosselin et ai, 2000, Hausswirth et ai, 2000). It is hypothesised that these initial rises are due to increasing muscle temperature and that this may affect the accurate measurement of fatigue

Organizational Socialization: Experiences of Junior Faculty in Athletic Training Education Programs

Background: New faculty members become oriented to their new positions through numerous methods, such as institutional mechanisms as well as networking with various individuals. The process of acculturation is often complex, and best understood from a socialization framework. Role transition for the faculty member is often accomplished through professional socialization, or the experiences prior to beginning a faculty position. However, role transition also continues once the newly minted doctoral student is catapulted into employment. This dynamic, on-going process is often seen as organizational socialization. Objective: We sought to understand how Athletic Training faculty members navigate role transition, from doctoral student to faculty member during the pre-tenure years. Procedures: 19 junior Athletic Training faculty members completed semi-structured interviews to discuss their role transition and inductance into higher education. Data were analyzed following a general inductive approach. Credibility was secured through triangulation, peer review, and interpretative member checks. Results: We found that several organizational mechanisms were in place to support this time of role transition: 1) interviews, 2) orientation, 3) professional development activities, and 4) role consistency. Also, internal motivation and individual inquisitiveness supported this transition, as the junior faculty often solicited feedback or advice from others in their department to evaluate what was expected of them and how to succeed while performing their roles

Rivers and Westward Expansion

Students will research a river in the United States and answer questions about the river and identify the river on a map of the United States

Student Development and Service-Learning: A Three-Phased Model for Course Design

Many key resources in service-learning literature offer tools and advice to faculty members for designing effective service-learning courses; these materials typically focus on integrating service-learning effectively into a syllabus, fostering reciprocal partnerships, and using reflection to analyze experience.  In addition, a number of research studies have explored the impact of participation in service-learning on student development outcomes.  However, very few resources “flip” this equation—that is, there is less information in the literature on how student development theory can inform the effective design of service-learning courses and curricula.  This article utilizes an extensive review of student/adult development and learning theory to propose a three-phased model for service-learning course design.  Informed by the authors’ experiences working with faculty members and departments, the article provides examples illustrating the potential impact of this approach for individual courses or sequential curricula

Modeling kicks from the merger of generic black-hole binaries

Recent numerical relativistic results demonstrate that the merger of comparable-mass spinning black holes has a maximum ``recoil kick'' of up to \sim 4000 \kms. However the scaling of these recoil velocities with mass ratio is poorly understood. We present new runs showing that the maximum possible kick perpendicular to the orbital plane does not scale as $\sim\eta^2$ (where $\eta$ is the symmetric mass ratio), as previously proposed, but is more consistent with $\sim\eta^3$, at least for systems with low orbital precession. We discuss the effect of this dependence on galactic ejection scenarios and retention of intermediate-mass black holes in globular clusters.Comment: 5 pages, 1 figure, 3 tables. Version published in Astrophys. J. Let

Beyond Piecework: Employment for Persons with Intellectual and Developmental Disabilities

All people deserve competitive, fulfilling employment (Lysaght, Cobigo, Hamilton, 2011). Many people with intellectual or developmental disabilities (I/DD) have difficulty obtaining competitive employment despite desiring to work (Lysaght, Ouellett-Kuntz, & Lin, 2010). In past years, people with I/DD have been employed in sheltered workshops; however, they are often paid below minimum wage, do not receive benefits, and are viewed as subordinates. Workers report the desire to work outside of sheltered employment. Competitive employment (integrated/supported employment), can lead to social justice, social inclusion, personal growth, and improved financial situations (Migliore, Mank, Grossi, & Rogan, 2007). Occupational therapists are suited to assist individuals with I/DD in obtaining and maintaining employment through development of skills and environmental supports. The purpose of this session is to present the results of an evidence based review on effective interventions to increase integrated/supported work engagement for individuals with I/DD, as well as discuss the significance in occupational therapy practice. A comprehensive literature review was performed to identify best practice. CINAHL, PubMed, OT Search, Scopus, ERIC, and Cochrane databases were searched. Peer reviewed articles published between 2003-2013, relating to interventions regarding integrated/supported employment for adults with I/DD, and within the scope of occupational therapy were included in the literature review. The review examined 12 articles that investigated the most effective interventions to increase integrated/supported work engagement in adults with I/DD. Reviewers used Law and McDermid’s (2003) Appendix M+N and PRISMA Systematic Review Form to critique the articles. There was one primary and one secondary reviewer per article; discrepancies were resolved through peer discussion. Upon review and synthesis of the articles, two main outcome themes, accuracy and quality of life were identified. Accuracy was typically related to the intervention of assistive technology. Interventions related to quality of life included choice-making, microenterprise, and peer support. In addition to expanding occupational therapy’s scope of practice, understanding the most effective interventions to promote employment for adults with I/DD allows occupational therapists to make informed decisions to increase the opportunities for integrated/supported work engagement for this population. References: Law, M. & McDermid, J. (2003). Appendix M and N (pp 414-423). In Evidence-Based Rehabilitation. Thorofare, NJ: SLACK, Inc. Lysaght, R., Cobigo, V., & Hamilton, K. (2012). Inclusion as a focus of employment-related research in intellectual disability from 2000 to 2010: A scoping review. Disability and rehabilitation, 34(16), 1339-1350. Lysaght, R., Ouellette-Kuntz, H., & Lin, C. J. (2012). Untapped potential: Perspectives on the employment of people with intellectual disability. Work: A Journal of Prevention, Assessment and Rehabilitation, 41(4), 409-422. Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment or sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26(1), 5-19

On Pediatric Vaccines and Catholic Social Teaching

Determining whether, and when, to get one\u27s children vaccinated has become an increasingly controversial decision, often leaving parents fearful of making the “wrong” choice. Part of the challenge stems from the fact that what is rationally optimal for an individual is inherently at odds with the best outcome for the community, meaning that if everyone acted out of self-interest with respect to pediatric vaccines, communal health would suffer significantly. Given these tensions, the issue of pediatric vaccines benefits greatly from the nuanced assessment of Catholic social teaching. Specifically, the Pontifical Council for Justice and Peace\u27s “four permanent principles” of human dignity, the common good, subsidiarity, and solidarity highlight the issues involved and help parents navigate this significant medical choice with a more informed conscience and a greater sense of their moral responsibilities. The end result is a fruitful alignment between Catholic social teaching and ethics in ordinary life