Finding prejudice in unexpected places: racially biased perception

A series of experiments reveal that people are more likely to mistake black men as holding a gun than white men (Payne 2001; Payne et al., 2002; Correll et al., 2002). These data suggest that real-world cases of racially biased object-identification occur, such as in cases of police killings of unarmed black men. The aim of this paper is to correctly model what goes on in people’s heads, leading them to misidentify objects in these instances. One possibility is that people are making the wrong judgment about the object in question; perception might proceed as it should, but the viewer may think that they’re seeing a gun due to a cognitive error. Instead, I present a model which construes the error as a result of a visual illusion: even though the object is a hand tool, erroneous visual processing causes them to have the illusory experience of a gun

PLYOMETRIC TRAINING COMBINED WITH LADDER COORDINATION EXERCISES

V zadnjih letih je pliometrični trening vse bolj pogosta oblika treninga v kondicijski pripravi, saj dokazano vpliva na razvoj eksplozivne in hitre moči. Smernice za načrtovanje in izvajanje pliometričnega treninga še niso jasno definirane, kljub temu da se ta oblika treninga preučuje zadnjih trideset let. Ta vrsta treninga se uporablja tudi pri rehabilitaciji poškodovanih športnikov in v namen pridobivanja kostne gostote. Pojavlja se tudi v športnih igrah, kot so nogomet, košarka in odbojka, saj igralne okoliščine zahtevajo vertikalne skoke, udarce ter hitra in eksplozivna gibanja. V diplomski nalogi nas je zanimalo, kako hkratna vadba poskokov in vadba koordinacije vpliva na parametre skokov znotraj ene vadbene enote. Da smo preverili vpliv koordinacijske vadbe na parametre skokov, smo na Fakulteti za šport izvedli raziskavo. V njej je sodelovalo 15 prostovoljcev, ki se ukvarjajo z akrobatiko. Povprečna starost testirancev je bila 23,4 leta. Meritve so potekale v dveh terminih, vmes je bil dvodnevni premor. Testiranci v tem času niso bili drugače športno aktivni. Naključno izbrana polovica testirancev (n=7) je v prvem terminu izvajala zaporedne vertikalne poskoke s pasivnim odmorom, druga polovica (n=8) pa zaporedne vertikalne poskoke z aktivnim odmorom, ki je vključeval koordinacijsko nalogo na koordinacijski lestvi (zaporedje ven-not). V drugem terminu so bile naloge zamenjane. Pridobljene podatke meritev smo analizirali s pomočjo programov Microsoft Office Excel 2007 in 2010 in IBM SPSS Statistics 22. Izračunali smo povprečja višin skokov vseh merjencev v prvi, drugi, tretji, četrti in peti seriji, ločeno za aktivni in pasivni odmor. S pomočjo analize variance za ponovljene meritve smo kasneje izračunali ali obstajajo razlike v višinah skokov med aktivnim in pasivnim odmorom ter med posameznimi serijami. Ko smo primerjali različna povprečja skokov v serijah nismo ugotovili nobenih statistično značilnih razlik. Prav tako se statistično značilne razlike niso pojavljale med tistimi, ki so izvajali pasivni odmor in tistimi, ki so izvajali aktivni odmor (p=0,998). Razlike so bile vseeno opazne pri povprečni višini skokov, ki so bili zmeraj nižji pri tistih, ki so izvajali aktivni odmor. Na podlagi dobljenih rezultatov lahko torej zaključimo, da kombiniranje koordinacijskega in pliometričnega treninga ne poslabša kakovosti samega pliometričnega treninga. Ta kombinacija treninga je torej lahko učinkovit način priprave športnikov.Plyometric training is becoming one of the most common methods of sports conditioning, as it improves explosiveness and power. The guidelines for training and planning a plyometric training are not conclusive, even though scientists have been studying this type of training for the last 30 years,. This type of training is often used as a method of rehabilitation in injured athletes and for improving bone density. The training has also taken effect in various sports, such as football, basketball and volleyball, where vertical jumps, explosive movements and kicks are a must. The aim of this study was to determine, whether a concurrent training of plyometrics and coordination affects jump height. To test this we conducted a study on Faculty of sport. The study included 15 volunteers, which all had a history of training acrobatics or gymnastics. Their average age was 23,4. We tested them on two separate days, between which was a two day break. We asked the volunteers not to be physically active during those two days. The volunteers were randomly divided into two groups. The first group (n=7) performed vertical jumps and had active rest during the plyometric training (coordination ladder task – in and out drill) and the other group (n=8) performed vertical jumps and had passive rest between sets of jumps. After two days the type of rest was switched between groups: the first group performed passive rest and the second one active rest. We analysed the data with Microsoft Office Excel 2007 and IBM SPSS Statistics 22. We calculated mean height of all jumps and compared them considering the type of rest and compared mean jump height between different sets of jumps. When we compared average heights, we found no statistically significant differences between those who performed active and those who performed passive rest (p=0,998). We still found some differences in mean height of jumps between those with active and passive rest. The height of jumps which were interrupted by an active rest were always lower. We can conclude that we can merge plyometric training with coordination drills, since it does not affect jump height. After analysing the results, we summarised that it is possible to undertake a coordination drill when resting during a plyometric training

Profiles in Community-Engaged Learning

To provide a snapshot of the many impressive manifestations of community-engaged learning at the University of San Francisco, a 2014-2015 Faculty Learning Community (FLC), supported by the Center for Teaching Excellence (CTE), has collected the following profiles of selected faculty members across all the schools and colleges. This report was prepared by members of the CTE’s Faculty Learning Community on Community-Engaged Learning: Kevin D. Lo, Facilitator (School of Management), Emma Fuentes (School of Education), David Holler (College of Arts and Sciences), Tim Iglesias (School of Law), Susan Roberta Katz (School of Education), Star Moore (Leo T. McCarthy Center for Public Service and the Common Good), Chenit Ong-Flaherty (School of Nursing and Health Professions), Jennifer Parlamis (School of Management) Susan Pauly-O’Neill (School of Nursing and Health Professions). Our intent with this report is to offer USF administrators and incoming faculty members a sense of what’s being done well in community-engaged learning (CEL), while also pointing out what challenges remain as we establish our identity as a university that prioritizes community engagement. (Incidentally, we prefer the term “community-engaged learning” to “service-learning,” which we feel more precisely defines the scope of our activities. For more about this designation, please see the Executive Report on Community Engaged Learning issued by this same committee in June 2015.) Community-engaged learning as defined by Eyler and Giles is “a form of experiential education where learning occurs through a cycle of action and reflection as students . . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development . . . experience enhances understanding; understanding leads to more effective action.” (qtd. in Bandy, Vanderbilt Center for Teaching, “What Is Service Learning or Community Engagement?”). We invited at least two faculty members from each school/college to answer several questions about the application of CEL in their courses. After providing a brief overview of activities in each course, we asked each professor what works well and what challenges persist. The successes and the challenges, as you’ll see, vary widely, and yet they clearly delineate, limited though our present sample size is, the great variety and energy and commitment our faculty have demonstrated in working with community partners and students. It is our hope that this report is merely the beginning of a much more ambitious project to be taken up by the McCarthy Center which will provide many more profiles of professors in the months and years to come