Cross Exercise: A Comparison of Electromyographic Recordings During Maximal Static Performance of the Vastus Lateralis Muscle

The purpose of this study was to investigate the transient response of cross exercise during maximum static performance by electromyography. Thirty male athletes performed maximum static exercise at 115 degrees extension of the knee. Action potentials generated in this dominant exercising and nondominant, nonexercising vastus lateralis muscles were compared to determine whether or not the nonexercising muscle was affected during exercise. Surface electrodes were attached to both vastus lateralis muscles. The muscular impulses were recorded on a Grass Five Polygraph. The amplitude of the EMG tracings were then measured to determine the relative quantity of stimulus that each muscle received during exercise. A comparison of the exercising vastus lateralis muscle\u27s mean EMG amplitudes to that of the nonexercising vastus lateralis muscle provided the basis for analyzing cross exercise. The comparison indicated the nonexercising musculature\u27s mean EMG amplitude was eleven percent ■ of the exercising musculature\u27s mean EMG amplitude. The eleven percent cross exercise response was shown to be significant to the .01 level of confidence when compared to the resting EMG amplitude

Generative Leadership: A Thematic Book Review

This thematic book review looks at how four texts interweave the topic of generative leadership into a cohesive structure so the reader can bring about change in our educational system. The authors of these texts begin by defining generative leadership and complexity, then move on to discuss mirror neurons and empathy, relationships and the importance of feeling a part of something, and how experience equals learning, which in turns sculpts the brain physically. As you think of the leadership style you want to emulate as you build your own and your staff’s capacity, these resources may easily sum this up for you

PROFESSIONAL DEVELOPMENT FOR K-6 TEACHERS

For over a century, educators and politicians have been working on educational reform for various reasons and with the hope of a plethora of outcomes. Since at least the late twentieth century, educational reform has been undertaken for the purpose of increasing students’ academic achievement. While a shift in focus of teaching to a focus on learning has occurred, we know changes in the classroom and with classroom teaching still needs to occur. One recent incarnation of reform has been focused on the teacher and the professional development they receive. Currently, the United States spends over 18 billion dollars annually on professional development for teachers, but we are not seeing the increase in student achievement which should come about with that sizable investment. This paper looks at the professional development offered to teachers as well as teacher responses to the training they receive, in an attempt to determine what further changes need to be made to bring about an increase in student achievement across the board for all students