Inclusive assessment in sitting volleyball

The aim of this study has been shown that through specific trainings, disabled players practitioners the sitting volleyball, how much they manage to improve their own performances, approaching to the standard of the not disabled players. Data were collected during twelve trainings on specific task (test on the set, being sit). The subjects involved in the study, on the technical element of the set, are six players not disabled and six players disabled for a period of two months with a specific training, to verify the improvement of the two groups

Exploring the Career Advancement Experience of Black Women on Their Journey to Executive Levels in Large American Corporations

Corporations began hiring Black people into management positions in the 1960s and 1970s following the passage of the Civil Rights Act (1964) which made it unlawful to discriminate in hiring based on race, gender, religion, or country of origin. Black men were the first to benefit from this change in the law and Black women began to appear in entry level management roles in the 1980s. Forty years later, there have only been four Black women CEOs in the history of the Fortune 1000, the largest American companies based on reported revenues. This level of representation is closer to zero than 1 % despite over 6 % of the American population self-reporting as Black or African American women. The purpose of this study was to explore the career advancement journey of Black women who achieved the executive level in Fortune 1000 companies to identify what events were most critical in helping or hindering their career advancement. The research design was an exploratory, qualitative study using critical incident technique (Flanagan, 1954). The study consisted of 20 participants, Black women who had achieved executive level in Fortune 1000 companies with a minimum of 15 years of management experience. The analysis of the data revealed two over-arching themes across the participants: the experience of being the first and/or only woman, Black person, or Black woman and a small group of sustaining beliefs shared by the Black women. These beliefs served to sustain them over their career advancement journeys. Consistent with the critical incident methodology, the antecedents or what led to the incidents, the incidents themselves, and the outcomes of the incidents were all analyzed for themes. The study data was reviewed to identify practical implications and recommendations for Black women leaders, people who advocate for Black women in leadership, leadership in companies, and people in positions in diversity, equity, and inclusion. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center, (https://etd.ohiolink.edu)

An Investigation of Correlates to Compliant Sex in College Students

Background: Compliant sex occurs when an individual agrees to participate in unwanted sexual activity that does not involve coercion from one\u27s partner (Vannier & O\u27Sullivan, 2010). Previous research has found that consenting to unwanted sexual activity is prevalent, with some studies reporting over one-third to as high as sixty percent of their participants engaging in undesired sex (O\u27Sullivan & Allgeier, 1998; Kennett, Humphreys, & Bramley, 2013). Both men and women consent to unwanted sex, with women usually complying more frequently (Impett & Peplau, 2003; Vannier & O\u27Sullivan, 2010). Compliant sex has been reported as more unexpected, less pleasing, and associated with decreased relationship satisfaction (Vannier & O\u27Sullivan, 2010; Kennett, Humphreys, & Bramley, 2013). Methods: A sample of female and male college students (N=260) were given an online questionnaire. Participants reported on their experiences with compliant sex and completed 15 measures in the domains of: motivations for consenting to unwanted sex (which were divided into approach motives, where the goal is aimed towards relationship enhancement or maintenance, and avoidance motives, where the goal is to prevent negative partner reactions or relationship consequences); relationship satisfaction; decision-making power in a sexual relationship; dependency; insecurity; investment; commitment; psychosexual attitudes; sexual assertiveness; intimate partner violence; and body dissatisfaction. Results: Twenty-four percent (n=65) of the participants (51 women and 14 men) reported that they had complied with unwanted sex with a partner, either from their current relationship or their longest past relationship. There were no statistically significant differences in female and male reports of compliant sex. However, men who had consented to unwanted sex tended to endorse approach motives at a statistically higher level than women. Seven of the fourteen independent variables were significantly correlated with consenting to unwanted sex. Relationship satisfaction, dependency, psychosexual attitudes, sexual assertiveness refusal, and sexual assertiveness sexual communication for preferences were positively associated with compliant sex, while insecurity and intimate partner violence were negatively associated. A logistic regression comprised of 13 of these variables revealed that only sexual assertiveness refusal and sexual assertiveness information communication were significantly related to consenting to unwanted sex. More specifically, the higher one’s assertiveness in refusing unwanted sex, the more likely one was to have never engaged in compliant sex. Counterintuitively, the higher one’s assertiveness in discussing their partner’s sexual risk, the more likely one was to have complied with unwanted sex. Conclusions: Almost one quarter of participants reported engaging in compliant sex (approximately 27% of women and 18% of men). An important question relates to why young women and men engage in unwanted sex. These results suggest that a desire to enhance and maintain a relationship is a stronger motivation for men than women to consent to unwanted sex. The results also raise potential clinical implications. Prevalence of unwanted sex in young people could be reduced by implementing interventions to increase sexual assertiveness in refusing undesired activity. Since higher relationship satisfaction was associated with never having consented to unwanted sex, it may be beneficial to develop interventions that reduce or prevent compliance. However, considering that the association between relationship satisfaction and compliant sex engagement was small, further research will be needed to ascertain whether this is necessary

Le categorie spazio-temporali del movimento: prospettive semplesse e vicarianti

2015 - 2016Space-time orientation is closely dependent on input, and therefore on perception. As learning progresses, the consolidation of acquisitions and the transformation of abilities into competencies takes place. Motor skills can be identified as abilities that adapt to changing environmental contexts. An example of this is the execution of an action for which one has the acquired ability but of which it is obviously impossible to experiment the infinite number of variables that may intervene. A competence can be performed during the execution of a motor task, which envisages knowing ‘how to do’ and knowing ‘how to act’ effectively especially in heterogeneous environmental conditions. In this respect, the degree of competence achieved is carried out based on the success of the task and implies a high level of quality of the action which is put into practice with mastery, effectiveness, safety, automaticity and systematically. Therefore, these represent the natural evolution of the acquisition and consolidation of motor skills and abilities. These represent the functional prerequisite for developing competent motor action. Motor skills are a complex field of research which is further enriched by theoretical knowledge, personal inclinations and masteries, which allow the achievement of results that promote versatility in action and adaptation to the environment. From nursery through to primary school, motility is a crucial time when the child’s corporeity is enhanced by communicative and expressive meanings that contribute to the achievement of autonomy. Through the child’s experience of motor and postural schema that are adapted to an array of playsituations, the child progressively gains recognition of his own body and its parts, both in static as well as in dynamic form. Motor, intellectual, affective, relational, social and moral development in childhood proceeds in parallel with the rapid acquisition of competencies that cannot be separated from the motor area if they are to be considered significant. As claimed in the National Curriculum Guidelines for nursery and primary school, acquiring a competence means play, move, manipulate, be curious, ask questions, learn to reflect on experience through exploration, observation and contrasting different properties, quantities, characteristics, facts; it entails listening and understanding, narrations and discussions, accounting and revoking actions and experiences and translating them into personal and shared records; being able to describe, represent and imagine, repeat situations and events through simulation and role play using different forms of language”. From this what emerges is the potential of didactics concentrated on movement in preschool years with the aim of offering children an array of motor opportunities to refine their competencies. The objective is that of reaching full autonomy of their own corporeity in pre-school through a wide spectrum of motor opportunities. Moreover, the importance of the theme of motor evaluation is highlighted, more particularly, the monitoring of psycho-motor characteristics in childhood and the organisation of space and time. Methodology The sample consisted of 379 children, aged between 3 and 6 years (mean age 4.75 years), attending nursery and primary schools in the province of Salerno. The sample was subjected to psychomotor observations to investigate difficulty in coordination, levels of autonomy, motor skills and gender differences in the development of coordination. The tool used is the Movement ABC Checklist (Assessment Battery for Children), administered by class teachers, previously subjected to targeted training. The evaluation methods are an integral part of accurate observations of the child’s daily activities in the school environment. The first four sessions of the Checklist (48 items) were taken into consideration. These are related to psychomotor behavior of the child's interaction with the surrounding environment in order to highlight motor performance in progressively more complex situations. Results The study conducted demonstrates that the females tend to be more coordinated, both with respect to the males as well as when age progresses. Another aspect that emerged was the discontinuity of the results with respect to the linear progression, in terms of difficulty, of the motor tasks as presented in the standardised checklist. In fact, the results go against the continuity element of the sessions, thus showing incompatible results with a linear progression model. The findings reveal a lack of motor skills that are performed through the autonomy of each child. This condition sheds lights on which daily and school life characteristics should guide the teaching for the recovery, development and strengthening of psychomotor skills. References Berthoz, A. (2015). La vicarianza. Il nostro cervello creatore di mondi. Torino: Codice Edizioni. Calabrese, L. (2001). L’apprendimento motorio tra i cinque e i dieci anni. Roma: Armando. Camerucci, M. (2008). Psicomotricità: equilibrio tra mente e corpo. Identità e modelli educativi. Perugia: Morlacchi. Casolo, F. (2011). Didattica delle attività motorie per l'età evolutiva. Milano: Vita e pensiero. Casolo, F. (2007). Lineamenti di teoria e metodologia del movimento umano. Milano: Vita e Pensiero. Cornoldi, C. et al. (1998). Abilità Visuospaziali. Trento: Erickson. Coste, J. C., & Soubiran, G. B. (2010). Psicomotricità e rilassamento psicosomatico. Roma: Armando Editore. D'Elia, F.(2014). La valutazione motoria nella scuola primaria. Scuola Italiana Moderna. Vol. 4. Pag.81-84 ISSN:0036-9888. ID:63912 Articolo in rivista (262) D'Elia, F. (2009). Corporeità e didattica nella scuola primaria. Chiavi teorico-interpretative per l'insegnamento delle attività motorie. Lecce: Pensa Editore Henderson, S.E., Sugden, D.A. & Barnett, A.L. (2007). Movement ABC: Movement Assessment Battery for Children. London: Harcourt Assessment. Le Boulch, J. (1991). Verso una scienza del movimento umano. Introduzione alla psicocinetica. Roma: Armando Editore. Sibilio, M., Aiello, P., Carlomagno, N., D'Elia, F. & Tore, S. (2014). "Moving Body": The Impact of "Simplexity" and "Educational Corporeality" in Italy. In Physical Education and Health-Global Perspectives and Best Practice Pag.231-242 , Sagamore Publishing. Nicolodi, G. (2011). Il disagio educativo alla scuola primaria. Milano: Franco Angeli. Perry, J. (2005). Analisi del movimento. Milano: Elsevier. Piaget, J., Petter, G., Garau, B., & Inhelder, B. (1981). La rappresentazione dello spazio nel bambino. Firenze: Giunti Barbèra. Piaget, J., & Gorla, G. (1989). La costruzione del reale nel bambino. Firenze: La Nuova Italia Editrice. Pisaturo, C. (1996). Appunti di psicomotricità. Lo schema corporeo in psicomotricità. Padova: Piccin. Rosenbaum, D.A. (2010). Human motor control. (Second edition). San Diego: Elsevier - Academic Press. Sdringola, F.(2008). Auxologia e attività motoria nell’età evolutiva. Milano: Calzetti Mariucci. Sibilio, M. (2009). Reflexiones didàctico-pedagògicas sobre la ensenanza de las actividades motoras y lùdico deportivas Pag.129-140 CÒRDOBA, Universidad de Còrdoba. ISBN:9788461346332 Sibilio, M.(2012). Elementi di complessità della valutazione motoria in ambiente educativo. Giornale Italiano Della Ricerca Educativa. Vol. 8. Pag.163-174 Sibilio, M. (2013). La didattica semplessa. Napoli: Liguori. Sorzio, P. (2005). La ricerca qualitativa in educazione. Roma: Carocci. Vayer, P. (1992). Educazione psicomotoria nell'età scolastica. Roma: Armando. [edited by authorL’orientamento spazio-temporale è strettamente dipendente dalle afferenze, e quindi dalla percezione. Man mano che si procede con gli apprendimenti, avviene il consolidamento delle acquisizioni e la trasformazione delle abilità in competenze. Le competenze motorie possono essere identificate come abilità che si adattano ai contesti ambientali mutevoli, così come avviene durante un’esecuzione motoria di cui si è acquisita l’abilità, ma di cui è ovviamente impossibile sperimentarne le infinite variabili che possono intervenire. La competenza può esplicarsi durante l’esecuzione di un compito motorio che presupponga il saper fare e il saper agire in maniera efficace, specialmente nelle situazioni ambientali eterogenee. In tal senso, il grado di competenza raggiunto si esplica in base alla riuscita del compito, e sottende un alto livello della qualità dell’azione, che viene messa in pratica con maestria, efficacia, sicurezza, automaticità e sistematicità. Esse, dunque, rappresentano la naturale evoluzione dell’acquisizione e del consolidamento delle abilità e delle capacità motorie; queste ultime rappresentano il prerequisito funzionale per sviluppare un’azione motoria competente. Le competenze motorie rappresentano un ambito complesso, arricchito, inoltre, di nozioni teoriche, inclinazioni personali, padronanze, che permettono il conseguimento di risultati in grado di favorire versatilità nelle azioni e adattamento all’ambiente. Nella scuola dell’infanzia e del primo ciclo, la motricità rappresenta un momento essenziale in cui la corporeità si arricchisce di significati comunicativi ed espressivi che contribuiscono al raggiungimento dell’autonomia dell’allievo. Il processo evolutivo del bambino, tramite l’esperire di schemi posturali e motori che vengono adattati a molteplici situazioni-gioco, progressivamente gli consente il riconoscimento del proprio corpo e delle sue parti, sia in forma statica che dinamica. Nel bambino, lo sviluppo motorio, intellettivo-cognitivo, affettivo, relazionale, sociale e morale procede parallelamente alla rapida conquista di competenze che, per risultare significative, non possono prescindere dall’area motoria. “Acquisire competenze significa giocare, muoversi, manipolare, curiosare , domandare, imparare a riflettere sull’esperienza attraverso l’esplorazione, l’osservazione e il confronto tra proprietà, quantità, caratteristiche, fatti; significa ascoltare, e comprendere, narrazioni e discorsi, raccontare e rievocare azioni ed esperienze e tradurle in tracce personali e condivise; essere in grado di descrivere, rappresentare e immaginare, ripetere, con simulazioni e giochi di ruolo, situazioni ed eventi con linguaggi diversi1” 1 Ministero dell’Istruzione, dell’Università e della Ricerca, Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, settembre 2012. Emerge il potenziale della didattica incentrata sul movimento in età prescolare, al fine di offrire ai bambini una vasta gamma di opportunità motorie per l’affinamento delle competenze, con l’obiettivo del raggiungimento della piena autonomia corporea nell’età prescolare attraverso un’ampia gamma di opportunità motorie. Si evince l’importanza del tema della valutazione motoria e, in particolare, del monitoraggio delle caratteristiche psicomotorie in età evolutiva e dell’organizzazione spazio-temporale. Metodologia Il campione è composto da 379 bambini, di età compresa tra i 3 e i 6 anni (con età media di 4,75 anni), frequentanti le scuole dell’infanzia e primarie della provincia di Salerno. Il campione è stato sottoposto ad osservazioni psicomotorie per indagare difficoltà coordinative, livelli di autonomia, le competenze motorie e le differenze di genere nello sviluppo della coordinazione. Lo strumento utilizzato è la Checklist del Movement ABC (Assessment Battery for Children), somministrata dai docenti di classe, precedentemente sottoposti ad una formazione mirata. Le modalità di valutazione sono parte integrante di accurate osservazioni delle attività quotidiane del bambino in ambiente scolastico. Sono state prese in esame le prime 4 sessioni della Checklist (48 items) relative al comportamento psicomotorio del bambino nell’interazione con l’ambiente circostante, al fine di evidenziare le prestazioni motorie in situazioni progressivamente più complesse. Risultati attesi Lo studio condotto dimostra che le femmine risultano più coordinate, sia rispetto ai maschi, sia con il progredire dell’età. Emerge, inoltre, una discontinuità dei risultati in rapporto alla progressione lineare, in termini di difficoltà, dei compiti motori così come presentati nella Checklist. Infatti i risultati vanno contro l’elemento di continuità delle sessioni, mostrando risultati inconciliabili con la progressione lineare proposta. Le evidenze rivelano una carenza delle competenze motorie che si esplicano attraverso l’autonomia di ciascun bambino. Tale condizione suggerisce quali siano le caratteristiche della vita quotidiana e di classe che dovrebbero orientare la programmazione didattica per il recupero, lo sviluppo e il potenziamento delle abilità psicomotorie. Riferimenti bibliografici Berthoz, A. (2015). La vicarianza. Il nostro cervello creatore di mondi. Torino: Codice Edizioni. Calabrese, L. (2001). L’apprendimento motorio tra i cinque e i dieci anni. Roma: Armando. Camerucci, M. (2008). Psicomotricità: equilibrio tra mente e corpo. Identità e modelli educativi. Perugia: Morlacchi. Casolo, F. (2011). Didattica delle attività motorie per l'età evolutiva. Milano: Vita e pensiero. Casolo, F. (2007). Lineamenti di teoria e metodologia del movimento umano. Milano: Vita e Pensiero. Cornoldi, C. et al. (1998). Abilità Visuospaziali. Trento: Erickson. Coste, J. C., & Soubiran, G. B. (2010). Psicomotricità e rilassamento psicosomatico. Roma: Armando Editore. D'Elia, F.(2014). La valutazione motoria nella scuola primaria. Scuola Italiana Moderna. Vol. 4. Pag.81-84 ISSN:0036-9888. ID:63912 Articolo in rivista (262) D'Elia, F. (2009). Corporeità e didattica nella scuola primaria. Chiavi teorico-interpretative per l'insegnamento delle attività motorie. Lecce: Pensa Editore Henderson, S.E., Sugden, D.A. & Barnett, A.L. (2007). Movement ABC: Movement Assessment Battery for Children. London: Harcourt Assessment. Le Boulch, J. (1991). Verso una scienza del movimento umano. Introduzione alla psicocinetica. Roma: Armando Editore. Sibilio, M., Aiello, P., Carlomagno, N., D'Elia, F. & Tore, S. (2014). "Moving Body": The Impact of "Simplexity" and "Educational Corporeality" in Italy. In Physical Education and Health-Global Perspectives and Best Practice Pag.231-242 , Sagamore Publishing. Nicolodi, G. (2011). Il disagio educativo alla scuola primaria. Milano: Franco Angeli. Perry, J. (2005). Analisi del movimento. Milano: Elsevier. Piaget, J., Petter, G., Garau, B., & Inhelder, B. (1981). La rappresentazione dello spazio nel bambino. Firenze: Giunti Barbèra. Piaget, J., & Gorla, G. (1989). La costruzione del reale nel bambino. Firenze: La Nuova Italia Editrice. Pisaturo, C. (1996). Appunti di psicomotricità. Lo schema corporeo in psicomotricità. Padova: Piccin. Rosenbaum, D.A. (2010). Human motor control. (Second edition). San Diego: Elsevier - Academic Press. Sdringola, F.(2008). Auxologia e attività motoria nell’età evolutiva. Milano: Calzetti Mariucci. Sibilio, M. (2009). Reflexiones didàctico-pedagògicas sobre la ensenanza de las actividades motoras y lùdico deportivas Pag.129-140 CÒRDOBA, Universidad de Còrdoba. ISBN:9788461346332 Sibilio, M.(2012). Elementi di complessità della valutazione motoria in ambiente educativo. Giornale Italiano Della Ricerca Educativa. Vol. 8. Pag.163-174 Sibilio, M. (2013). La didattica semplessa. Napoli: Liguori. Sorzio, P. (2005). La ricerca qualitativa in educazione. Roma: Carocci. Vayer, P. (1992). Educazione psicomotoria nell'età scolastica. Roma: Armando. [a cura dell'autore]XV n.s

Rheological Properties Comparing Hot and Cold Bituminous Mastics Containing Jet Grouting Waste

The use of reclaimed asphalt pavement is a practice that is adding significant environmental value to road technologies, not only due to the reduction of materials sent to landfill but also because of the mechanical properties of the reclaimed asphalt (RA) that can be reused. This research focuses on the rheological properties of hot and cold bituminous mastics made up as follows: (1) hot mastics mixed with limestone filler (LF) and bitumen, (2) hot mastics, made from bitumen mixed with jet grouting waste (JW), a mixture of water, cement, and soil derived from land consolidation work in underground tunnels, and (3) hot mastics mixed with LF and JW as filler and bitumen. Three different ratios (0.3, 0.4, and 0.5) of filler per unit of neat bitumen (B50/70) were studied. The same number was used for mixing cold mastics, by using an appropriate laboratory protocol designed since the adoption of a cationic bituminous emulsion. A total of 18 mastics were prepared and investigated. The comparison was carried out using the frequency sweep (FS) test, analysing shear modulus G∗, applying the multistress creep and recovery (MSCR) test (40°C and 60°C) as well as the delta ring and ball (ΔR&B) test, focusing on two main issues: (1) the stiffening effect caused by the filler type used for mixing each mastic, and (2) a comparison, in terms of stiffening effects and nonrecoverable creep compliance (Jnr) of hot and cold mastic performance to highlight JW reuse in mastics. The results showed that the best G∗ performance at test temperatures higher than 30°C is given by cold mastic after 28 days of curing time when JW is added to LF and bitumen. The lowest Jnr value was 40°C and 60°C for the same mastic

RURAL ROAD REVERSE ENGINEERING USING BIM: AN ITALIAN CASE STUDY

The use of Building Information Modeling (BIM) is changing the way to perceive, manage and maintain any infrastructural project. The concept of Smart Roads relaunches the transport infrastructure sector through the digital transformation, able to create lean, quality, safer and cheaper infrastructures. The reverse engineering parametric modeling process was applied to “SS18 VAR” rural road, one of the main viabilities in Southern Italy. The case study was developed in according to the following steps: a) creating Digital Terrain Model (DTM); b) modeling horizontal alignment-vertical profiles; c) modeling 3D Corridor; d) modeling Viaducts; e) creating realistic 3D rendering. Bentley Systems software® were used in this study. The case study provided interesting elements to evaluate the advantages and disadvantages of design practice through BIM style tools, as well as the current state of the methodology itsel

Lo sviluppo della coordinazione oculo-manuale nella prima infanzia: prospettive semplesse

ItNella scuola dell'infanzia, la proposta di attività didattico-motorie diversificate consente la strutturazione dei prerequisiti funzionali essenziali allo sviluppo della coordinazione oculo-manuale, prerogativa fondamentale per le attività di letto-scrittura. A tal proposito, l'utilizzo di strategie semplesse consentirebbe di strutturare una programmazione didattica che, ispirata al principio della deviazione, possa basarsi sulla ricerca di nuove soluzioni di fronte a situazioni problematiche, in modo tale da sollecitare il problem solving motorio nella prima infanzia.EnIn pre-school, the proposed educational-diversified physical activities allows the structuring of functional essential prerequisites to the development of eye-hand coordination, fundamental prerogative for reading and writing activities. In this regard, the use of simplex strategies would be to structure a teaching plan that, based on the principle of deviation, can be based on the search for new solutions in the face of problematic situations, so as to urge the motor problem solving in early childhood

I-BIM for existing airport infrastructures

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Additional procedures for characterizing the performance of recycled polymer modified asphalt mixtures

Great efforts have been made in recent years to improve the mechanical properties of asphalt mixtures by replacing conventional mix components with innovative ones or by adding materials such as polymers. Hence, the innovative-sustainable road materials to be investigated through laboratory tests require articulated procedures, the research here presented aims to provide an experimental-methodological approach to analyse the mechanical performance of untraditional hot asphalt mixtures made up using a polymer compound of recycled plastics. Three Asphalt Concrete 20 (AC20) Hot Asphalt Mixtures (HMA) were analysed by measuring base properties (i.e., indirect tensile strength and moisture damage) and advanced features (i.e., stiffness, fatigue, cracking and rutting resistance). As a result, the addition of polymer compound using dry process might lead firstly to change the laboratory mixing procedure than the traditional hot limestone asphalt solutions. The main benefits derived from the adoption of this innovative technology compared to the conventional ones are as follows: a) an improvement of resistance to moisture damage (at 15 ◦C); b) a suitable stiffness at 10, 20 and 40 ◦C; c) an increment of the cracking resistance (at 10 ◦C) and d) a good rutting resistance in terms of rut depth (at 60 ◦C)