2007 - College of Education - Florida International University

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Ntseane, P. G. (2004). Cultural dimensions of sexuality: Empowerment challenge for HIV/AIDS prevention in Botswana. Unpublished manuscript. Ntseane, P., & Preece, J. (2005). Why HIV/AIDS prevention strategies fail in Botswana: Considering discourses of sexuality. Development Southern Africa, 22(3), 347-363. Otunga, R. (2005). Foundations of adult education in Africa. Cape Town: Pearson Education South Africa. Preece, J., & Ntseane, G. (2004). Using adult education principles for HIV/AIDS awareness intervention strategies in Botswana. International Journal of Lifelong Education, 23(1), 5-22. Triandis, H. C., Bontempo, R., & Villareal, M. J. (1988). Individualism and collectivism: Crosscultural perspectives on self-in group relationships. Journal of Personality and Social Psychology, 54(2), 323-338. UNAIDS. (2006). 2006 report on the global AIDS epidemic. Geneva, Switzerland: Author. Retrieved November 6, 2006, from http://www.unaids.org/en/HIV_data/2006GlobalReport/default.asp U.S. Department of State. (n.d). FY 2005 Botswana partners. Washington DC: Author. Retrieved October 20, 2006, from http://www.state.gov/s/gac/partners/59818.htm 11
The Acute Effects of Whole Body Vibration on Muscular Power and Agility Cara J. Cordrey, Brady L. Tripp, *Patrick Jacobs, Richard Lopez, Michelle L. Odai Florida International University, Miami, FL *Florida Atlantic University, Boca Raton, FL Context: While research suggests whole body vibration (WBV) positively affects measures of neuromuscular performance in athletes, researchers have yet to address appropriate and effective vibration protocols. Objective: To identify the acute effects of continuous and intermittent WBV on muscular power and agility in recreationally active females. Design: We used a randomized 3-period crossover design to observe the effects of 3 vibration protocols on muscular power and agility. Setting: Sports Science and Medicine Research Laboratory at Florida International University. Patients or Other Participants: Eleven recreationally active female volunteers (age=24.4±5.7y; ht=166.0±10.3cm; mass=59.7±14.3kg). Interventions: Each session, subjects stood on the Galileo WBV platform (Orthometrix, White Plains, NY) and received one of three randomly assigned vibration protocols. Our independent variable was vibration length (continuous, intermittent, or no vibration). Main Outcome Measures: An investigator blinded to the vibration protocol measured muscular power and agility. We measured muscular power with heights of squat and countermovement jumps. We measured agility with the Illinois Agility Test. Results: Continuous WBV significantly increased SJ height from 97.9±7.6cm to 98.5±7.5cm (P=0.019, β=0.71, η 2 =0.07) but not CMJ height [99.1±7.4cm pretest and 99.4±7.4cm posttest (P=0.167, β=0.27)] or agility [19.2±2.1s pretest and 19.0±2.1s posttest (P=0.232, β=0.21)]. Intermittent WBV significantly enhanced SJ height from 97.6±7.7cm to 98.5±7.7cm (P=0.017, β=0.71, η 2 =0.11) and agility 19.4±2.2s to 19.0±2.1s (P=0.001, β=0.98, η 2 =0.16), but did not effect CMJ height [98.7±7.7cm pretest and 99.3±7.3cm posttest (P=0.058, β=0.49)]. Conclusion: Continuous WBV increased squat jump height, while intermittent vibration enhanced agility and squat jump height. Future research should continue investigating the effect of various vibration protocols on athletic performance. Key Words: neuromuscular enhancement, athletic performance, jump
Page 1 and 2: A Synopsis of the Risk Factors Pred
Page 3 and 4: informal learning in adult music gr
Page 5 and 6: LGBA Bands and Emancipatory Learnin
Page 7 and 8: Imel, S. (1999). How emancipatory i
Page 9 and 10: people infected with HIV in Botswan
Page 11: Replace American Philosophies with
Page 15 and 16: epetitive motion and involves high
Page 17 and 18: The pelvic floor consists of three
Page 19 and 20: called on to support an increased l
Page 21 and 22: Reliability of the Clinical Applica
Page 23 and 24: Results Listed in Table 1 are mean
Page 25 and 26: Figure 1. Technique used to measure
Page 27 and 28: 1 Acute Effects of Neuromuscular-Tr
Page 29 and 30: adhesive. We palpated, marked and d
Page 31 and 32: 5 held positions for 15s, participa
Page 33 and 34: 7 32. Brindle TJ, Uhl TL, Nitz AJ,
Page 35 and 36: guidance, and expertise on career o
Page 37 and 38: criteria, resulting in 217 useable
Page 39 and 40: growth and progression into health
Page 41 and 42: Global Literacy: Challenges, Choice
Page 43 and 44: cultures, whether they are Eurocent
Page 45 and 46: contact with schools. The most impo
Page 47 and 48: Culturally Appropriate Authentic As
Page 49 and 50: 20 Table 1 Results of Combination o
Page 51 and 52: 22 Table 3 Key Attributes of Effect
Page 53 and 54: African History and Identity: A Cas
Page 55 and 56: 26 Review of Literature Blacks and
Page 57 and 58: Method Data for this research will
Page 59 and 60: Prolonged Rehabilitation of Jones F
Page 61 and 62: strategies, such as manipulatives,
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mathematics. Finally, the most impo
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Hilton, P. (1980). Math anxiety: So
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esearchers have begun analyzing and
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& Airasian, 2003). An example of em
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41 Americans. Public Opinion Quarte
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Race, Gender, & Leadership: Perspec
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45 leadership roles. According to t
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ecruitment, and promotion in educat
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A Mixed Method Study of Spiritualit
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medicine and Voodoo (Miller, 2000).
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Summary This study of African Ameri
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Comparison of Common Field/Clinical
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Discussion Urine Specific Gravity T
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References 1. Casa DJ, Armstrong LE
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Review of Research on Spiritual and
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eligious”(p.26). The sample was p
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Sampling criteria relied upon stude
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Special Education Teachers: What Ke
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Evidence suggests that overwhelming
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layers of complexity surrounding th
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Social Justice as a Disposition for
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As a conceptual framework, social j
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Johnson, K. C. (n.d.). History of D
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Furman and Shields (2005) argue the
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discussed a commitment to recruit t
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Freire, P. (1998). Pedagogy of free
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With the growth of athletic trainin
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motives of followers. Transformatio
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5. Mangus B. The evolving roles of
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Literacy practices and Discourses o
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Critical Ethnographic Research Crit
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Mercer (Eds.), Language, literacy a
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significance as it evaluates the ex
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Grades 3-5 was nearly zero. Yet, it
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September 6, 2005, from http://www.
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and two were open-ended (#14 and #1
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IUSG may represent the opportunity
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etween the modern and the historica
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settings “as an integral part of
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to the best of their abilities. The
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physical activity or coaching the p
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133 Fashion and the Professional Im
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Methods Recreational and competitiv
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change running speed while crossing
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Mentor in the Third Age: A Learning
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Labor Force Statistics, 2005). Prac
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Cornman, J., & Kingson, E. R. (1998
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Cross-Cultural Mentoring: Explorati
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esearch questions. Papers that prov
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References Allport, G. (1954). The
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Emotions and Their Effect on Adult
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are reacting. Our minds respond cog
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at the construction of emotions in
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A Case Study of the Assignment of W
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truancy, suspension, expulsion, and
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withdrawal code W23, no other code
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Stereotype Threat and the Standardi
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assessment was not paralleled by se
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identification as they approach thi
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shifts in quantitative performance.
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Hallowell, 2002). Even in luxury ho
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every one of the interview particip
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Journal of Hospitality Management,
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2007 - College of Education - Florida International University

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