Search

This paper documents English teachers' and advanced English students' perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms.

In previous studies, the acute effects of movement constraints on the countermovement jump performance are investigated; however, the longitudinal effects of implementing the constraint in a training regimen are not well studied. The purpose of this study was to examine the phenomenon of motor learning development due to application of task constraint in a training regimen following 6 weeks of training. Forty-five healthy adult males were randomly assigned to a control or one of two experimental constraint training groups (i.e., no arm swing or restricted knee flexion). Pre- and post-training jump height and kinematic variables of six maximum effort countermovement jumps were compared longitudinally within the groups, and also compared between the groups. The findings of this study indicated that jump height significantly increased in all the groups while in the unrestricted control group it was increased greater than the experimental conditions (21% compared with 12% and 5.5%). However, the applied task constraints significantly improved some of the contributors to jump performance, establishing specific adaptation of kinematic variables to the constraint training. Therefore, constraint training approach could be suggested in case of demanding specific adaptation of kinematic variables of countermovement jump in a training regimen.

This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs, and hindrances. These primary themes, along with notable subthemes are detailed. A discussion on coteaching as an innovative teaching method in higher education is provided with a particular focus at the graduate level. Implications for practice and suggestions for future research are discussed in light of these unique findings on co-teaching experiences.

As the de facto language of science, English proficiency often serves as a gatekeeper for aspiring medical students in Puerto Rico because they encounter English-language instruction, textbooks, and high-stakes standardized tests throughout their studies. Employing ethnographic research methods, this case study documents the language practices in an Evolution course at a bilingual Puerto Rican university, which was cotaught by two non-Puerto Rican professors, neither of whom use English as their native language. Using interviews, a focus group, and video-recorded data, this study analyzes the language practices and pedagogies of both professors as they teach the same course and attempt to make the content comprehensible for their students. Our findings document the nonpurist linguistic behavior of the professors and how they built on their students' linguistic repertoires. Findings also point to how they adopted a nonprescriptive pedagogy that challenges pervasive monolingual ideologies in STEM.

The squat and its variants can provide numerous benefits including positively affecting sports performance and injury prevention, injury severity reduction, and rehabilitation. The positive benefits of squat are likely the result of training-induced neural alterations and mechanical and morphological adaptations in tendons, skeletal muscles, and bones, resulting in increased tissue stiffness and cross-sectional area (CSA). Although direct evidence is lacking, structural adaptations can also be expected to occur in ligaments. These adaptations are thought to beneficially increase force transmission and mechanical resistance (e.g., resistance to mechanical strain) and reduce the likelihood and severity of injuries. Adaptations such as these, also likely play an important role in rehabilitation, particularly for injuries that require restricted use or immobilization of body parts and thus lead to a consequential reduction in the CSA and alterations in the mechanical properties of tendons, skeletal muscles, and ligaments. Both volume and particularly intensity (e.g., levels of loading used) of training seem to be important for the mechanical and morphological adaptations for at least skeletal muscles, tendons, and bones. Therefore, the training intensity and volume used for the squat and its variations should progressively become greater while adhering to the concept of periodization and recognized training principles. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore acute kinetic and kinematic responses to combined accentuated eccentric loading and rest redistribution (AEL + RR). Resistance-trained men (n = 12,25.6 ± 4.4 years, 1.77 ± 0.06 m, and 81.7 ± 11.4 kg) completed a back squat (BS) 1 repetition maximum (1RM) and weight releaser familiarization session. Three BS exercise conditions (sets x repetitions x eccentric/concentric loading) consisted of (a) 3 x (5 x 2) x 110/60% (AEL + RR 5), (b) 3 x (2 x 5) x 110/60% (AEL + RR 2), and (c) 3 x 10 x 60/60% 1RM (traditional sets [TS]). Weight releasers (50% 1RM) were attached to every first repetition of each cluster set (every first, third, fifth, seventh, and ninth repetition in AEL + RR 5 and every first and sixth repetition in AEL + RR 2). The AEL + RR 5 resulted in significantly (p < 0.05) greater concentric peak velocity (PV) (1.18 ± 0.17 m⋅s-1) and peak power (PP) (2,304 ± 499 W) compared with AEL + RR 2 (1.11 ± 0.19 m⋅s-1 and 2,148 ± 512 W) and TS (1.10 ± 0.14 m⋅s-1 and 2,079 ± 388 W). Furthermore, AEL + RR 5 resulted in significantly greater PV and PP across all 10 repetitions compared with TS. Although AEL + RR 5 resulted in significantly greater concentric mean force (MF) (1,706 ± 224 N) compared with AEL + RR 2 (1,697 ± 209 N) and TS (1,685 ± 211 N), no condition by set or repetition interactions existed. In conclusion, AEL + RR 5 increases PV and PP but has little effect on MF. Coaches might consider prescribing AEL + RR 5 to increase especially peak aspects of velocity and power outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine acute stimulus and fatigue responses to combined accentuated eccentric loading and rest redistribution (AEL + RR). Resistance-trained men (n = 12,25.6 ± 4.4 years, 1.77 ± 0.06 m, and 81.7 ± 11.4 kg) completed a back squat (BS) 1 repetition maximum (1RM) and weight releaser familiarization session. Three BS exercise conditions (sets x repetitions x eccentric-concentric loading) consisted of (a) 3 x (5 x 2) x 110/60% (AEL + RR 5), (b) 3 x (2 x 5) x 110/60% (AEL + RR 2), and (c) 3 x 10 x 60/60% 1RM (traditional sets [TS]). Weight releasers (50% 1RM) were attached to every first repetition of each cluster set (every first, third, fifth, seventh, and ninth repetition in AEL + RR 5 and every first and sixth repetition in AEL + RR 2). The AEL + RR 5 resulted in greater total volume load (sets x repetitions x eccentric + concentric loading) (6,630 ± 1,210 kg) when compared with AEL + RR 2 (5,944 ± 1,085 kg) and TS (5,487 ± 1,002 kg). In addition, AEL + RR 5 led to significantly (p < 0.05) greater rating of perceived exertion (RPE) after set 2 and set 3 and lower blood lactate (BL) after set 3 and 5,15, and 25 minutes postexercise than AEL + RR 2 and TS. There was a main effect of condition for BL between AEL + RR 5 (5.11 ± 2.90 mmol⋅L-1), AEL+ RR 2 (6.23 ± 3.22 mmol⋅L-1), and TS (6.15 ± 3.17 mmol⋅L-1). In summary, AEL + RR 5 results in unique stimulus and fatigue responses. Although it may increase perceived exertion, coaches could use AEL + RR 5 to achieve greater back squat total volume load while reducing BL accumulation. [ABSTRACT FROM AUTHOR]

Random coefficient (RC) models are commonly used in clinical trials to estimate the rate of change over time in longitudinal data. Trials utilizing a surrogate endpoint for accelerated approval with a confirmatory longitudinal endpoint to show clinical benefit is a strategy implemented across various therapeutic areas, including immunoglobulin A nephropathy. Understanding conditional power (CP) and information fraction calculations of RC models may help in the design of clinical trials as well as provide support for the confirmatory endpoint at the time of accelerated approval. This paper provides calculation methods, with practical examples, for determining CP at an interim analysis for a RC model with longitudinal data, such as estimated glomerular filtration rate (eGFR) assessments to measure rate of change in eGFR slope. [ABSTRACT FROM AUTHOR]

This introduction to our special issue surveys some of the current work undertaken by scholars on the island of Puerto Rico and abroad that document the language forms, uses, and ideologies of language in the U.S. territory. We provide the "total linguistic fact" (Silverstein 1985) of what it means to speak English and Spanish in Puerto Rico, Census projections of language use, self-reported data and actual documented work on the form and social uses of languages. We provide the sociohistorical context of the history of both Spanish and English on the Island, language policies across time, and how these have played out and been contested in real time. Setting the scene for our special issue, we ask our readers to think critically on the status of contact languages in globalized times, ideological shifts of language practices, and the intimate ties between language and identity. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between meso university language policies in Puerto Rico and their micro instantiations in an undergraduate psychology classroom. We describe a typology of language policies used by 38 universities and campuses in Puerto Rico where their openness allows for flexible implementation of everyday micro policy. We then focus our attention on a linguistic ethnography of a psychology course where translanguaging practices reify and disrupt accepted classroom language ideologies in Puerto Rico.

In response to globalisation, the United Arab Emirates has invested tremendous resources into their budding education system. Such investment has resulted in the increased use of a bilingual curriculum where Arabic and English are held in high regard. Unfortunately, such investment has not resulted in successful Arabic literacy among much of the Emirati youth. This paper uses a 15-item, open-ended questionnaire completed in Arabic by Emirati parents regarding their language practices with their children. The questionnaire results suggest that parents primarily use colloquial Arabic (CA) in the home and engage in few literacy practices using Modern Standard Arabic. The data from the parents also document a triglossic language context where there is increased need for improved Arabic literacy. The paper uses the questionnaire results to foreground a discussion of ways to promote language and literacy among Emiratis. First, the authors present the advantages and disadvantages of using local CA for early literacy practices. Second, the authors present a number of suggestions that would promote Arabic without codifying the colloquial variety.