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Lakeside, VA, United States

Lynchburg College is a private college in Lynchburg, Virginia, USA, related by covenant to the Christian Church with approximately 2,500 undergraduate and graduate students. The Princeton Review lists it as one of the 368 best colleges in the nation. LC is cited in Colleges That Change Lives and is also profiled in The Templeton Guide: Colleges That Encourage Character Development. Lynchburg College was also the first institution in the United States to train nuclear physicists and engineers for the NS Savannah project under order of President Eisenhower, to aid in the development and operation of the world's first nuclear-powered ship. Wikipedia.


Goff J.E.,Lynchburg College
Sports Engineering | Year: 2013

A review of aerodynamics research connected to sport projectiles is presented here. The review's focus is on work conducted in the current millennium, though deference is made to some classic work still invaluable to modern research. Besides serving as a resource for seasoned scientists and engineers, this article is especially geared toward young investigators who are just beginning careers in sport science. Basic and sophisticated methods are discussed, including vacuum physics, air drag, lift, numerical approaches, trajectory analysis, wind tunnels, and computational fluid dynamics. Eighteen sports are discussed with an eye to future research. © 2013 International Sports Engineering Association.


Goff J.E.,Lynchburg College
Procedia Engineering | Year: 2012

Using a modified version of the inclined-plane model I developed to predict winning times for each stage of the Tour de France in the years 2003-05, I present the results of my predicted winning stage times for the 2011 Tour de France. The model incorporates stage profiles, cyclist power input, air drag, and rolling friction. Each stage's predicted winning time was put on my blog the day before a given stage was run. Just one stage prediction was worse than 8% off the actual winning time. Six of the 21 stages were predicted to better than 1% of the actual winning times. The sum of predicted stage-winning times missed the actual sum by 0.5%. © 2012 Published by Elsevier Ltd.


Barnhill G.P.,Lynchburg College
Focus on Autism and Other Developmental Disabilities | Year: 2016

With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed for this population. This exploratory study sought to determine the current support practices offered on college and university campuses for students with AS. A critical focus of this study was on the specific accommodations accessed and the support services provided, including support groups, counseling, supervised social activities, and summer transition programs. Both supports that were found to be helpful and not helpful are provided. In addition, recommendations for implementing support programs are provided. © Hammill Institute on Disabilities 2014.


Bowman T.G.,Lynchburg College | Dodge T.M.,Springfield College
Journal of Athletic Training | Year: 2013

Context: Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective: To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design: Qualitative study. Setting: National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants: Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis: We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results: Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions: In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training© 2013 by the National Athletic Trainers' Association, Inc.


Jones R.L.,Syracuse University | Jones R.L.,Lynchburg College | Pepling M.E.,Syracuse University
Developmental Biology | Year: 2013

The pool of primordial follicles determines the reproductive lifespan of the mammalian female, and its establishment is highly dependent upon proper oocyte cyst breakdown and regulation of germ cell numbers. The mechanisms controlling these processes remain a mystery. We hypothesized that KIT signaling might play a role in perinatal oocyte cyst breakdown, determination of oocyte numbers and the assembly of primordial follicles. We began by examining the expression of both KIT and KIT ligand in fetal and neonatal ovaries. KIT was expressed only in oocytes during cyst breakdown, but KIT ligand was present in both oocytes and somatic cells as primordial follicles formed. To test whether KIT signaling plays a role in cyst breakdown and primordial follicle formation, we used ovary organ culture to inhibit and activate KIT signaling during the time when these processes occur in the ovary. We found that when KIT was inhibited, there was a reduction in cyst breakdown and an increase in oocyte numbers. Subsequent studies using TUNEL analysis showed that when KIT was inhibited, cell death was reduced. Conversely, when KIT was activated, cyst breakdown was promoted and oocyte numbers decreased. Using Western blotting, we found increased levels of phosphorylated MAP Kinase when KIT ligand was added to culture. Taken together, these results demonstrate a role for KIT signaling in perinatal oocyte cyst breakdown that may be mediated by MAP Kinase downstream of KIT. © 2013 Elsevier Inc.

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