Statistical modelling of knee valgus during a continuous jump test

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R2 value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R2 value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.     

Statistical modelling of knee valgus during a continuous jump test

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R ² value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R ² value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.     

Relationship between three-dimensional kinematics of knee and trunk motion during shuttle run cutting

Female athletes are considered to exhibit knee and trunk motion that is characteristic of anterior cruciate ligament (ACL) injury. The aim of this study was to examine the in vivo motion of the trunk and knee during a cutting manoeuvre and determine the relationship between them. All participants (10 male and 10 female college athletes) performed a shuttle run cutting task with the left limb. Trunk inclination (forward and lateral) and knee joint angles (flexion/extension, abduction/adduction, and internal/external tibial rotation) were calculated. Differences between the sexes and associations between knee motion and trunk inclination were examined. An increase in trunk forward inclination was strongly correlated with an increase in knee flexion angle and moderately correlated with a decrease in the excursion of internal tibial rotation. An increase in right trunk lateral inclination was moderately correlated with an increase in excursion of internal tibial rotation. The results also showed differences between the sexes in trunk forward inclination, lateral inclination, and knee flexion angle, but no such differences in knee abduction or internal tibial rotation. Trunk inclination is related to knee flexion and excursion of internal tibial rotation. Female athletes demonstrate a low trunk forward inclination and knee flexion angle, a posture that resembles that of ACL injury.     

Foreign Communications

Masami Ito, et al. Broadcasting in Japan (London and Boston: Routledge & Kegan Paul, 1978—E4.95/$9.50, paper)

Ibrahim Elsheikh Mass Media and Ideological Change in Egypt (1950-1973) (Amsterdam: University of Amsterdam, 1977—about $40.00, paper)

Mass Media and Cultural Relationships by Anthony Piepe, Sunny Crouch and Miles Emerson (1978, 169 pp.—price not given)

Trade Unionism in Television by Peter Seglow (1978, 287 pp.—price not given)

Cuadernos de Comunicaci(5n (Communication Notes) (Comunicolgia Aplicada de Mexico, S.A. Comunal No. 7, Mexico 20, D.F.—about $55 per year/12 issues).

Godwin C. Chu, Syed A. Rahim, and D. Lawrence Kincaid Institutional Exploration in Communication Technology (Honolulu: East West Communication Institute, East-West Center, 1978 —$3.00, paper)

P. Gould and J. Johnson, An Experiment in the Classification of Television Programs, October 1978, $3.00, paper), and the paper written for laymen, #5 (P. Gould, How Should We Classify Television Programs? October 1978, $2.50, paper)

Journalism Training: An Interim Report by Robert Amerson and John Herbst (30 pp. $1.75)

An Analysis of Ten International Radio News Broadcasts in English to Africa by Douglas A. Boyd and Donald R. MacKay (16 pp., $1.25)

A Look at the World's Radio News by Bert Cowlan and Lee M. Love (39 pp., $2.25)

Education for Communication Development: The Global View by Robert Lindsay (27 pp., $1.75)

A Brief Study on News Patterns in 16 Third World Countries by Edward T. Pinch (15 pp., $1.25)

International Telecommunications and the Requirements of News Services by Ithiel de Sole Pool and Stephen Dizard (19 pp., $1.25)

Foreign News in Nine Arab Countries by Gehan Rachty (21 pp., $1.25)

International News Wires and Third World News in Asia by Wilbur Schramm, et al. (79 pp., $4.00)

The Multinational News Pool by Roger Tatarian (19 pp., $1.25)

International Conferences: Process and Effects by Rosemarie Rogers, et al. (March 1978, 53 pp., $3.00)

Hemisphere Communications in Historical Perspective by James Nelson Goodsell (September 1978, 18 pp., $1.25)

Kaarle Nordenstreng and Herbert I. Schiller, eds. National Sovereignty and International Communication (Norwood, N.J.: Ablex Publishing Corp., 1979—$21.50)

Rosemary Righter's Whose News? Politics, the Press and the Third World (London: Andre Deutsch/New York: Times Books, 1978—$12.50)

Frank Barton The Press of Africa: Persecution & Perseverance (New York: Holmes & Meier/Africana Publishing Co, 1979—$29.50)

Godwin C. Chu, ed. Popular Media in China: Shaping New Cultural Patterns (Honolulu: University Press of Hawaii, 1978—$12.00)     

Recognition of Moving and Static Faces by Young Infants

This study compared 3- to 4-month-olds' recognition of previously unfamiliar faces learned in a moving or a static condition. Infants in the moving condition showed successful recognition with only 30 s familiarization, even when different images of a face were used in the familiarization and test phase (Experiment 1). In contrast, infants in the static condition showed successful recognition only when the familiarization duration was lengthened to 90 s and when the same image was used between the familiarization and test phase (Experiments 2 and 3). Furthermore, presentation of multiple static images of a face did not yield the same level of performance as the moving condition (Experiment 4). These results suggest that facial motion promotes young infants' recognition of unfamiliar faces.     

A CROSS-CURRICULAR INTEGRATED LEARNING EXPERIENCE IN MATHEMATICS AND PHYSICS

Since April, 1996, Kanazawa Technical College has offered a cross-curricular course for first-year and second-year students using a TI-83 (Graphing Calculator) and a Computer Based Laboratory (CBL). The goal of the course is for students to learn about the connection between mathematics and physics through hands-on activities. Students conduct experiments on the motion of a person walking, the dropping of an object, the cooling rate of water, the motion of a swinging pendulum, and sound waves. This is the first time that the TI-83 calculator and the CBL have been used in Japan to explore physical phenomena in a classroom situation based on the Japanese curriculum for mathematics and physics. The following findings were obtained: Most students (a) replaced their naive assumptions regarding the laws of physics with scientific concepts; (b) independently made connections between the results of experiments and their previous mathematical knowledge; (c) reported that their level of interest in physical phenomena and science had either not decreased or had improved, (d) valued mathematics more, and (e) realized the importance of cooperative work. The use of CBLs and TI-83s changed not only the authors teaching style but also students attitudes. Students had ownership of their experiments, and they engaged in higher-order thinking skills such as making predictions, analyzing data, and modeling data with equations. As a result, students became more interested in learning mathematics and science.     

School-university partnerships: a new recipe for creating professional knowledge in school

This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered education that focuses on the real needs of students. From this study it can be claimed that more effective relationships between Japanese school teachers and university researchers can be established through developing collaborative a school-based research framework especially through the process of jugyou kenkyuu (lesson study).     

Relationship between three-dimensional kinematics of knee and trunk motion during shuttle run cutting

Abstract

Female athletes are considered to exhibit knee and trunk motion that is characteristic of anterior cruciate ligament (ACL) injury. The aim of this study was to examine the in vivo motion of the trunk and knee during a cutting manoeuvre and determine the relationship between them. All participants (10 male and 10 female college athletes) performed a shuttle run cutting task with the left limb. Trunk inclination (forward and lateral) and knee joint angles (flexion/extension, abduction/adduction, and internal/external tibial rotation) were calculated. Differences between the sexes and associations between knee motion and trunk inclination were examined. An increase in trunk forward inclination was strongly correlated with an increase in knee flexion angle and moderately correlated with a decrease in the excursion of internal tibial rotation. An increase in right trunk lateral inclination was moderately correlated with an increase in excursion of internal tibial rotation. The results also showed differences between the sexes in trunk forward inclination, lateral inclination, and knee flexion angle, but no such differences in knee abduction or internal tibial rotation. Trunk inclination is related to knee flexion and excursion of internal tibial rotation. Female athletes demonstrate a low trunk forward inclination and knee flexion angle, a posture that resembles that of ACL injury.     

Learning to listen: from historical sources to classroom practice

Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing it, and propose a way to support the “decentering” needed to learning to listen for teacher education programs. The proposal is based on reading and understanding historical texts as a way to exercising the adoption of the ‘other’s perspective.’ We describe the materials developed for teacher workshops, their implementation and what participants, and we, learned from the experience.