The influence of lower limb amputation level on the approach in the amputee long jump

In this study, we investigated the adjustments to posture, kinematic and temporal characteristics of performance made by lower limb amputees during the last few strides in preparation for long jump take-off. Six male unilateral trans-femoral and seven male unilateral trans-tibial amputees competing in a World Championships final were filmed in the sagittal plane using a 100-Hz digital video camera positioned so that the last three strides to take-off were visible. After digitizing using a nine-segment model, a range of kinematic variables were computed to define technique characteristics. Both the trans-femoral and trans-tibial athletes appeared to achieve their reduction in centre of mass during the flight phase between strides, and did so mainly by extending the flight time by increasing stride length, achieved by a greater flexion of the hip joint of the touch-down leg. The trans-tibial athletes appeared to adopt a technique similar to that previously reported for able-bodied athletes. They lowered their centre of mass most on their second last stride (-1.6% of body height compared with -1.4% on the last stride) and used a flexed knee at take-off on the last stride, but they were less able to control their downward velocity at touch-down (-0.4 m x s(-1)). Both this and their restricted approach speed (8.9 m x s(-1) at touch-down), rather than technique limitations, influenced their jump performance. The trans-femoral athletes lowered their centre of mass most on the last stride (-2.3% of body height compared with -1.6% on the second last stride) and, as they were unable to flex their prosthetic knee sufficiently, achieved this by abducting their prosthetic leg during the support phase, which led to a large downward velocity at touch-down (-0.6 m x s(-1)). This, combined with their slower approach velocity (7.1 m x s(-1) at touch-down), restricted their performance.     

Being and becoming: a student trajectory

This article analyses the intellectual discourses of adult development and adult learning. It argues that through a process of transformative adult learning individuals can experience the disintegration and reintegration of past and present human growth. The development of adults is considered not in terms of discrete theories but as a collage of theories. The writers analyse and interpret the literature that attempts to study the interaction of individuals in the total context of the inner and outer forces that impinge on their life.

We conclude from a study of the literature that adult development, from a transformative perspective, is more than adjustment to a particular society; it is a qualitative change in how one views the world; it involves tension and struggle that are productive of a new consciousness. This change occurs through a dialectical process that calls for movement through the old style of meaning‐making to a reconstruction of meaning that is a synthesis of the old and the new. It is also concluded that adult learning can foster critical awareness and critical consciousness that can effect a transformation in the way adults see themselves and others. The route to transformative adult development and transformative learning lies in acknowledging contradictions and differences and working through them, as opposed to ignoring or circumventing them.     

Interactive Kiosk at the Texas Tech University Libraries

The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library.     

Individual difference predictors of creativity in Art and Science students

Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on two of the three measures. Regression analysis indicated that the educational domain demographic variable was the most consistent predictor of all three measures of creativity. The second study compared natural science, social science and arts students on two performance and two preference measures of creativity, whilst controlling for the effects of general intelligence. Results indicated only Self-Rated Creativity displayed significant group differences, with the regression analysis suggesting a stronger role of personality variables. The differences between the groups and implications for the measurement of creativity are considered.     

‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research.     

Ranking Romanian academic departments in three fields of study using the g-index

The scientific performance of 64 political science, sociology and marketing departments in Romania is investigated with the aid of the g-index. The assessment of departments based on the g-index shows, within each of the three types of departments that make up the population of the study, a strong polarisation between top performers (very few) and weak performers (much more numerous). This alternative assessment is also found to be largely consistent with an official ranking of departments carried out in 2011 by the Ministry of Education. To conduct the evaluation of departments the individual scientific output of 1385 staff members working in the fields of political science, sociology and marketing is first determined with the aid of the ‘Publish or Perish’ software based on the Google Scholar database. Distinct department rankings are then created within each field using a successive (second-order) g-index.