The prevalence and severity of injuries in field hockey drag flickers: a retrospective cross-sectional study

The drag flick is the preferred method of scoring during a penalty corner in field hockey. Performing the drag flick requires a combination of strength, coordination and timing, which may increase susceptibility to injuries. However, injury prevalence in drag flickers has not previously been investigated. Therefore, this study compared the injury prevalence and severity of lower limb and lower back injuries between drag flickers and non-drag flickers in field hockey. A total of 432 local, national and international adult field hockey players (242 males, 188 females) completed an online questionnaire to retrospectively determine the 3-month prevalence and severity of ankle, knee, hip and lower back injuries. Of this group, 140 self-identified as drag flickers and 292 as non-drag flickers. The results showed that drag flickers had significantly higher prevalence of hip (OR: 1.541; 95% CI: 1.014, 2.343) and lower back injury (OR: 1.564; 95% CI: 1.034, 2.365) compared to non-drag flickers. No significant differences were observed between drag flickers and non-drag flickers in injury prevalence at the ankle and knee. There were no significant between-group differences in injury severity scores. Overall, the prevalence of hip and lower back injuries was significantly higher in drag flickers compared to non-drag flickers.     

Rethinking inequalities between deindustrialisation,schools and educational research in Geelong

Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political questions of the relation between particular human bodies and the earth. In this article, we question: What might it do to rethink the concept of educational inequalities beyond human relations, from within a specific geographical territory? We seek to rethink inequalities including but exceeding these human relations; we argue that inequalities between humans, and between humans and the more-than-human, are materially generated and perpetuated. We offer three theoretical trajectories that consider the affective, spatial and material dimensions of inequality to rethink the relations between inequality, deindustrialisation and schooling. Educational research is implicated in the (re)production of inequalities, as well as having the potential to be part of the production of more equitable relations.     

New Insights on Picasso’s Blue Period Painting La famille Soler

The study of La Famille Soler using non-invasive imaging, molecular, structural, and elemental analysis allowed the re-examination of changes of the work. Considered as the earliest of Picasso’s versions of Le déjeuner sur l’herbe by E. Manet, evidence suggests that an underlying landscape painted by Vidal in 1903 also referred to Manet’s masterpiece. On the other hand, new results suggest that the cubist sketch undertaken by Picasso in 1912, prior to the current blue background, could be an uncompleted transformation of Vidal’s landscape into synthetic cubism. Through study the main pigments used in the underlying compositions were successfully identified.     

INSIGHT Telling and Showing: The Intersection of Visual Communication Content Knowledge and Pedagogical Strategies in STEM

Decades of research in (oral) communication across the curriculum can provide a firm foundation for many forms of communication, but the related research focused on discipline-specific visual modalities is sparse. For this pilot investigation, we interviewed 12 faculty members across STEM fields about how students are asked to use visual communication within a course and what kind of visual communication instruction or guidance they are given. The results provide an empirically supported investigation into the perception of the value of visuals in STEM, how students in STEM disciplines learn how to create and use visuals, and how this instruction is accomplished through communities of practice. Based on these results, we argue that it is not enough to teach students discipline-specific writing and oral skills with a quick nod to visuals, but instead there should be special attention devoted to unique pedagogical strategies in teaching visual communication construction.