Characterizing the mechanical parameters of forward and backward falls as experienced in snowboarding

Wrist injuries are frequently observed after falls in snowboarding. In this study, laboratory experiments mimicking forward and backward falls were analysed. In six different falling scenarios, participants self-initiated falls from a static initial position. Eighteen volunteers conducted a total of 741 trials. Measurements were taken for basic parameters describing the kinematics as well as the biomechanical loading during impact, such as impact force, impact acceleration, and velocity. The effective mass affecting the wrist in a fall also was determined. The elbow angle at impact showed a more extended arm in backward falls compared to forward falls, whereas the wrist angle at impact remained similar in forward and backward falls. The study results suggest a new performance standard for wrist guards, indicating the following parameters to characterize an impact: an effective mass acting on one wrist of 3-5 kg, an impact angle of 75 degrees of the forearm relative to the ground, and an impact velocity of 3 m/s.     

教育部重点课题"高等学校内部管理体制改革与建立现代大学制度研究"研究成果述评

由山东工商学院毕宪顺教授主持的全国教育科学"十五"规划教育部重点课题"高等学校内部管理体制改革与建立现代大学制度研究"(课题批准号:DFB030297)通过了由全国教育科学规划领导小组办公室组织的通讯鉴定.由中央教育科学研究所李志仁研究员、方勇副研究员,教育部高教研究中心刘振天研究员、夏鲁惠研究员,厦门教育科学研究所谭南周研究员任鉴定专家.现将课题研究成果公告如下:     

国家重点课题"21世纪中国成人教育学科体系结构及其分类研究"研究成果述评

2005年7月23日,全国教育科学规划领导小组办公室在山东青岛组织了全国教育科学"十五"规划国家重点课题"21世纪中国成人教育学科体系结构及其分类研究"成果鉴定会.中国成人教育协会常务副会长董明传任鉴定组组长,中国成人教育协会常务副会长陈乃林、南京师范大学杨启亮教授、福建农林大学成人教育学院院长陈宜安研究员、山东省职业教育与成人教育研究所所长、中国成人教育杂志社社长曲明礼研究员任鉴定组成员.     

国家一般课题"职业教育几个基本问题研究" 研究成果述评

由湖南省教育科学研究院欧阳河研究员主持的国家社会科学基金"十五"规划国家一般课题"职业教育几个基本问题研究"(教育学科,课题批准号:BJA010100)于2005年10月9日通过了由全国教育科学规划领导小组办公室组织的课题鉴定.教育部职业教育与成人教育司司长黄尧任鉴定组组长,中国职业技术教育学会常务副会长刘来泉任鉴定组副组长,教育部职业技术教育中心研究所常务副所长余祖光研究员、北京师范大学高奇教授、中央教育科学研究所曾天山研究员为课题鉴定组成员.现将课题成果公告如下.     

国家一般课题"学校德育的人文关怀价值研究"研究成果述评

由浙江大学王东莉副教授主持的国家社会科学基金"十五"规划(教育学科)国家一般课题"学校德育的人文关怀价值研究"(课题批准号:BEA030020)于近日通过了由全国教育科学规划领导小组办公室组织的通讯鉴定.鉴定专家组由中国人民大学罗国杰教授、北京教育科学研究院朱全俊研究员、北京师范大学檀传宝教授、华中师范大学杜时忠教授、中山大学郑永廷教授组成.现将课题成果公告如下:     

教育部重点课题"生本教育的观念和实践模式研究"研究成果述评

由华南师范大学教育科学学院郭思乐教授主持的"生本教育的观念和实践模式研究"是全国教育科学"十五"规划教育部重点课题(课题批准号:DHA010271),于2005年12月通过了全国教育科学规划领导小组办公室组织的专家鉴定,专家组由中国教育学会副会长卓晴君研究员、国家督学郭振有研究员、北京教育科学研究院文喆研究员、人民教育出版社副总编辑吕达编审、北京市教育科学研究院副院长张铁道研究员组成.现将该课题研究的有关情况公告如下:     

Insights into inclusive education through a small Finnish case study of an inclusive school context

This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community.     

Using a college human sexuality course to combat homophobia

The present study seeks to identify factors among university students that may be associated with homophobic attitudes and whether homophobia may be reduced by educational interventions, such as knowledge-based curricula found in college sexuality courses. Participants were 128 undergraduate students attending a small, private university in the northwestern region of the United States. At the beginning and end of the fall semester 2004, survey packets consisting of a demographic questionnaire, the Sexual Opinion Survey, the Homophobia Scale, a sexual knowledge survey, and the Bem Sex Role Inventory were administered to students attending a human sexuality class and a comparison group of students enrolled in professional and social science introductory courses. Relative to the comparison group, homophobia levels significantly decreased over the course of the semester among students attending the sexuality class. The effect of attending the class on reducing homophobia was partially mediated by an increase in self-reported knowledge about sexual matters. Taken together, these results suggest that the knowledge-based curriculum of sexuality courses may play an important role in affecting broader attitudes about sexuality among college students, including attitudes about homosexuality.