Scapulohumeral kinematic assessment of the forward kayak stroke in experienced whitewater kayakers

By understanding the normal humeral and scapular kinematics during the kayak stroke, inferences about the relationship of kayaking technique and shoulder injury may be established. The purpose of this study was to describe scapular and humeral kinematics and to compare dominant versus non-dominant symmetry in healthy whitewater kayakers performing the forward stroke. Twenty-five competent whitewater kayakers (mean age: 34.1 ± 9.4 years, mean height: 1.768 ± 0.093 m, mean mass: 78.2 ± 13.0 kg) underwent humeral and scapular kinematic assessment, using an electromagnetic tracking device, while kayaking on a kayak ergometer. Paired t-tests were used to determine symmetry. Scapular and humeral kinematic means and standard deviations at six time points during the kayak stroke were described. Scapular and humeral kinematics were shown to be similar upon bilateral comparison. The greatest potential for injury during the forward stroke may be at thrust paddle shaft vertical when the humerus is maximally elevated in internal rotation and adduction as subacromial structures may be mechanically impinged. The relationship between scapulohumeral kinematics related to injury at other time points are also described.     

Athlete burnout in elite sport: A self-determination perspective

Abstract

The practice of exercise has shown to be beneficial to quality of life of individuals with HIV/AIDS. Thus, the present study analysed the effects of a combined exercise training in persons living with HIV/AIDS. Ten participants participated in the present study. The following variables were analysed: viral load and cell counts for TCD4+/TCD8; maximal oxygen consumption (VO_2max); total mass, absolute fat mass, relative fat mass, absolute lean mass, relative lean mass and body mass index; fasting glycaemia, fasting insulinaemia, homeostatic model assessment (HOMA) index (insulin resistance – homeostatic model assessment (IR-HOMA)); total cholesterol, triglycerides, high-density lipoprotein (HDL), very low-density lipoprotein (VLDL), low-density lipoprotein (LDL); superoxide dismutase, catalase, glutathione peroxidase activities; thiobarbituric acid reactive substances. The combined exercise training consisted of resistance exercises plus aerobic training (60 min · session^?1, three times per week, during 20 weeks). The number of TCD4+ cells, absolute lean mass and relative lean mass, muscle strength for the 45° leg press, seated row and triceps extension, HDL-c levels as well as VO_2max increased post-training. The activity of superoxide dismutase, catalase, glutathione peroxidase enzymes and thiobarbituric acid reactive substances levels were diminished post-training. Finally, it can be concluded that combined exercise training is able to change positively several variables related to health of individuals with HIV/AIDS, mainly the immune system as well as antioxidant mechanisms re-establishment.     

Narrative therapy with an adolescent who self-cuts: a case example

The National Institute for Clinical Excellence identifies educational psychologists as appropriate specialists to deliver interventions to promote the emotional well-being of children and families. A role for practitioner educational psychologists in providing specific therapeutic interventions has also been proposed by commentators. The present study reports an evaluative case study of a narrative therapy intervention with a young person who self-harms. The analysis of data suggests that the narrative therapy intervention was effectively implemented and resulted in attributable gains in emotional well-being, resilience and behaviour for the young person. The authors discuss the role of the educational psychologist in delivering specific therapeutic interventions within a local authority context and school-based setting. Consideration is also made of the development of the evidence base for the effectiveness of narrative therapy intervention with young people who self-harm.     

A Method to Increase Student Interaction Using Student Groups and Peer Review over the Internet

A method of peer review for student groups is proposed. In this method, groups of students publish their assignments results over the Internet. A fellow student group reviews their work and publishes their findings (on the Internet). Finally, the two groups debate their points of view in front of the class. The debate and healthy competition among groups give the students a chance to learn how to give and receive criticism in a constructive way. This should increase the students' ability to interact and work in groups, an important skill for computer science professionals.     

Perceived parental stress in face of kindergarten children’s academic setback: roles of parents’ goals and education

European Journal of Psychology of Education - Previous research studies have demonstrated the link between parents’ education and parental stress level. However, these studies have not taken...     

Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus

Abstract

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article presents three student case studies. These case studies are representative of our findings and serve to summarize the activities we found useful. They also serve as examples of various student experiences during the teaching experiment. One student expressed a continued negative view to using example generation. Two increased in skills and experience and expressed positive changes in views.     

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date.