Effects of cold water immersion on lower extremity joint biomechanics during running

The purpose of this study was to identify the influence of cryotherapy on lower extremity running biomechanics. Twenty-six healthy male volunteers were randomised into two intervention groups: cold water (cold water at ~11°C) or tepid water (tepid water at ~26°C). They were required to run at 4.0 ± 0.2 m · s^?1 before and after they underwent water immersion for 20 min. Differences between pre- and post-intervention were used to compare the influence of water intervention during running. Peak joint angles, peak joint moments, peak ground reaction forces (GRF) and contact time (CT) were calculated using three-dimensional gait analysis. Independent t-tests were applied with a significant alpha level set at 0.05. Decreased peak propulsive and vertical GRF, decreased plantarflexion moments, increased hip flexion angle and longer CT were observed following cold water immersion. Although cold water immersion (cryotherapy) affected the running movement, none of the alterations have been related to running biomechanical patterns associated with injuries. Therefore, our results indicated that cold water immersion appears safe prior to running activities.     

Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.     

Retaining non‐traditional students: lessons learnt from Pasifika students in New Zealand

As New Zealand tertiary education has undergone extensive review processes, debate has centred not only on the need to extend the participation rates of groups previously under‐represented, but also how to retain these under‐represented groups once they are recruited into tertiary programmes. This paper draws on a large‐scale study of the factors that influence successful completion of tertiary qualifications for Pasifika students. Using a diverse range of data sources throughout New Zealand, the study identified a range of factors that impede retention, as well as positive factors that help increase retention. Its findings support the contention that the capacity of educational facilities to retain students is a function of the interface between student and institution, and the institution and the community.     

Suitable for whom? The case of system of rice intensification in Tanzania

Purpose: This study examines the suitability of the system of rice intensification (SRI) for diverse small-scale farmers in Tanzania by exploring if poor and non-poor farmers adopt the system to a similar extent.

Originality: The suitability of low-external input technologies such as SRI for diverse African farmers is a contentious issue. Existing studies suggest that adoption may be skewed away from poorer farmers, but no studies have explicitly categorized farmers who participate in adoption of SRI.

Methods: Farmers exposed to SRI were randomly surveyed. Sample farmers were categorized into three socioeconomic groups – wealthier, middle-wealth, and poorer – using factor and cluster analysis approaches. Wealth category is then used in a logit model to determine probabilities of adopting SRI practices across the different groups.

Findings: The results indicate that middle-wealth group adopt SRI to a greater extent compared to the wealthier and poorer groups. The extent of adoption by wealthier and poorer groups is similar, although constraining circumstances differ. Access to factors that consistently explained adoption: contact with extension services, land with water, and labor, vary systematically among groups.

Theoretical implication: Low adoption is often assumed on reduced exposure to a technology, and non-adopters are expected to eventually adopt. The results suggest, however, that farmers, who have not adopted, may not do so, even after being exposed. SRI as a package does not fit their socioeconomic conditions.

Practical implications: To support adoption across all wealth categories, extension should focus on promoting individual practices rather than the package to enable farmers adopt practices that fit their socioeconomic characteristics.