Impaired motor control after sport-related concussion could increase risk for musculoskeletal injury: Implications for clinical management and rehabilitation

This review presents a conceptual framework and supporting evidence that links impaired motor control after sport-related concussion(SRC)to increased risk for musculoskeletal injury.Multiple studies have found that athletes who are post-SRC have higher risk for musculoskeletal injury compared to their counterparts.A small body of research suggests that impairments in motor control are associated with musculoskeletal injury risk.Motor control involves the perception and processing of sensory information and subsequent coordination of motor output within the central nervous system to perform a motor task.Motor control is inclusive of motor planning and motor learning.If sensory information is not accurately perceived or there is interference with sensory information processing and cognition,motor function will be altered,and an athlete may become vulnerable to injury during sport participation.Athletes with SRC show neuroanatomic and neurophysiological changes relevant to motor control even after meeting return to sport criteria,including a normal neurological examination,resolution of symptoms,and return to baseline function on traditional concussion testing.In conjunction,altered motor function is demonstrated after SRC in muscle activation and force production,movement patterns,balance/postural stability,and motor task performance,especially performance of a motor task paired with a cognitive task(i.e.,dual-task condition).The clinical implications of this conceptual framework include a need to intentionally address motor control impairments after SRC to mitigate musculoskeletal injury risk and to monitor motor control as the athlete progresses through the return to sport continuum.     

Assessing the Accessibility of Library Tools & Services When You Aren’t an Accessibility Expert: Part 2

Abstract

There are a few studies in library literature that explore accessibility issues from the perspective of students who use assistive technologies for accessibility. As we shared in part one of this two-part series in our column, librarians have extensively explored through usability studies with WAVE and other audit tools how accessible library websites and databases are when using assistive technologies like JAWS. In this column, we asked our blind student worker to journal his experiences navigating our library’s databases. We found this student navigated the databases better than we anticipated. While his experiences regarding the accessibility of the libraries’ electronic services varied, common issues he experienced included navigational issues from menus with expanding capabilities, documents that were not scanned with OCR, and images without alternative text.     

Public deliberation and social justice sensibilities in Greensboro Participatory Budgeting

ABSTRACT

Participatory budgeting (PB) has emerged as a tool for empowering marginalized communities and advancing social justice through public deliberation and advocacy. However, public deliberation scholars have contested the appropriate roles of social justice, activism, and equity. PB bridges deliberation, advocacy, and equity, as it strives to accomplish social change. We detail how the first cycle of Greensboro PB navigated tensions between residents who sought social change and government officials who wished to maintain the status quo. We argue PB is an example of public deliberation that fosters social justice sensibilities among participants and conclude with applied recommendations for design improvements.     

‘Do you need a kayak to learn outside?’: a literature review into learning outside the classroom

This paper presents a review of research focusing on ‘Learning Outside the Classroom’ (LOtC). We provide a distillation of international research in this field that identifies how future investigations could be focused and move the discipline forward. As a consequence of the breadth of our study, we feel our findings will have applications in educational settings across the globe. What we discover is a significant bias towards types of learning that largely cannot be measured, and that only a minority of published research in our review pays the level of attention to theoretical and philosophical foundations found in most other educational research.     

Evaluating interactive video: Software and hardware

Summary The evaluation and selection of interactive video hardware is a difficult process even for experts. There seems to be a multitude of models, options, peripherals, and prices. The task becomes even more perplexing because of rapid advances in the technology. What is new today may be obsolete tomorrow. Using the checklist should help make your job easier. It allows you to compare computers “apple for apple.” The recommendations listed are general suggestions. Different organizations may require most or less than what is recommended. Always plan for at least the minimum requirements of your software, even if those requirements are above our recommendations.