Three-dimensional kinematic analysis and power output of elite flat-water kayakers

The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (Int_L), high (Int_H) and maximal (Int_M) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for Int_H compared to Int_L and for Int_M compared to Int_L in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (Int_L 59.3 ± 6.3; Int_H 108.0 ± 6.8; Int_M 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output.     

Body dissatisfaction in normal weight children – sports activities and motives for engaging in sports

Body dissatisfaction is a phenomenon that may already occur in childhood and is linked to a variety of psychosocial risks. As the role of physical activity in the context of body dissatisfaction is still ambivalent, a cross-sectional study with 602 normal weight children (50.2% girls; M_age?=?9.23 years; SD?=?0.79) was conducted. The children filled in the MoMo-Questionnaire, including items about their physical activities and motives for being physically active, as well as Bender’s Body Esteem and Muscularity Concern Scale with the three subscales “body satisfaction”, “weight and shape concerns”, and “muscularity concerns”. Independent t-tests revealed that girls were less worried about muscularity than boys (M_girls?=?1.94, SD_girls?=?1.11 vs. M_boys?=?3.12, SD_boys?=?1.43; t(560)?=?11.33, p?d?=?0.92), whereas girls showed greater weight and shape concerns than boys (M_girls?=?2.24, SD_girls?=?0.97 vs. M_boys?=?2.05, SD_boys?=?0.92; t(549)?=?2.32, p?=?.02, d?=?0.20). In boys, physical activity is associated with less muscularity, weight, and shape concerns. Body satisfaction increases with health and fitness motives. In girls, the role of physical activity is ambivalent: girls who engage in sports do not differ in body dissatisfaction from non-active girls. In sportive girls, weight and shape concerns increased with more health and fitness motives. Finally, the study provides first insights into body dissatisfaction and the different role of physical activity in boys and girls in childhood.     

Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes

Beginning in the early 1990s, states and districts enacted zero-tolerance discipline policies that relied heavily on out-of-school suspensions. Recently, districts nationwide have revised these policies in favor of more tempered disciplinary responses. In 2012–2013, Philadelphia reformed its discipline policy to limit suspensions for nonviolent student misconduct and granted principals greater discretion in responding to more serious occurrences of student misconduct. Employing a difference-in-differences approach, we find that Philadelphia's reform resulted in a modest decline in suspensions for nonviolent infractions in the year of reform; however, total suspensions remained unchanged while serious incidents of student misconduct increased. Further, the truancy rate increased and district math and English language arts achievement declined following the policy reform. These findings should inform policymakers and practitioners on the implications of district-level reforms for suspension usage and the potential consequences for student outcomes.     

Adverse events and placebo effects: African scientists, HIV, and ethics in the 'global health sciences'

This paper builds on the growing literature in 'postcolonial technoscience' by examining how science and ethics travel in transnational HIV research. I use examples of two controversial US-funded studies of mother-to-child transmission in Africa as case studies through which to explore quandaries of difference and inequality in global health research. My aim is not to adjudicate the debates over these studies, but rather to raise some questions about transnational research, science, and ethics that often get lost in public controversies over the moral status of such trials. Using interviews conducted with American and Ugandan HIV researchers as well as relevant material published in the popular and medical press, I argue that debates over research practice and the conditions under which practices are deemed ethically legitimate or questionable reflect the challenges faced by African researchers seeking to participate in global health science. In doing so, I show how questions of scientific legitimacy and authority are played out in debates over who decides what constitutes 'the normal' in human biological research and who can legitimately 'speak for Africa' regarding the ethics of research design and practice. I conclude that researchers from'resource-poor settings' must often walk a tightrope between claims of difference from the global North and assertions of sameness, in which a claim too forceful in either direction can undermine the ethical--and thus scientific--legitimacy of their research.     

Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

Asia Pacific Education Review - In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant...     

Digital natives: Where is the evidence?

Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.     

Accidental achievers? International higher education,class reproduction and privilege in the experiences of UK students overseas

To date, scholarship on international students has generally focused on flows from non‐western economies to the main English‐speaking destination countries (such as the United States, the United Kingdom and Australia). In contrast, we draw on a qualitative study of 85 UK students who have either completed or are considering undertaking a degree programme overseas. We found that, in opposition to a common image of ‘international students’, UK students are not overtly motivated by ‘strategic’ concerns. Instead, they are seeking ‘excitement’ and ‘adventure’ from overseas study and often use the opportunity to delay the onset of a career and prolong a relatively carefree student lifestyle. Despite these ostensibly ‘disinterested’ objectives, however, UK students remain a highly privileged group and their experiences serve only to facilitate the reproduction of their privilege. The paper calls for a more critical analysis of the spatially uneven and socially exclusive nature of international higher education.     

结论及未来发展方向

(一)增强职业教育与培训吸引力的政策和措施 职业教育与培训对个人的吸引力以雇佣机会和收入及使他们获得这些效益的能力和职业技能为基础.当职业教育与培训能够为企业提供满足他们需要的技能型劳动力时,职业教育与培训也会受到企业的认可.