The measurement of shoulder alignment in cricket fast bowling

The aim of this study was to compare thoracic spine alignment with two- and three-dimensional calculations of shoulder alignment (defined as a line joining the acromion processes of the right and left scapula) when all measures were projected onto the transverse plane. A six-camera Vicon system was used to reconstruct three markers positioned on the plane of the thorax such that the orthogonal vector to the thoracic spine, projected onto the transverse plane, was used as a virtual shoulder alignment during cricket fast bowling. This same measurement system was used to calculate the three-dimensional line between the acromion processes projected onto the transverse plane. These acromion markers were also used to calculate the two-dimensional transverse plane alignment of the shoulders from images recorded by a video camera positioned above ball release. All cameras operated at 50 Hz. A significant association was recorded between thorax alignment and the three- (0.97) and two-dimensional (0.87) shoulder alignment estimations at back-foot impact. The strength of association remained at front-foot impact, when correlations of 0.89 (three-dimensional) and 0.84 (two-dimensional) were recorded. However, at ball release, non-significant associations of 0.58 (three-dimensional) and 0.41 (two-dimensional), representing shoulder alignment differences of approximately 10 degrees, were recorded. The 95% limits of agreement comparisons for shoulder alignment at back-foot impact, front-foot impact and ball release produced mean random errors for the two comparisons of 9.5 degrees, 11.7 degrees and 22.5 degrees respectively. Three- and two-dimensional transverse plane projections of shoulder alignment are reasonable estimates of thorax alignment at back-foot impact and front-foot impact but not at ball release.     

The Effect of Content Delivery Style on Student Performance in Anatomy

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.     

Determining objectives: A behavior systems approach

Instructional objectives may be obtained form subject matter experts (SMEs), or they may be derived empirically form the analysis and design of behavior systems. In the latter case, instructional objectives are defined as sets of behaviors required to fulfill the overall objectives of the behavior system when these behaviors are best executed by human beings and when no humans can be found whose behavior repertoire already contains these specific behaviors. It is essential to start with a definition of systems objectives and derive these behavior specifications in the process of designing the behavior system which will fulfill these objectives. A distinction is made between educational and training objectives. Educational objectives are equated with systems objectives, and training objectives are equated with behavior components of behavior systems.     

Excellence for all children false promises! The failure of current policy for inclusive education and implications for schooling in the 21st century

This paper argues that the claims of current UK education policy, for children with special educational needs (SEN) toprovide excellence and equality of opportunity, are false. Critically examined are issues of social justice and equity in relation to the work of disability theorists and this critique is then applied to recent policy in education, in particular the Green Paper Excellence for All Children; Meeting Special Educational Needs, to demonstrate that as long as the organization of schooling, the curriculum, and assessment and testing procedures remain unchallenged, equal educational opportunity will remain amyth. In conclusion, having shown that the central energy in educational change seems to be devoted to perpetuating the status quo, thus reinforcing inequality and discrimination and precluding excellence for all children, this paper attempts toset anew agendafor the 21st century that might possibly offer agenuine entitlement for all children to an equal educational opportunity. Although the paper is centrally concerned with a critique of policy in the UK, it is believed that the implications have international relevance as they are fundamental issues relating to human rights and equity.     

EDUCATION FOR SOCIAL EXCLUSION? ISSUES TO DO WITH THE EFFECTIVENESS OF EDUCATIONAL PROVISION FOR YOUNG WOMEN WITH ‘SOCIAL,EMOTIONAL AND BEHAVIOURAL DIFFICULTIES’

This paper discusses the experience of mainstream school and special educational provision of some young women with ‘social, emotional or behavioural difficulties’, and asks questions about the outcomes and effectiveness of this kind of education in a policy context of inclusion. It argues for more public discussion of the role of alternative educational provision.     

Changing Teacher Education through Technology: a study of the Remote Area Teacher Education Project

ABSTRACT

Despite the overall proliferation of technology and its impact on people's everyday lives, tertiary education institutions generally have yet to utilise the educational potential of information technology. There is an enormous disparity between technology as an educational resource outside of these institutions and as a medium for learning inside. The same is generally true for teacher education programmes within institutes of higher education.