Critical thinking matters

A relatively small number of researchers have found it interesting and useful to examine why and how persons choose to be and become adventure educators (AEs) and why they teach as they do. The implications of this knowledge are: (1) gaining insight into novice AEs' perceptions of what is required to provide in-depth and high quality instruction in adventure education; and hence, (2) the impact on the structure of AE training. The purpose of this study was to examine the influence of occupational socialization on two AEs with less than five years' experience. Data were collected using a variety of qualitative techniques while the AEs worked at two, week-long summer camps for elementary and middle school-aged children. They were analysed using standard interpretive methods. Results indicated that both AEs' acculturation led to them entering formal training without having had any structured teaching of adventure content modelled for them, suggesting, as has been found in physical education under similar circumstances, a ‘play only’ perception of the professional field of adventure education with class management and safety, rather than instruction, being the top priorities. Their professional socialization, however, led to real and deep growth and development in their pedagogies. The AEs' organizational socialization, unfortunately served to partially wash out these gains. Key socializing agents at the various stages of the AEs' development are identified and discussed as are practical implications for AE education.     

Musculoskeletal injuries in professional modern dancers: a prospective cohort study of 15 years

We analysed work-related musculoskeletal injuries (WMSI) in two modern dance companies to determine whether injury rates decreased and patterns altered compared to previous 3-yr and 6-yr audits (0.48 and 0.25/1000-hrs exposure respectively). In this prospectively designed 15-yr cohort study, data were collected in 30-dancer Company-1 and 12-dancer Company-2. In-house physical therapists tracked WMSI and time-loss-injuries for 159 dancers (42 dancers/yr). 15-yrs were grouped into five 3-yr blocks for comparison with prior audits. Negative binomial logistic regression analyses were conducted with exposure-hrs converted to the natural log and used as the offset variable. Block and company were categorical predictors for dependent variables: WMSI, time-loss-injuries, trauma-injuries and overuse-injuries (p < 0.05). 69% of dancers reported WMSI; 45% sustained at least one time-loss-injury. Company-1, with greater annual exposure, was 1.6-times more likely to sustain time-loss-injuries (p = 0.016, CI = 1.095–2.422) and 5.6-times more likely to sustain time-loss overuse-injuries (p = 0.003, CI = 1.812–17.327). Compared to Block-1, WMSI and time-loss-injuries decreased in Blocks-2, 3, and 5 (p ≤ 0.027). The ratio of time-loss overuse to trauma-injuries was reversed, with trauma-injuries accounting for over 80% of injuries by Block 5. Time-loss-injuries averaged 0.16 injuries/1000-hrs, lower than rates in ballet and sports. Decreased injury rates and changed injury patterns demonstrate efficacious injury management and prevention programming.     

The effect of a cadence retraining protocol on running biomechanics and efficiency: a pilot study

Many studies have documented the association between mechanical deviations from normal and the presence or risk of injury. Some runners attempt to change mechanics by increasing running cadence. Previous work documented that increasing running cadence reduces deviations in mechanics tied to injury. The long-term effect of a cadence retraining intervention on running mechanics and energy expenditure is unknown. This study aimed to determine if increasing running cadence by 10% decreases running efficiency and changes kinematics and kinetics to make them less similar to those associated with injury. Additionally, this study aimed to determine if, after 6 weeks of cadence retraining, there would be carryover in kinematic and kinetic changes from an increased cadence state to a runner’s preferred running cadence without decreased running efficiency. We measured oxygen uptake, kinematic and kinetic data on six uninjured participants before and after a 6-week intervention. Increasing cadence did not result in decreased running efficiency but did result in decreases in stride length, hip adduction angle and hip abductor moment. Carryover was observed in runners’ post-intervention preferred running form as decreased hip adduction angle and vertical loading rate.     

Relationships between kinematics and undulatory underwater swimming performance

Undulatory underwater swimming (UUS) is one of the major skills contributing to performance in competitive swimming. UUS has two phases– the upbeat is performed by hip extension and knee flexion, and the downbeat is the converse action. The purpose of this study was to determine which kinematic variables of the upbeat and downbeat are associated with prone UUS performance in an elite sample. Ten elite participants were filmed performing three prone 20 m UUS trials. Seven landmarks were manually digitised to calculate eighteen kinematic variables, plus the performance variable– horizontal centre of mass velocity (V_COM). Mean V_COM was significantly correlated with body wave velocity (upbeat r = 0.81, downbeat r = 0.72), vertical toe velocity (upbeat r = 0.71, downbeat r = 0.86), phase duration (upbeat r = ?0.79), peak hip angular velocity (upbeat r = 0.73) and mean knee angular velocity (upbeat r = ?0.63), all significant at P < 0.05. A multiple stepwise regression model explained 78% of variance in mean V_COM. Peak toe velocity explained 72% of the variance, and mean body wave velocity explained an additional 6%. Elite swimmers should strive for a high peak toe velocity and a fast caudal transfer of momentum to optimise underwater undulatory swimming performance.     

光包交换城域网的系统仿真

This paper introduces architectures of two types optical packet-switched metropolitan area networks and their media access control protocols.We have designed ralated network simulation systems.With these simulation systems,the characteristics and performanceof the two MANs can be achieved.     

Students’ motivation and engagement in higher education: the importance of attitude to online learning

Higher Education - The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and...     

The Two Cultures of Undergraduate Academic Engagement

Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation, and interest in ideas. The culture of engagement in the natural sciences and engineering focuses on improvement of quantitative skills through collaborative study with an eye to rewards in the labor market. The two cultures of engagement are strongly associated with post-graduate degree plans. The findings raise questions about normative conceptions of good educational practices in so far as they are considered to be equally relevant to students in all higher education institutions and all major fields of study.

“The Problem Will Pass:” Attitudes of Latinx Adults Toward Mental Illness and Help Seeking

International Journal for the Advancement of Counselling - Globally, mental illness is still stigmatized by many. The following qualitative study explored beliefs about mental illness and help...     

Developing Symbolic Interpretation Through Literary Argumentation

Literature can be a powerful resource for adolescents’ psychosocial development, as it provides opportunities to experience the world through the perspectives of others and juxtapose these with one’s own experiences. However, gaining access to these perspectives requires going beyond literal words on the page to explore interpretive meanings. This mixed-methods case study addresses the need to better understand how adolescent students learn to interpret literary works. Specifically, 9th-grade students participated in a 5-week instructional module focused on symbolic interpretation and coming of age themes in texts with a variety of sources of complexity. The primary data sources were an intentional sample of classroom discussions and essays written before and after instruction. Analyses indicate that students learned to make interpretive claims around symbolism. Textual evidence to support these claims was evident in whole-class discussions but less so in the written essays. Students also struggled to reason about why evidence supported particular claims and how the interpretive claims were related to understanding the characters and their worlds. Discussion focuses on the value of symbolic interpretation as a starting point for engaging adolescents in interpretive practices but notes that developing facility with literary interpretation takes concerted effort over longer periods of time.