Effects of motion control footwear on running: a systematic review

Excessive foot pronation is a risk factor of running injuries and motion control footwear is designed to control foot pronation. With the movement transfer between foot pronation and tibial rotation, motion control footwear may not only be confined to controlling foot pronation. In view of the controversies in the literature on effectiveness of motion control footwear, this paper reviewed the efficacy of motion control footwear functions as reported in the literature. Eligible studies were identified from seven electronic databases. Two independent authors extracted the data and assessed the methodological qualities using the Jadad Scale. A total of 14 quasi randomised controlled trials were included. Even though the included studies were rated as "low quality" according to the Jadad Scale, the data were pooled and analysed. Results revealed that motion control footwear was effective in reducing the amount of foot pronation and the peak vertical impact during landing. There is no evidence that suggests motion control footwear for controlling kinematics of the proximal segments.     

网络教学平台使用的师资培训——香港理工大学的经验

面授和网上教学有机结合的整合式教学越来越成为高校教育和培训的主要模式.本文旨在介绍和分析香港理工大学教学发展中心(简称EDC)如何通过网上教学平台的功能,与面授教学结合起来,发挥面授教学和网上教学的各自优势,使教师培训更加有效.EDC的实践表明,在大学教师培训课程中,发挥网上教学的优势,能帮助学员弥补由于有限的面授教学产生的师生之间、学员和学员之间互动的不足.在网上学习中,通过互相的学习观摩和观念碰撞,能激发学员的学习兴趣,有效地促进学员之间进行探究性学习,同时,这种集体学习的方法,能促进在职教师之间的友好交往和学术交流.     

Economic development, human capital, and gender earnings differentials in China

Gender earnings differentials in China during the course of development in the post-reform period were examined. The analysis showed that the female–male earnings ratio increased over time in all regions. The region with relatively rapid economic reforms had the highest female–male earnings ratio. Decomposition of the gender earnings differential revealed that in the more developed region a lower percentage of the differential could be explained by gender differences in productive characteristics. Changes in the discriminatory component of the differential by region over time suggested that both the “competition” effect proposed by Becker [The Economics of Discrimination, 1971] and the effects of wage decentralization during economic reforms played a different role in the eastern and central regions versus their role in the western region. Further examination of the sub-components of the explained component of the differential highlighted the minor role of education in explaining the gender earnings differentials.     

Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs

This article develops a classification system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do sufficiently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime.     

Factors associated with staff perceptions towards inclusive education in Singapore

In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues.     

Learning in digital environments: a model for cross-cultural alignment

Educational technology research and development - This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to...     

国产芸香科九里香属化学分类

九里香是芸香科的一个小属，主要分布于我国南部及中南半岛，少数个别品种向西南   延伸至印度和斯里兰卡及向东南伸展至澳洲东北部。  我国境内共有8种和1亚种。  九里香   属植物含丰富的生物碱和香豆精，其中包括不少生物活性成分，民间亦每每选用该属植物作传   统草药。最近又从千里香的根部分离得一种新的双吲哚生物碱，命名为月橘烯碱; 该成分有强   效的抗着床活性，对计划生育有重大意义。在发掘月橘烯碱的自然资源的研究过程中，作者分   析了国产的8种九里香属植物，发现该属植物可以划分为两组，即九里香组和棕茎组。九里香   组之成员跟棕茎组的在形态上有明显分别，而且前者之根部含抗着床成分月橘烯碱和8-戊烯   化香豆精，但后者之根部则含咔巴唑生物碱。初步分析了澳洲的卵叶九里香和泰国的暹罗九  里香，其形态及化学成分亦支持将该属分为两组。作者据此发表新组合。     

Multiple‐goal learners and their differential patterns of learning

The hypothesis in this study was that different types of multiple‐goal learners would have different patterns of learning. A sample of 797 adult distance learners enrolled in different programs offered by a distance learning university in Hong Kong completed a questionnaire assessing their goals, use of strategies, motivational beliefs, and attitudes towards the course they were doing. Two‐stage cluster analyses found a group of single‐goal learners (mastery focused) and three groups of multiple‐goal learners with different focuses in their goal profiles: performance focus, work focus, and multiple focuses. These four clusters of learners differed in terms of use of learning strategies, regulatory strategies, motivational beliefs, and attitudes towards the course. Learners focusing on work‐related goals or performance goals achieved better examination results than did those focusing on multiple goals or solely on mastery goals.