Reconceptualising fair access to highly academically selective universities

Higher Education - The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are...     

A biomechanical comparison of dominant and non-dominant limbs during a side-step cutting task

Abstract

Numerous studies have investigated anterior cruciate ligament (ACL) injury risk by examining gender differences in knee and hip biomechanics during a side-step cutting manoeuvre since it is known that ACL injury often occurs during such a task. Recent investigations have also examined lower extremity (LE) biomechanics during side-step cutting in individuals following ACL reconstruction (ACLR). Common research practice is to compare knee and hip biomechanics of the dominant limb between groups but this can add considerable complexity for clinicians and researchers. At this time, it is not known if there is a difference in LE biomechanics between the dominant and non-dominant limb during side-step cutting. Three-dimensional kinematics and kinetics were collected while 31 healthy participants performed five, side-step cutting manoeuvres with the dominant and non-dominant limbs. Knee and hip variables examined are those commonly investigated in ACL injury literature. There were no differences between limbs in all but one variable (knee internal rotation). These results demonstrate that healthy individuals exhibit little side-to-side differences in certain LE biomechanics when performing a side-step cutting manoeuvre. These findings can be utilised by clinicians when conducting dynamic evaluations of their ACLR patients and when developing injury prevention and rehabilitation programmes.     

Assessment in French primary schools

ABSTRACT

Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered.