Relationship between foot strike pattern,running speed,and footwear condition in recreational distance runners

Compared to competitive runners, recreational runners appear to be more prone to injuries, which have been associated with foot strike patterns. Surprisingly, only few studies had examined the foot strike patterns outside laboratories. Therefore, this study compared the foot strike patterns in recreational runners at outdoor tracks with previously reported data. We also investigated the relationship between foot strike pattern, speed, and footwear in this cohort. Among 434 recreational runners analysed, 89.6% of them landed with rearfoot strike (RFS). Only 6.9 and 3.5% landed with midfoot and forefoot, respectively. A significant shift towards non-RFS was observed in our cohort, when compared with previously reported data. When speed increased by 1 m/s, the odds of having forefoot strike and midfoot strike relative to RFS increased by 2.3 times and 2.6 times, respectively. Runners were 9.2 times more likely to run with a forefoot strike in minimalists compared to regular running shoes, although 70% of runners in minimalists continued to use a RFS. These findings suggest that foot strike pattern may differ across running conditions and runners should consider these factors in order to mitigate potential injury.     

Program reevaluation: The gifted controversy

Gifted reevaluations consume an enormous amount of professional time and energy. The purpose of the present study was to survey gifted education teachers' and supervisors' perceptions of current gifted reevaluation practices. Results showed most gifted educators were not in agreement with the practice of using gifted reevaluations to reestablish program eligibility. Instead, they would prefer to get information relevant to program evaluation, program planning, and the need for additional services. Included among the alternatives suggested to replace the present gifted reevaluation practices were consideration of student work products, motivation, and interest; reports by parents and by regular and gifted education teachers; and monitoring the student progress made in achieving the goals of the individual educational program.     

The ethics of academic collection development in a politically contentious era

The ethics of academic library collection development are discussed within the context of the polarized political climate of the United States. The ethics are examined in regard to collection development and the exercise of professional judgment. Legislation introduced in the State of Colorado is used as an example of a manifestation of the political polarization. The legislation's possible effects upon the academic freedom of librarians are examined. The limitations of the ethical principle of neutrality and rationale for engaging in advocacy are explored. An expansion of the teaching role of academic technical services librarians is recommended.     

山西省老年人体质及体育锻炼现状调查

通过对山西省城乡老年人体质现状和体育锻炼情况进行调查发现：山西省老年人参加体育锻炼的人数明显高于全国，锻炼的目是为增进健康，山西省城市老年人的形态、机能、体能指标多数都高于乡村老年人，且均具有显著性或非常显著性差异。这一结果与山西省城市与乡村之间在生存环境、经济状况、生活水平以及健康意识等方面的差别有重要关系。     

Differential effects of norm-referenced and self-referenced feedback on performance expectancies,attributions, and motivation

When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed.     

Block Talk: Spatial Language During Block Play

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.     

灯塔

那是个风雨大作的夜晚,指挥官从驾驶室出来走到船长面前说道:“船长,船长,我们的海航线上有灯光,而且它们一动也不动.” “它们一动也不动是什么意思?叫人把它们移开.告诉他们立即让灯光向右偏些.”