Lower limb alignment characteristics are not associated with running injuries in runners: Prospective cohort study

There is conflicting evidence on the association between lower limb alignment characteristics and the incidence of running-related injury (RRI). Therefore, the primary aim of this study was to investigate the association between lower limb alignment characteristics and the incidence proportion of RRI in a convenience sample of recreational runners. A total of 89 recreational runners were included in this prospective cohort study. These participants had been running for at least six months and were injury-free at baseline. Lower limb alignment measurements were conducted in order to calculate lower limb discrepancy, Q-angle, subtalar angle and plantar index. All participants also answered a baseline and biweekly online surveys about their running routine, history of RRI and newly developed RRI over a period of 12 weeks. The prevalence of previous RRI and the 12-week incidence proportion of new RRI were calculated. Logistic regression analysis was performed to estimate the association between lower limb length discrepancy, Q-angle, subtalar angle and plantar ach index with the incidence proportion of RRI. The prevalence of previous RRI was 55.1% (n?=?49). The 12-week incidence proportion of new RRI was 27.0% (n?=?24). Muscle injuries and tendinopathies were the main types of RRI identified. The lower leg and the knee were the main anatomical regions affected. We did not find significant associations between lower limb length discrepancy, Q-angle, subtalar angle and plantar arch index and injury occurrence.     

Modular programming of curricula

A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients.     

Search for Symbol Sense Behavior: Students in Upper Secondary Education Solving Algebraic Physics Problems

Research in Science Education - Students in upper secondary education encounter difficulties in applying mathematics in physics. To improve our understanding of these difficulties, we examined...     

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.     

Measuring perceived social presence in distributed learning groups

Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence.     

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.     

知识产权特征新论——兼析知识产权与有形财产权的区别

知识产权本质上是一种无形财产权,本文通过对知识产权与有形财产权之比较,论述了知识产权的四方面特征,即客体的无形性、相对垄断性、法律效力在时空上的有限性及权利保护范围的不确定性.     

Association between attitudes of filial responsibility and parent caregiving behavior

Objective: To analyze the association between attitudes of filial responsibility and adult child caregivers’ behaviors in the Southern Region of Brazil.

Methods: Cross-sectional study with 100 child caregivers of older adults. The data were collected through an interview using the protocol of filial responsibility adapted and validated to Brazilian Portuguese. Filial Expectation and Filial Piety scales evaluated the attitudes of filial responsibility. Caring behaviors assessed were: instrumental support, emotional, financial support, and companionship. The variables that presented p< .20 value in the bivariate analysis were inserted into a multivariate Poisson regression model.

Results: Financial and emotional support behaviors were significantly associated with filial piety (p = .050 and p = .001, respectively) and filial expectation (p = .013 and p = .023, respectively). Providing companionship was associated with filial piety (p = .015).

Conclusion: Attitudes of filial responsibility are associated with some but not all caregiving behaviors. Brazilians caring for older parents show more similarities to Chinese than to Canadian caregivers. Furthermore, filial responsibility and caregiving behaviors are strongly affected by Brazilian social and cultural norms. Reasons are discussed.     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.