Effects of a combined inversion and plantarflexion surface on knee and hip kinematics during landing

Although landing in a plantarflexion and inversion position is a well-known characteristic of lateral ankle sprains, the associated kinematics of the knee and hip is largely unknown. Therefore, the purpose of this study was to examine the changes in knee and hip kinematics during landings on an altered landing surface of combined plantarflexion and inversion. Participants performed five drop landings from 30 cm onto a trapdoor platform in three different conditions: flat landing surface, 25° inversion, or a combined 25° plantarflexion and 25° inversion. Kinematic data were collected using a seven camera motion capture system. A 2 × 3 (leg × surface) repeated measures ANOVA was used for statistical analysis. The combined surface showed decreased knee and hip flexion range of motion (ROM) and increased knee abduction ROM (p < 0.05). The altered landing surface creates a stiff landing pattern where reductions in sagittal plane motion are transferred to the frontal plane, resulting in increased knee abduction. A stiff landing pattern is frequently related to increased risk of anterior cruciate ligament injury. It may be beneficial for athletes at risk to train for alternate methods of increasing their sagittal plane motion of the knee and hip with active knee or trunk flexion.     

Anxious Solitude and Self‐Compassion and Self‐Criticism Trajectories in Early Adolescence: Attachment Security as a Moderator

Youths’ attachment representations with their parents were tested as moderators of the relation between peer‐reported anxious solitude and self‐compassion and self‐criticism trajectories from fifth to seventh grades. Participants were 213 youth, 57% girls, M = 10.65 years of age. Growth curves revealed that attachment representations with both parents moderated the relation between AS and self‐processes such that AS youth with (a) dual secure attachments demonstrated the most adaptive self‐processes, (b) one secure attachment demonstrated intermediately adaptive self‐processes, and (c) dual insecure attachments demonstrated the least adaptive self‐processes over time. AS youth with dual insecure attachments are of most concern because they demonstrated elevated and increasing self‐criticism over time, given evidence for relations between self‐criticism and internalizing psychopathology.     

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.     

A four-stage longitudinal study exploring pupils’ experiences,preparation and support systems during primary–secondary school transitions

A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school , and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks.     

Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning (TFL)—developed to meet this need. Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison; and his research focus is on college and university curricula with particular emphases on program quality, liberal education, and teaching and learning. Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education. Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison.     

Prediction of wall deposition behaviour in a pilot-scale spray dryer using deposition correlations for pipe flows

INTRODUCTION Abbott (1990) reported that wall deposition inspray dryers may pose a potential fire risk and com-promise hygiene requirements, and reduce productquality and yield. Spray dryer hazards include igni-tion of explosible dust clouds, dust deposits, bulkpowder deposits and flammable vapour. Kieviet(1997) noted that wall deposition affected the resi-dence time distribution of particles, and particularlythat an important factor in determining residencetimes with high wall deposition…     

Detection of Helicobacter pylori using nested polymerase chain reaction in gastric biopsy samples

Helicobacter pylori remains a controversial organism with regards to humans, its epidemiology still unclear nearly two decades after discovery. The present study was undertaken to estimate the prevalence of the organism in the gastrointestinal tract in symptomatic and asymptomatic subjects to understand its precise natural history in India. A total of 154 specimens were a part of the study. These included gastric biopsies from peptic ulcer disease and Non ulcer dyspepsia subjects, as visualized on endoscopy, saliva and stool samples from apparently normal healthy adults. Nested polymerase chain reaction was performed using the primers Hp1, Hp2, Hp3 targeting 16S rRNA gene. A prevalence of 65.1%, 100%, 66.7%, and 73.3% respectively was observed by polymerase chain reaction. No association was observed between the H.pylori status and the disease condition of the patient.     

Inclusion of children living with disability in early childhood development and education: construction of a stakeholder-informed framework

School-level data shows that a large number of Children living with Disability (ClwD) are not accessing Early Childhood Development and Education (ECDE) services in Nepal (Department of Education, 2020). This research explores the factors affecting the inclusion of ClwD in ECDE programs aiming at informing policy, plans and strategies about existing barriers to early intervention and education services for ClwD. Through interviews, focus group discussions with key stakeholders and document reviews, the research identified the interconnection of several organisational and contextual factors created multiple barriers to successful inclusion. Organisational factors were: policy, attitudes, teacher efficacy, resources, coordination, communication processes and parental engagement. Contextual factors were: spirituality, caste, ethnicity, language, economic status, and geographic location. The very interactive nature of organisational and contextual factors resulted in the development of an inclusive education framework to inform future policies.