Effects of previous lateral ankle sprain and taping on the latency of the peroneus longus

The latency of the peroneus longus may be a key factor in the prevention of lateral ankle sprains (LASs). In addition, ankle taping is often applied to help prevent LASs. The purpose of this study was to determine the effects of a previous LAS and ankle taping on the latency of the peroneus longus after an inversion perturbation. Twenty-six participants, including 13 participants with no previous history of a LAS and 13 participants with a history of a single LAS completed the testing. Ankle taping was applied in a closed basket weave technique on one of the two testing days. The latency of the peroneus longus was determined by the onset of muscle activity exceeding 10 SD from baseline activity, after initiation of the 25° inversion perturbation. A significant main effect (p < 0.05) was present for the ankle support condition, with ankle taping causing a significant reduction in latency of the peroneus longus (65.04 ± 10.81 to 57.70 ± 9.39 ms). There was no difference (p>0.05) in latency between the injury groups. Ankle taping, immediately after application, reduces the latency of the peroneus longus among participants with and without a history of a LAS.     

Defining maltreatment according to substantiation: distinction without a difference?

OBJECTIVE: To examine whether children with substantiated maltreatment reports between 4 and 8 years of age differ from children with unsubstantiated reports on any of 10 behavioral and developmental outcomes. METHOD: Longitudinal data from 806 children and their adult caregivers collected in four US study sites were pooled and analyzed using Analysis of Variance (ANOVA) and multivariate linear regression. RESULTS: There were no significant differences between the mean scores of children with unsubstantiated and substantiated maltreatment reports filed between 4 and 8 years of age for any of the 10 behavioral and developmental outcomes. In the multivariate analysis, substantiation status was not significantly associated with any of the 10 outcomes after adjusting for prior functioning, prior maltreatment status, and sociodemographic characteristics. Findings from within-site analyses were generally consistent with the pooled analyses in finding no association between substantiation status and the outcomes examined. CONCLUSIONS: In this high-risk sample, the behavioral and developmental outcomes of 8-year-old children with unsubstantiated and substantiated maltreatment reports filed between ages 4 and 8 were indistinguishable. Future research should attempt to replicate these findings on probability samples that represent the full range of childhood maltreatment risk and with models that control for the impact of social services.     

What's so hard about teaching science?

Early Childhood Education Journal - Do you feel that science is sifficult to understand and hard to teach? Do you designate only a small amount of time for a science period? Are you afraid of the...     

Investigatory behavior inthe plains garter snake (Thamnophis radix) and several additional species

Garter snakes (Thamnophis radix), hognose snakes (Heterodon platyrhinos), and rattlesnakes (Crotalus species) flick their tongues and crawl about in an open field containing no food or sexual (i.e., reproductive) odors. As Experiment I shows, the taxa differ reliably in both rate of tongue flicking and rate of locomotion. In Experiment II, garter snakes (Thamnophis radix) placed into an open field for 5 min showed more tongue flicking than snakes that were handled and placed directly back into their home cages, indicating that the first group was exploring the apparatus rather than responding only to handling. During Minutes 3 through 5 (Experiment III) in the open field, garter snakes emitted fewer tongue flicks than they did during the first minute, and after 20 min, the rate of tongue flicking was virtually zero. However, snakes were capable of responding to presentation of new objects and/or odors, indicating that the previous response decrement was not derived from effector fatigue but rather from some habituatory process. Experiment IV revealed that satiated snakes habituated more rapidly than hungry snakes during exploration of the open field. Hence, exploratory behavior in these snakes is at least partially under the control of the same factors which mediate food-related appetitive activities.     

Integrating multiple perspectives on the human-nature relationship: A reply to Fletcher 2017

The concept of “connectedness with nature” is increasingly used in environmental and sustainability discourse. However, this construct has also been critiqued and proponents charged with harboring an ambivalence that paradoxically reinforces a sense of separation from “nature”. We respond to one critique by demonstrating that whilst problematizing aspects of “connectedness with nature” has merit, selective use of examples misconstrues efforts in this field, undermines common ground and conflates theoretical conceptualizations with practical implementation. In addressing problems of perception and praxis, we emphasize the primacy of direct experience in shaping ways of knowing and recommend integral ecology (based on Wilber’s integral theory) as an inclusive framework for attending to multiple perspectives on the human-nature relationship.     

Socialization and Family Correlates of Mental Health Outcomes among Hispanic and Anglo American Children: Consideration of Cross-Ethnic Scalar Equivalence

Recently there has been concern over the need for developmental research within ethnic minority populations and interest in socialization and family variables within, and variability across, ethnic groups. This study reports analyses designed to: compare several socialization, family, and mental health variables among Hispanic and Anglo American 8–14-year-old children and mothers; examine the regression equations predicting mental health indicators with the socialization and family variables; and evaluate the cross-ethnic scalar equivalence of these socialization and family measures. The findings indicate that there are ethnic differences in several socialization and family variables; several of the socialization and family variables are related to the mental health variables, and these relations are very similar across ethnic groups; and the socialization and family measures appear to have sufficient cross-ethnic scalar equivalence for English-speaking, largely Mexican American Hispanic samples. Further, these findings suggest some caution regarding the use of the Child Depression Inventory in Hispanic samples.     

Learning from schools

Many of the problems faced by those concernedto improve learning, teaching, assessment andcurriculum have also troubled the compulsoryeducation sector. This paper argues that thehigher education sector can learn from theextensive archive of international researchabout schooling. This is illustrated by briefcommentaries on five facets of school-centredresearch: subject departments; schooleffectiveness and school improvement; teachers'thinking and planning; assessment; andprofessional learning. It is claimed thatresearch into schooling can illuminate thinkingabout quality and curriculum in highereducation and that it can inspire better changepractices.     

The role of hybrid learning spaces in enhancing higher education students’ employability

Graduate employment rates and self-reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design-centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final-year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self-reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic “careers” workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative’s contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed.