Lumbopelvic motor control and low back pain in elite soccer players: a cross-sectional study

This study aimed to investigate the relationship between the history of low back pain and quality of lumbopelvic motor control in soccer players. Forty-three male elite soccer players (mean age, 18.2 ± 1.4 years) filled in questionnaires related to low back pain and attended a session to assess lumbopelvic motor control by means of five tests (the bent knee fall out test, the knee lift abdominal test, the sitting knee extension test, the waiter’s bow and the transversus abdominis test). A physiotherapist, blinded to the medical history of the participants, scored (0 = failed, 1 = correct) the performance of the players for each of the tests resulting in a lumbopelvic motor control score ranging from 0 to 5. Forty-seven per cent of the soccer players reported a disabling low back pain episode lasting at least two consecutive days in the previous year. These players scored worse lumbopelvic motor control than players without a history of low back pain (lumbopelvic motor control score of 1.8 vs. 3.3, P < 0.01). The between-groups difference was particularly marked for the bent knee fall out test, the knee lift abdominal test and the transversus abdominis test (P < 0.01). In conclusion, most soccer players with a history of low back pain had an altered lumbopelvic motor control. Further research should examine whether lumbopelvic motor control is etiologically involved in low back pain episodes in soccer players.     

Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed.     

Who is Publishing Diverse Books Best?

Small independent publishers are frequently lauded as the bastions of diversity while the Big Five are vilified as the primary contributors to the overwhelming whiteness of book publishing—yet no statistical data has been offered to support either claim. Moreover, the overall percentages of authors of color have remained the same year after year (Low in Where is the diversity in publishing? The 2015 diversity baseline survey results. Lee and Low (blog), 2016). The following study is a comparison of the Big Five publishers and small independent publishers with respect to author diversity. As social media outlets are now claiming to change the landscape of publishing by making diverse books more accessible to readers, data was sourced from an independent, reader-driven list to determine which publishers—if any—are promoting authors of color and whether their books are making it into the hands of readers.     

劳动价值论与收入分配体制改革

再认识马克思的劳动价值论．是深化收入分配体刺改革的客观要求。通过对马克思劳动价值论的丰富和发展．可以明确社会主义市场经济务件下收入分配体制改革的基本方向。     

Superlatent inhibition and spontaneous recovery: Differential effects of pre- and postconditioning CS-alone presentations after long delays in different contexts

In two pairs of three-stage conditioned taste aversion experiments, we examined the effects of delay interval (1 or 21 days) between the second and third stages, and of context in which the animals spent the delay (same as or different from the context of the other stages) on latent inhibition (LI) and spontaneous recovery following extinction. In the LI experiments (Experiments 1A and 1B), the first stage comprised nonreinforced presentations to saccharin or to water. In the second stage, rats were conditioned by saccharin paired with LiCl. In the extinction experiments (Experiments 2A and 2B), the order of the stages was reversed. For all experiments, Stage 3, the test stage, consisted of three presentations of saccharin alone. There was a super-LI effect in the saccharin-preexposed group that spent the 21- day delay in the different context (Experiment 1A). When the delay was spent in the same context, there was no difference in the amount of LI between the short- and long-delay groups (Experiment 1B). Conversely, there was a spontaneous recovery effect in the long-delay/same-context group (Experiment 2B), but not in the long-delay/different-context group (Experiment 2A). The pattern of results, incompatible with current explanations of delay-induced changes in memory performance, was interpreted in terms of an interaction between the delay conditions (same or different delay context), which modulate the extinction of previously acquired context-CS-nothing associations (during CS-alone presentations), and primacy effects.     

案例教学实施现状的分析与思考

目前关于案例教学基本理念、组织方式、实施的一般步骤、案例类型及教学模式等方面,国内外已经有部分研究。但通过对当前案例教学实施现状的分析,我们可以清楚地意识到关于案例类型及其教学模式研究还不够完善,尤其是在特殊教育领域,案例教学的研究与实践还相当缺乏。在系统研究案例教学实施现状的基础上,探索特殊教育师范院校有效开展案例教学的实践,对于特殊教育师范院校发展及特殊教育教师人才培养具有重要价值。     

The Media and Creativity

Sooner or later, all educational techniques are examined from the point of view of creativity. The concept of creativity is difficult to define and in the same way the examination, too, runs the risk of being too vague. With regard to the media, it is possible to perform a more modest examination of the situation of the receiver, according to the indices of his passivity or his activity.