Incidence and risk for traumatic and overuse injuries in top-level road cyclists

All traumatic and overuse injuries occurring during an average period of 4 years (2002/09) in a group of 51 currently active road top-level cyclists were retrospectively registered through clinical interviews. Average age was 25.8 years. Average training and competition period was 28.3 ± 2.4 h a week. Only 8 cyclists (15.6%) were completely free from lesions during the period of study. The remaining 43 cyclists suffered a total of 112 lesions; however, 9 out of these were unrelated to their cycling practice. These 103 cycling-related injuries include 50 (48.5%) traumatic and 53 (51.5%) overuse injuries. Twenty-eight fractures were reported, the clavicle being the most frequently affected bone (11 cases). The 68.5% of overuse injuries were located in the lower limbs. Most overuse injuries (89.6%) occurred during the training period. According to the injury abbreviated scale (AIS), severe lesions were only found in 4 cases (8% of traumatic injuries). Overall injury rates were 0.50 per racer/year, 2.02 per studied racer, and 0.007 per 1000 km of training and competition. Active professional top-level cyclists are exposed to a high injury risk. According to the scarce previously published data the current study provides relevant information on the injury occurrence of still active top-level road cycling.     

Examining Differences in Students’ Beliefs and Attitudes: An Important Element of Performance-Based Assessment Systems for Teacher Preparation Programs

The National Council for Accreditation of Teacher Education (NCATE) program review process increasingly emphasizes the importance of performance-based assessment of early childhood teacher preparation programs. As part of the effort to address performance-based assessment requirements, the teacher educator program described in this study examined students’ beliefs related to developmentally appropriate practice, attitudes toward children, and perceived competencies at different points in the program and upon graduation. One hundred eighteen students and 78 recent graduates participated. Results suggest that students’ beliefs are more consistent with developmentally appropriate practices and with a progressive or child-centered approach at later points in the program. In general, participants felt they were more competent in what they know about early childhood practices than in how they implement the practices. Students nearing completion of the program and those who had graduated reported that they knew more about early childhood practices than students enrolled in early courses in the program, and graduates felt they were more competent to implement early childhood practices than students not enrolled in the program. Results are discussed in terms of implications for examining teacher preparation programs.     

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Policy: Findings are discussed in terms of implications for children's academic and social development in kindergarten as well as for kindergarten teacher preparation and development.     

Technology in education: Equity and theory are key

For those with access to instructional technology, teaching and learning can be far more interesting and far-reaching than ever before. We as educators can empower our students with an understanding of how to employ these resources to meet their immediate and lifelong goals. We as members of the education industry must work to assure equal access to all students.     

试谈藏汉音译中存在的问题及其对策

凡是从事翻译活动,都会遇到音译问题,音译成为翻译中不可或缺的一种手段;故音译准确与否,直接关系到译文的质量。藏汉音译历史源远流长,但音译中仍然存在种种不规范、不准确的问题。文章对藏汉音译的历史、音译的现状、音译中出现问题的原因以及应采取的对策等进行了阐述。     

中学生电子游戏成瘾测评及影响因素分析

通过对西安、咸阳两地4所中学354名中学生调查数据的探索性因素分析和被试数据的验证性因素分析,结果表明：该量表因素结构清晰,信度和效度较好;成瘾组在性别、游戏时间、游戏类型、次数上均与对照组有显著差异,是最能预测电子游戏成瘾倾向的影响因素。     

The Very Best of Me: Longitudinal Associations of Perfectionism and Identity Processes in Adolescence

Personality and identity formation are intricately linked in adolescent development. The personality disposition of perfectionism has been associated with identity processes, but their longitudinal interplay in adolescence has not yet been investigated. This four-wave study, with 5- to 6-month intervals between each wave (N = 744 Caucasian adolescents, M_age = 15.2 years, 55% girls), examined associations between perfectionism (self-oriented and socially prescribed) and identity processes in the domain of future plans. Self-oriented perfectionism predicted increases in commitment making, identification with commitment, and exploration in depth. Socially prescribed perfectionism showed bidirectional positive relations with ruminative exploration. Exploration in depth predicted increases in socially prescribed perfectionism. Findings suggest that perfectionism is an important personality disposition in adolescent identity formation unfolding over time.     

西藏棚室蔬菜无公害生产关键技术

随着我区农牧业与农牧区经济发展进入新的阶段,农产品质量安全问题己成为农牧业发展的一个主要矛盾。人们不仅要吃饱,而且要吃好的观念已是事物发展的必然趋势。吃上无公害、安全放心的蔬菜,不仅关系到西藏人民生活质量问题,而且还关系到西藏经济发展和社会稳定。本文根据西藏现代农业示范园区蔬菜良种引进与高效种植标准化示范经验,针对西藏温室、大棚蔬菜的主要污染源,提出了西藏棚室蔬菜无公害生产关键技术。