A Quest for website accessibility in higher education institutions

Researchers increasingly suggest that accessibility remains a prominent issue across the World Wide Web (www). This study raises awareness about issues of access in higher education. This qualitative research design utilized a listserv that invited university based webmasters to use freeware to evaluate the overall accessibility of their institutions' homepage website. Participation was voluntary and evaluations were gathered electronically. Our sample indicated that most universities' homepages were non-compliant with the www.WorldWideWeb Consortium guidelines. One particular institution, however, satisfied all W3C guidelines earning a perfect Triple A. Simply stated, this exemplary website serves people of all exceptionalities. Studying this institution's implementation process, we propose that other institutions might emulate this exemplary model to achieve greater website accessibility for all constituents.     

Continuing Dental Education via an Interactive Video Network: course development,implementation and evaluation

The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and attendance at a site close to their home reduced the cost of their continuing education. Based on the lessons learned from this initial offering, the College of Dentistry plans to expand its distance learning activities to include interactive programs on the ICN and the World Wide Web     

Teaching Interpreted Counseling Practice: A Step Toward Multicultural Competence

We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Language–interpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor self-awareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice.     

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.     

Maturity-associated considerations for training load,injury risk,and physical performance in youth soccer: One size does not fit all

Biological maturation can be defined as the timing and tempo of progress to achieving a mature state. The estimation of age of peak height velocity (PHV) or percentage of final estimated adult stature attainment (%EASA) is typically used to inform the training process in young athletes. In youth soccer, maturity-related changes in anthropometric and physical fitness characteristics are diverse among individuals, particularly around PHV. During this time, players are also at an increased risk of sustaining an overuse or growth-related injury. As a result, the implementation of training interventions can be challenging. The purpose of this review was to (1) highlight and discuss many of the methods that can be used to estimate maturation in the applied setting and (2) discuss the implications of manipulating training load around PHV on physical development and injury risk. We have provided key stakeholders with a practical online tool for estimating player maturation status (^{Supplementary Maturity Estimation Tools}). Whilst estimating maturity using predictive equations is useful in guiding the training process, practitioners should be aware of its limitations. To increase the accuracy and usefulness of data, it is also vital that sports scientists implement reliable testing protocols at predetermined time-points.     

Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

This daily diary study examined how adolescents’ institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; M_age = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Contrastingly, adolescents with high teacher but low institutional trust became less engaged following discipline, whereas those with high teacher and institutional trust became more engaged. These findings suggest that adolescents interpret discipline within the social context of trust, and adolescents’ trust in the institution and teacher are important for discipline to improve behavior.     

Measurement of intrinsic foot stiffness in minimally and traditionally shod runners using ultrasound elastography: A pilot study

ABSTRACT

Running is an activity with a consistently high injury rate. Running footwear design that mimics barefoot running has been proposed to reduce injury rate by increasing the strength of foot structures. However, there is little evidence to support this. The purpose of the current study is to use shear wave ultrasound elastography to examine material properties (shear modulus) of intrinsic foot structures in experienced minimally and traditionally shod runners. It is hypothesized that minimalist runners will exhibit increased stiffness compared to controls demonstrating the strengthening of these structures. Eighteen healthy runners (8 minimalist and 10 traditionalist), running a minimum of 10 mi · wk^?1, participated. Elastography scans were performed on the left foot of each participant. There is no apparent stiffening of foot structures associated with wearing minimalist shoes. Only the FHB tendon is different between shoe types and, contrary to the hypothesis, was stiffer in traditionalist compared to minimalist runners (257.26 ± 51.64 kPa vs 160.88 ± 27.79 kPa, respectively). A moderate positive (r = 0.7) relationship between training load and tendon stiffness suggests strengthening of tendon when running in traditional shoes. If running in minimalist shoes increases loading on these structures without resulting in stronger tissues, it is possible that minimalist footwear may increase injury risk.     

Prospective associations between peer victimization and aggression

The current study involved a short-term longitudinal study of young children (M = 44.56 months, SD = 11.88, N = 103) to test the prospective associations between peer victimization and aggression subtypes. Path analyses documented that teacher-reported physical victimization was uniquely associated with increases in observed physical aggression over time. The path model also revealed that teacher-reported relational victimization was uniquely associated with statistically significant increases in observed relational aggression over time. Ways in which these findings extend the extant developmental literature are discussed.