Skiing accidents in the past 15 years

For the last 15 years a statistical analysis of distances skied and of alpine skiing accidents has been performed in the Davos-Klosters skiing area, a 'closed' skiing area, where every skier has to return from the top to the bottom station. Distance skied is measured by vertical drop in 10(6) km determined by calculations from frequency surveys by lift-operators. About 2.5 million km per season have been skied during the past years, a number remaining constant for the last 15 years. In the same time the requirement for rescue-transports in this area has shown a decline of 46% to 288 transports per season due to a decrease of the number of injuries with initial immobilization. Therefore the so-called transport-quotient (one rescue-transport per 10(4) km of vertical drop skied) has decreased from its initial value of 4 to 1 per 10(4) km. During the same time all winter sport injuries were analysed at the hospital of Davos. About 90% are injuries caused by alpine skiing resulting in a total of 17,246 alpine skiing injuries for the last 15 years. There is a great decline in the incidence of lower leg fractures with a contrary development of knee injuries. Today half of the lower leg injuries are knee injuries (280 knee injuries out of a total of 1250 alpine skiing accidents per season). There is a gradual increase of upper extremity injuries from 17% of all skiing injuries in 1972 to 35% in 1976. A Swiss multicentre study on skiing safety shows comparable injury patterns in other skiing areas. The average injury-severity measured by several parameters is declining.(ABSTRACT TRUNCATED AT 250 WORDS)     

Building up capabilities of educational administrators in India

Since independence in 1947, India has made a rapid development in all spheres, more particularly in the field of education. With the national commitment to provide educational opportunity to all citizens of the country and the highest priority given to the programme of universalisation of elementary education, the educational facilities have increased considerably over the years. Special attention is being paid to provide education to girls and to the children of the weaker sections of the community. Besides formal education, non-formal channels of education are also being exploited.This has increased the responsibilities of educational administrators manifold. The complexity and enormity of the tasks that they have to perform, the quality of leadership that they have to possess, the horizontal and vertical linkages that they have to establish within and outside the Education Department, and the managerial role that they have to discharge in order that the resources are effectively mobilised and utilised, have made it incumbent upon them to be familiar with the latest techniques of planning and management.The National Institute of Educational Planning and Administration (NIEPA) which is a specialised Central Institution for advanced training of key educational personnel has for the past two decades been playing an important role in building up the capabilities of different kinds of educational functionaries and serving as a catalytic agent for change.The need for training of educational administrators of all levels is now well recognised in India. In a developing country where there are certain aspirations of students, teachers, parents and community about education and where quantity, quality and equity all play a vital role, the development of professional skills in the educational administrators assumes great importance. Such a training not only leads to human resource development and an increase in the productivity of the officers but it also helps in the speedy realisation of the targets of educational and social development.     

Education research speaks—dare we listen?

From learning theorists, from political and social scientists, from counseling psychologists, from cognition scientists, and from pedagogical researchers, have come messages that have the potential of quiet revolutions.