The location of the tibial accelerometer does influence impact acceleration parameters during running

Tibial accelerations have been associated with a number of running injuries. However, studies attaching the tibial accelerometer on the proximal section are as numerous as those attaching the accelerometer on the distal section. This study aimed to investigate whether accelerometer location influences acceleration parameters commonly reported in running literature. To fulfil this purpose, 30 athletes ran at 2.22, 2.78 and 3.33 m · s^–1 with three accelerometers attached with double-sided tape and tightened to the participants’ tolerance on the forehead, the proximal section of the tibia and the distal section of the tibia. Time-domain (peak acceleration, shock attenuation) and frequency-domain parameters (peak frequency, peak power, signal magnitude and shock attenuation in both the low and high frequency ranges) were calculated for each of the tibial locations. The distal accelerometer registered greater tibial acceleration peak and shock attenuation compared to the proximal accelerometer. With respect to the frequency-domain analysis, the distal accelerometer provided greater values of all the low-frequency parameters, whereas no difference was observed for the high-frequency parameters. These findings suggest that the location of the tibial accelerometer does influence the acceleration signal parameters, and thus, researchers should carefully consider the location they choose to place the accelerometer so that equivalent comparisons across studies can be made.     

Assisting Parents of Bilingual Students to Achieve Equity in Public Schools

This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual language bilingual education programs). Past and current research examining bilingual education programs and guidelines and recommendations for the application of bilingual education knowledge to consultative practice with school personnel and culturally and linguistically diverse parents are discussed. Because of the paucity of research regarding school-based consultation related to bilingual education issues, guidelines and recommendations are presented within the larger framework of multicultural and cross-cultural consultation. Recommendations for future research regarding school-based consultation related to bilingual education issues are provided.     

Effect of custom-made and prefabricated insoles on plantar loading parameters during running with and without fatigue

Abstract

Controversy exists whether custom-made insoles are more effective in reducing plantar loading compared to prefabricated insoles. Forty recreational athletes ran using custom-made, prefabricated, and the original insoles of their running shoes, at rest and after a fatigue run. Contact time, stride rate, and plantar loading parameters were measured. Neither the insole conditions nor the fatigue state modified contact time and stride rate. Addressing prevention of running injuries, post-fatigue loading values are of great interest. Custom-made insoles reduced the post-fatigue loading under the hallux (92 vs. 130 kPa, P < 0.05), medial midfoot (70 vs. 105 kPa, P < 0.01), and lateral midfoot (62 vs 96 kPa, P < 0.01). Prefabricated insoles provoked reductions in post-fatigue loading under the toes (120 vs. 175 kPa, P < 0.05), medial midfoot (71 vs. 105 kPa, P < 0.01), and lateral midfoot (68 vs. 96 kPa, P < 0.01). Regarding both study insoles, custom-made insoles reduced by 31% and 54% plantar loading under the medial and lateral heel compared to the prefabricated insoles. Finally, fatigue state did not influence plantar loading regardless the insole condition. In long-distance races, even a slight reduction in plantar loading at each foot strike may suppose a significant decrease in the overall stress experienced by the foot, and therefore the use of insoles may be an important protective mechanism for plantar overloading.     

Evaluating collaborative filtering recommendations inside large learning object repositories

Collaborative filtering (CF) algorithms are techniques used by recommender systems to predict the utility of items for users based on the similarity among their preferences and the preferences of other users. The enormous growth of learning objects on the internet and the availability of preferences of usage by the community of users in the existing learning object repositories (LORs) have opened the possibility of testing the efficiency of CF algorithms on recommending learning materials to the users of these communities. In this paper we evaluated recommendations of learning resources generated by different well known memory-based CF algorithms using two databases (with implicit and explicit ratings) gathered from the popular MERLOT repository. We have also contrasted the results of the generated recommendations with several existing endorsement mechanisms of the repository to explore possible relations among them. Finally, the recommendations generated by the different algorithms were compared in order to evaluate whether or not they were overlapping. The results found here can be used as a starting point for future studies that account for the specific context of learning object repositories and the different aspects of preference in learning resource selection.     

The effectiveness of a field observation exercise to learn process management

To address the need for students to better comprehend process management concepts in an undergraduate-level operations management course, we proposed and examined the effectiveness of an experiential learning activity, the Service Process Observation Exercise (SPOE). After teaching process management topics in the form of a traditional lecture, students were offered the opportunity to observe, record, and analyze a live, functioning process and to report their findings. Analyzing exam results following the activity, we found that the students who participated in the SPOE scored 5.3% higher than students who did not participate on items measuring knowledge of process management concepts. No differences were found on items measuring the knowledge of other concepts covered in the course. These findings are robust, even after controlling for potential covariates, suggesting that the SPOE significantly improves student comprehension of concepts directly related to process management.     

Identification of histological threshold concepts in health sciences curricula: Students' perception

Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.     

Effects of mat characteristics on plantar pressure patterns and perceived mat properties during landing in gymnastics

Shock absorption and stability during landings is provided by both, gymnast ability and mat properties. The aims of this study were to determine the influence of different mat constructions on their energy absorption and stability capabilities, and to analyse how these properties affect gymnast's plantar pressures as well as subjective mat perception during landing. Six mats were tested using a standard mechanical drop test. In addition, plantar pressures and subjective perception during landing were obtained from 15 expert gymnasts. The different mats influenced plantar pressures and gymnasts' subjective perception during landing of gymnasts. Significant correlations between plantar pressures at the medial metatarsal and lateral metatarsal zones of the gymnasts' feet with the different shock absorption characteristics of the mats were found. However, subjective perception tests were not able to discriminate mat functionality between the six mats as no significant correlations between the mechanical mat properties with the subjective perception of these properties were found. This study demonstrated that plantar pressures are a useful tool for discriminating different landing mats. Using similar approaches, ideally including kinematics as well, could help us in our understanding about the influences of different mats upon gymnast-mat interaction.