Lower limb alignment characteristics are not associated with running injuries in runners: Prospective cohort study

There is conflicting evidence on the association between lower limb alignment characteristics and the incidence of running-related injury (RRI). Therefore, the primary aim of this study was to investigate the association between lower limb alignment characteristics and the incidence proportion of RRI in a convenience sample of recreational runners. A total of 89 recreational runners were included in this prospective cohort study. These participants had been running for at least six months and were injury-free at baseline. Lower limb alignment measurements were conducted in order to calculate lower limb discrepancy, Q-angle, subtalar angle and plantar index. All participants also answered a baseline and biweekly online surveys about their running routine, history of RRI and newly developed RRI over a period of 12 weeks. The prevalence of previous RRI and the 12-week incidence proportion of new RRI were calculated. Logistic regression analysis was performed to estimate the association between lower limb length discrepancy, Q-angle, subtalar angle and plantar ach index with the incidence proportion of RRI. The prevalence of previous RRI was 55.1% (n?=?49). The 12-week incidence proportion of new RRI was 27.0% (n?=?24). Muscle injuries and tendinopathies were the main types of RRI identified. The lower leg and the knee were the main anatomical regions affected. We did not find significant associations between lower limb length discrepancy, Q-angle, subtalar angle and plantar arch index and injury occurrence.     

The interest of Bavarian primary school pupils in geographical topics and methods – selected results of an empirical survey

Interest is a central learning prerequisite for teaching. The article deals with a survey among 1600 primary school pupils in forms 2, 3 and 4 (ages 7–10) in the German federal state of Bavaria who were interviewed on their interest in geographical topics and working methods. They were given a questionnaire including 40 items to indicate their individual interest on a five-point Likert scale. The results show that the subscale ‘natural disaster' generates the highest interest, followed by ‘phenomena of geoscience' and ‘people and peoples'. The interest in all three subscales decreases with increasing age. Furthermore, several gender-specific differences occur. Among the working methods, experimenting, films and computers hold the first three places whilst again showing significant differences concerning age group as well as gender.     

The complexity of trauma response: a 4-year follow-up of adolescent Cambodian refugees

OBJECTIVE: The objective of this study was to document the psychosocial adjustment of young refugees during their adolescence and its association with the war-related trauma experienced by their family before migration. METHOD: Data were collected on 57 young Khmer resettled in Montreal and followed from early to late adolescence. The associations between premigratory exposure to political violence and postmigratory mental health and social adjustment were estimated for early, mid-, and late adolescence. RESULTS: The associations between premigratory exposure to political violence and postmigratory psychosocial adjustment fluctuated over the adolescence period. Overall, the adolescents whose families were more highly exposed to political violence tended to report a more positive social adjustment and less mental health symptoms than those less exposed. CONCLUSION: The high expectations of Cambodian parents towards their children and the preservation of traditional values despite the Khmer rouge attempts to eradicate them might contribute to explain the paradoxical association between the families' exposure to political violence and the adolescents' psychosocial adjustment in the host country. Although children and adult refugees seen in clinical setting are reminders of the negative effects of adversity, resilience should be more systematically explored in community samples to further our understanding of the long-term effects of trauma.     

动物也友善?

人类有一套道德准则,(美国)科罗拉多大学的动物行为专家马克·贝可夫说。如果我不按某种方式办事,你就不会跟我玩了。有些动物也有同样的准则。     

Comparing Counseling and Clinical Psychology Practitioners: Similarities and Differences on Theoretical Orientations Revisited

The study compared the theoretical orientation preferences of practitioners of clinical and counseling psychology. A total of 221 participants (110 clinical and 111 counseling) completed a web-based survey. Theoretical orientation preference was assessed using a modified version of the Theoretical Orientation Profile Scale-Revised (TOPS-R; Worthington & Dillon in Measurement and Evaluation in Counseling and Development, 36, 95–105, 2003). MANCOVA results showed that profession, gender, and years of clinical experience were related to choice of theoretical orientation. Counseling psychology practitioners indicated use of the feminist and multicultural orientations significantly more than clinical psychology practitioners. In contrast, clinical practitioners indicated use of the cognitive-behavioural orientation significantly more than counseling practitioners. The implications of these differences are discussed with respect to the training and practice of both clinical and counseling psychology practitioners.     

Analyse des discours non strictement mathematiques accompagnant des cours de mathematiques

Resume Dans cet article, nous travaillons sur le discours non strictement mathématique qu'un enseignant peut tenir en classe de mathématiques; nous nous sommes restreintes à des élèves de plus de 15 ans, et aux moments d'exposition des connaissances. Nous présentons d'abord trois grandes fonctions que l'enseignant peut donner à ce discours (communication, structuration et étiquetage, réflexion), en illustrant notre propos par des exemples empruntés à un même cours de niveau universitaire. Nous cherchons diverses caractéristiques de ces trois fonctions, en dégageant notamment leur lien avec le déroulement même du cours, leur portée éventuelle pour les étudiants, leur lien avec les contenus exposés... Nous en déduisons des pistes de recherches ultérieures, notamment en ce qui concerne la troisiéme fonction, qui nous semble la plus susceptible d'être l'objet d'un travail spécifique de préparation de l'enseignant.

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Analysis of not strictly mathematical discourse in mathematics classes

In this article we examine the discourse which is not strictly mathematical that a teacher might adopt in a mathematics class. We have confined our discussion to students over 15 and to periods of teacher exposition. First we present three major functions of such discourse:communication, structuring and labelling, and reflection. We examine various characteristics of these three functions, primarily to make clear their relevance to the unfolding of the lesson itself, their influence on the students, and their bearing on the material taught, from this we develop lines for future enquiry, notably on the third function, which seems to us to be the most likely focus for specific preparation by the teacher.

     

Internationalising practices and representations of the ‘other’ in second-level elite schools in Ireland

While Irish elite schools have adopted some internationalising practices, international students are often erased from their ‘public faces’. Based on interviews and analysis of schools' websites, this paper argues that Brooks and Waters' [2014. “The Hidden Internationalism of Elite English Schools.” Sociology, advance online publication April 2] argument that elite schools hide their internationalism to preserve an explicit national identity for strategic purposes largely applies to the Irish case. In addition, it explores how features characteristic of Irish elite educational settings can help understand ambiguous attitudes to the international ‘other’, who is not only hidden but also at times ‘Irish-ised’ as these schools cultivate cultural identities defined primarily along ethno-national lines.     

Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms

Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms.     

French Adaptation of the Short Form Youth Experiences Survey for Sport and Life Skills Scale for Sport

ABSTRACT

Research on positive youth development and life skills in sport has gained considerable attention over the past decades. However, there is a lack of translated questionnaires examining youth development and life skills available to non-English researchers and practitioners. The purpose of this research project was to adapt in French two questionnaires and to accumulate validity evidence of these adaptations. The short form – Youth Experiences Survey for Sport and the Life Skills Scale for Sport were adapted using a procedure based on a transcultural validation methodology applied to psychological measures. This research comprises four studies, which led to the French adaptation and validation process of each questionnaire. In conclusion, the results obtained show that these adapted French questionnaires can now be used to evaluate the perceptions and lived experiences of French-speaking athletes regarding positive youth development and life skills in sport.