Strategic Partners or Estranged Allies: Turkey, the United States, and Operation Iraqi Freedom; Strategic Insights, v. 2 issue 7 (July 2003)

This article appeared in Strategic Insights, v.2 issue 7 (July 2003)Approved for public release; distribution is unlimited

Iraq Now: Choosing Sovereignty or Democracy; Strategic Insights, v. 3, issue 8 August 2004)

This article appeared in Strategic Insights, v.3, issue 8 August 2004)Approved for public release; distribution is unlimited

Book Review by Barak A. Salmoni of Arabs at War: Military Effectiveness, 1948–1991, by Kenneth M. Pollack

The article of record as published may be found at https://doi.org/10.1177/0095327X050310031

Warm-up effects in the learning of discrete motor skills

Three experiments were conducted to determine the influence of warming-up activities on performance and on learning in two discrete motor tasks. During initial trials on the criterion task, Ss were given various types of warming-up activities having an activity-set that was either the same as or different from the criterion task. Test trials followed in which all groups practiced the criterion task only. No significant differences in performance on the criterion task were found regardless of the appropriateness of the warming-up activity during initial trials. The results suggested that warming-up properties are not a factor in original learning of discrete motor skills.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/22014/1/0000429.pd

Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning

<p>Abstract</p> <p>Background</p> <p>There are growing reasons to use both information and communication functions of learning technologies as part of clinical education, but the literature offers few accounts of such implementations or evaluations of their impact. This paper details the process of implementing a blend of online and face-to-face learning and teaching in a clinical education setting and it reports on the educational impact of this innovation.</p> <p>Methods</p> <p>This study designed an online community to complement a series of on-site workshops and monitored its use over a semester. Quantitative and qualitative data recording 43 final-year medical students' and 13 clinical educators' experiences with this blended approach to learning and teaching were analysed using access, adoption and quality criteria as measures of impact.</p> <p>Results</p> <p>The introduction of the online community produced high student ratings of the quality of learning and teaching and it produced student academic results that were equivalent to those from face-to-face-only learning and teaching. Staff had mixed views about using blended learning.</p> <p>Conclusions</p> <p>Projects such as this take skilled effort and time. Strong incentives are required to encourage clinical staff and students to use a new mode of communication. A more synchronous or multi-channel communication feedback system might stimulate increased adoption. Cultural change in clinical teaching is also required before clinical education can benefit more widely from initiatives such as this.</p

Influence of practice schedules and attention on skill development and retention

Focus of attention during dual-tasks and practice schedules are important components of motor skill performance and learning; often studied in isolation. The current study required participants to complete a simple key-pressing task under a blocked or random practice schedule. To manipulate attention, participants reported their finger position (i.e., skill-focused attention) or the pitch of an auditory tone (i.e., extraneous attention) while performing two variations of a dual-task key-pressing task. Analyses were conducted at baseline, 10 min and 24 h after acquisition. The results revealed that participants in a blocked schedule, extraneous focus condition had significantly faster movement times during retention compared to a blocked schedule, skill focus condition. Furthermore, greatest improvements from baseline to immediate and delayed retention were evident for an extraneous attention compared to the skill-focused attention, regardless of practice schedule. A discussion of the unique benefits an extraneous focus of attention may have on the learning process during dual-task conditions is presented

Impact of movement training on upper limb motor strategies in persons with shoulder impingement syndrome

<p>Abstract</p> <p>Background</p> <p>Movement deficits, such as changes in the magnitude of scapulohumeral and scapulathoracic muscle activations or perturbations in the kinematics of the glenohumeral, sternoclavicular and scapulothoracic joints, have been observed in people with shoulder impingement syndrome. Movement training has been suggested as a mean to contribute to the improvement of the motor performance in persons with musculoskeletal impairments. However, the impact of movement training on the movement deficits of persons with shoulder impingement syndrome is still unknown. The aim of this study was to evaluate the short-term effects of supervised movement training with feedback on the motor strategies of persons with shoulder impingement syndrome.</p> <p>Methods</p> <p>Thirty-three subjects with shoulder impingement were recruited. They were involved in two visits, one day apart. During the first visit, supervised movement training with feedback was performed. The upper limb motor strategies were evaluated before, during, immediately after and 24 hours after movement training. They were characterized during reaching movements in the frontal plane by EMG activity of seven shoulder muscles and total excursion and final position of the wrist, elbow, shoulder, clavicle and trunk. Movement training consisted of reaching movements performed under the supervision of a physiotherapist who gave feedback aimed at restoring shoulder movements. One-way repeated measures ANOVAs were run to analyze the effect of movement training.</p> <p>Results</p> <p>During, immediately after and 24 hours after movement training with feedback, the EMG activity was significantly decreased compared to the baseline level. For the kinematics, total joint excursion of the trunk and final joint position of the trunk, shoulder and clavicle were significantly improved during and immediately after training compared to baseline. Twenty-four hours after supervised movement training, the kinematics of trunk, shoulder and clavicle were back to the baseline level.</p> <p>Conclusion</p> <p>Movement training with feedback brought changes in motor strategies and improved temporarily some aspects of the kinematics. However, one training session was not enough to bring permanent improvement in the kinematic patterns. These results demonstrate the potential of movement training in the rehabilitation of movement deficits associated with shoulder impingement syndrome.</p