Non-Contact Femoral Fracture in a Collegiate Football Player

We present a unique athletic injury witnessed by the primary investigator who was compelled to convey the details of the incident to other Certified Athletic Trainers. This case is presented to increase awareness and ensure proper recognition, evaluation, and treatment of this potentially life-threatening injury

Lightning Talks

The Lightning Talks will feature three consecutive 10-minute presentations: 1. Defining Digital Scholarship Support at Non-Research-Intensive Academic Libraries by Anne Shelley; 2. Digital El Diario: Towards Archival Justice with Data Care-work and Minimal Computing by Nickoal Eichmann-Kalwara; 3. Community College Archives Supporting COVID-19 Oral History Projects by Thomas Clear

The real time rolling shutter

From an early age children are often told either, you are creative you should do art but stay away from science and maths. Or that you are mathematical you should do science but you're not that creative. Compounding this there also exist some traditional barriers of artistic rhetoric that say, "don't touch, don't think and don't be creative, we've already done that for you, you can just look...". The Real Time Rolling Shutter is part of a collaborative Art/Science partnership whose core tenets are in complete contrast to this. The Art/Science exhibitions we have created have invited the public to become part of the exhibition by utilising augmented digital mirrors, Kinects, feed-back camera and projector systems and augmented reality perception helmets. The fundamental underlying principles we are trying to adhere to are to foster curiosity, intrigue, wonderment and amazement and we endeavour to draw the audience into the interactive nature of our exhibits and exclaim to everyone that you can be what ever you chose to be, and that everyone can be creative, everyone can be an artist, everyone can be a scientist... all it takes is an inquisitive mind, so come and explore the real-time rolling shutter and be creative

Detection of neurological abnormalities in adolescents and adults with phenylketonuria

Phenylketonuria (PKU) is an inborn error of amino acid metabolism. It occurs in approximately 1 in 10,000 of the United Kingdom population and follows an autosomal recessive pattern of inheritance. The disease results from a deficiency or defect of the enzyme phenylalanine hydroxylase which converts phenylalanine (phe) to tyrosine (tyr). In PKU there is an accumulation of phenylalanine that is toxic to the developing brain and causes mental retardation, spasticity and seizures. The treatment of PKU is the adherence to a special phe-restricted diet with amino acid, vitamin and mineral supplements. There are guidelines for the duration of dietary therapy in the United Kingdom produced by the Medical Research Council (MRC) Steering Committee on Phenylketonuria. These guidelines have been reviewed recently and lifelong diet is now recommended. This study began prior to the publication of these recommendations at a time when many centres discontinued diet in early adolescence. The rationale for stopping diet in adolescence is that the majority of brain development is complete by the end of childhood. The risks to the brain of the subsequent rise in phe levels in adolescence and adulthood after diet cessation remain unclear. The impetus to this study was the emergence of reports of adults with PKU (who had discontinued diet after childhood) developing new neurological signs such as spasticity of the limbs. Magnetic resonance imaging (MRI) of the brain in these patients showed an abnormal signal in the cerebral white matter and it was initially suggested that the MRI changes depicted the structural abnormalities causing the loss of function in these individuals. It was postulated by these authors that elevated phe levels in later life had a toxic effect on myelin and that adults with PKU were at risk of later onset neurological damage. This study was designed to obtain more information about brain function in adults with PKU who had stopped dietary treatment and to attempt to ascertain whether the MRI abnormalities described in several adults had any clinical significance

Connecting the health of country with the health of people: Application of “caring for country” in improving the social and emotional well-being of Indigenous people in Australia and New Zealand

Emerging evidence from the western literature suggests an increasing focus on applying nature-based interventions for mental health improvements. However, in Indigenous communities, caring for country has always been central to the Indigenous way of life. Knowing that nature-based interventions effectively improve mental health outcomes, this review collated evidence on the application of caring for country in improving social and emotional well-being (SEWB) of Indigenous peoples in Australia and New Zealand. Three studies from Australia and one from New Zealand, explored the role of country or whenua (land) in the lives of Indigenous people. Participation in caring-for country activities was associated with lower levels of psychological distress and strengthened guardianship relationship with country, which positively affected SEWB. This systematic review offers preliminary evidence on the role of caring for country activities in improving the SEWB of Indigenous peoples and highlights the need for strengths-based approaches to improve the SEWB of Indigenous peoples. Funding: None

Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, Development, Education, and Neuroscience

Variation in second language acquisition is evident from earliest stages. This study examined effects of learning tasks (retrieval practice, comprehension, verbal repetition) on comprehension of Turkish as a new language. Undergraduates (N = 156) engaged with Turkish spoken dialogues in a computer-assisted language learning session via Zoom, with learning tasks manipulated between-subjects. Participants completed pre/posttests assessing comprehension of Turkish number and case marking, a vocabulary test, and open-response questions gauging explicit awareness. The retrieval-practice group showed highest performance overall, after controlling for significant effects of nonverbal ability and pretest. For comprehension of number/case marking, the comprehension group performed comparably to the retrieval-practice group. For vocabulary comprehension, the verbal-repetition group performed comparably to the retrieval-practice group. Differential performance associated with learning tasks indicates benefits of testing and production and aligns with transfer-appropriate processing. As predicted by the noticing hypothesis, explicit awareness of number and case marking correlated with comprehension accuracy