Early childhood teachers\u27 knowledge of children with disabilities and teaching children with disabilities

Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers\u27 knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers\u27 knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, it\u27s all a huge learning curve

The sustainment of early childhood teachers in the classroom

The changing nature of teaching has led to an increased focus on the retention and productive engagement of teachers in the classrooms. The ongoing implementation of educational change, accompanied by an ageing trend amongst teachers and rising incidences of teacher attrition, stress and burnout, highlights the importance of teachers being sustained in their profession. Furthermore, recognition of the value of early childhood education has drawn attention to early childhood teachers\u27 abilities to be sustained in their teaching practice, effectively engaging students in the learning process. Acknowledging these issues, this study examined factors that influence early childhood classroom teachers\u27 sustainment in the profession and in teaching. Conducted in the northern metropolitan teaching districts of Perth, Western Australia, this study utilized qualitative methodology in two phases of data collection: open-ended surveys and focus group discussions with 57 early childhood teachers, and case studies, compiled from in-depth interviews with six experienced early childhood teachers who had taught more than 20 years in the classroom. Data was analysed to identify key factors impacting on early childhood teachers staying committed and productively engaged in the profession and in the craft of teaching

Facilitating Building Information Modelling (BIM) using Integrated Project Delivery (IPD): A UK perspective

The Construction industry is a major player in the UK economy and is in need of continuous improvement. In an attempt to do so, in 2011 the UK government made Building Information Modelling (BIM) level 2 a mandate for all public projects by 2016. Integrated Project Delivery (IPD) is a project delivery approach closely attributed to BIM. However, it does not seem to have received proportionate level of attention and uptake in the UK

Passive data use for ethical digital public health surveillance in a postpandemic world

There is a fundamental need to establish the most ethical and effective way of tracking disease in the postpandemic era. The ubiquity of mobile phones is generating large amounts of passive data (collected without active user participation) that can be used as a tool for tracking disease. Although discussions of pragmatism or economic issues tend to guide public health decisions, ethical issues are the foremost public concern. Thus, officials must look to history and current moral frameworks to avoid past mistakes and ethical pitfalls. Past pandemics demonstrate that the aftermath is the most effective time to make health policy decisions. However, an ethical discussion of passive data use for digital public health surveillance has yet to be attempted, and little has been done to determine the best method to do so. Therefore, we aim to highlight four potential areas of ethical opportunity and challenge: (1) informed consent, (2) privacy, (3) equity, and (4) ownership

Reliability and validity of velocity measures and regression methods to predict maximal strength ability in the back-squat using a novel linear position transducer

The purpose of this study was to examine the reliability of load-velocity profiles (LVPs) and validity of 1-repetition maximum (1-RM) prediction methods in the back-squat using the novel Vitruve linear position transducer (LPT). Twenty-five men completed a back-squat 1-RM assessment followed by 2 LVP trials using five incremental loads (20%–40%–60%–80%–90% 1-RM). Mean propulsive velocity (MPV), mean velocity (MV) and peak velocity (PV) were measured via a (LPT). Linear and polynomial regression models were applied to the data. The reliability and validity criteria were defined a priori as intraclass correlation coefficient (ICC) or Pearson correlation coefficient (r) . 0.70, coefficient of variation (CV) 410%, and effect size (ES) \0.60. Bland Altman analysis and heteroscedasticity of errors (r2) were also assessed. The main findings indicated MPV, MV and PV were reliable across 20%–90% 1-RM (CV \ 8.8%). The secondary findings inferred all prediction models had acceptable reliability (CV \ 8.0%). While the MPV linear and MV linear models demonstrated the best estimation of 1-RM (CV \ 5.9%), all prediction models displayed unacceptable validity and a tendency to overestimate or underestimate 1-RM. Mean systematic bias (27.29 to 2.83 kg) was detected for all prediction models, along with little to no heteroscedasticity of errors for linear (r2 \ 0.04) and polynomial models (r2 \ 0.08). Furthermore, all 1-RM estimations were significantly different from each other (p \ 0.03). Concludingly, MPV, MV and PV can provide reliable LVPs and repeatable 1-RM predictions. However, prediction methods may not be sensitive enough to replace direct assessment of 1-RM. Polynomial regression is not suitable for 1-RM prediction

Reliability of the Coach’s Eye Goniometer Application during Squat Exercise

This study examined the test re-test, intrarater and interrater reliability of joint kinematics from the Coach’s Eye smartphone application. Twenty-two males completed a 1-repetition maximum (1-RM) assessment followed by 2 identical sessions using 5 incremental loads (20%-40%-60%-80%-90% 1-RM). Peak flexion angles at the hip, knee, and ankle joints were assessed using 1 experienced practitioner and 1 inexperienced practitioner. The acceptable reliability thresholds were defined as intraclass correlation coefficient (ICC) (r) > 0.70 and coefficient of variation (CV) ≤ 10%. The test re-test reliability of peak hip and knee flexion were reliable across 20-90% 1-RM (r > 0.64; CV 0.70; CV 0.11). The intrarater reliability was near perfect (r > 0.90) except for peak ankle flexion (r > 0.85). The interrater reliability was nearly perfect (r > 0.91) except for hip flexion at 80% 1-RM and ankle flexion at 20% (r > 0.77). Concludingly, the Coach’s Eye application can produce repeatable assessments of joint kinematics using either a single examiner or 2 examiners, regardless of experience level. The Coach’s Eye can accurately monitor squat depth

The effectiveness of injury prevention programs to modify risk factors for non-contact anterior cruciate ligament and hamstring injuries in uninjured team sports athletes: A systematic review

Background Hamstring strain and anterior cruciate ligament injuries are, respectively, the most prevalent and serious non-contact occurring injuries in team sports. Specific biomechanical and neuromuscular variables have been used to estimate the risk of incurring a non-contact injury in athletes. Objective The aim of this study was to systematically review the evidences for the effectiveness of injury prevention protocols to modify biomechanical and neuromuscular anterior cruciate and/or hamstring injuries associated risk factors in uninjured team sport athletes. Data Sources PubMed, Science Direct, Web of Science, Cochrane Libraries, U.S. National Institutes of Health clinicaltrials.gov, Sport Discuss and Google Scholar databases were searched for relevant journal articles published until March 2015. A manual review of relevant articles, authors, and journals, including bibliographies was performed from identified articles. Main Results Nineteen studies were included in this review. Four assessment categories: i) landing, ii) side cutting, iii) stop-jump, and iv) muscle strength outcomes, were used to analyze the effectiveness of the preventive protocols. Eight studies using multifaceted interventions supported by video and/or technical feedback showed improvement in landing and/or stop-jump biomechanics, while no effects were observed on side-cutting maneuver. Additionally, multifaceted programs including hamstring eccentric exercises increased hamstring strength, hamstring to quadriceps functional ratio and/or promoted a shift of optimal knee flexion peak torque toward a more open angle position. Conclusions Multifaceted programs, supported by proper video and/or technical feedback, including eccentric hamstring exercises would positively modify the biomechanical and or neuromuscular anterior cruciate and/or hamstring injury risk factors