KNEE JOINT KINEMATIC VARIABILITY OF THE TOUCHDOWN LEG DURING THE MAXIMAL VELOCITY PHASE OF SPRINT RUNNING

This study aimed to develop insight into knee joint kinematic variability of the touchdown leg during the maximal velocity phase of sprint running. Joint centre coordinate data were obtained for running trials performed by seven male athletes. Between and within athlete coefficient of variations were derived for step and sagittal plane knee joint angle variables. The minimum knee joint angle produced the largest between (13.3%) and within (8.4%) athlete variability and was related to velocity by an inverted U profile. The slowest and fastest athletes produced relatively higher step velocity variability than the intermediate athletes. The discrepancy in the within athlete step and knee joint kinematic variability of performers achieving similar gait-related objectives suggested a need to consider idiosyncratic kinematic patterns in developing sprint running performance

Visualising immigrant fertility: profiles of childbearing and their implications for immigration research

Different measures of fertility have strengths and limitations when used to describe the fertility of immigrants, and no single measure captures every aspect of this complex phenomenon. This paper introduces a novel visual framework that shows life course profiles of immigrant childbearing in a multifaceted way. It develops the well-known cohort fertility curve—showing the average number of children ever born over the life course—and adds lines for immigrant women arriving at different ages, using their average number of children born on arrival as a starting point. These immigrant fertility profiles can illustrate a number of important aspects of childbearing simultaneously, including children born before arrival, fertility after arrival and completed fertility at the end of childbearing. In addition to showing numbers of children born (i.e. fertility quantum), the slopes of each profile indicate the tempo of fertility and how this changes by age and duration of residence. The fertility profiles of different immigrant groups can be plotted in the same graph, and can be compared and contrasted with non-immigrant groups—at origin as well as destination—through the augmentation of each visualisation. Using Nordic register data, we illustrate how these fertility profiles can be used to expand our knowledge of immigrant childbearing and to investigate various hypotheses of migrant fertility, giving a novel overview of the relationships between fertility measures such as period and quantum, before and after arrival

Oscillatory subglacial drainage in the absence of surface melt

The presence of strong diurnal cycling in basal water pressure records obtained during the melt season is well established for many glaciers. The behaviour of the drainage system outside the melt season is less well understood. Here we present borehole observations from a surge-type valley glacier in the St Elias Mountains, Yukon Territory, Canada. Our data indicate the onset of strongly correlated multi-day oscillations in water pressure in multiple boreholes straddling a main drainage axis, starting several weeks after the disappearance of a dominant diurnal mode in August 2011 and persisting until at least January 2012, when multiple data loggers suffered power failure. Jökulhlaups provide a template for understanding spontaneous water pressure oscillations not driven by external supply variability. Using a subglacial drainage model, we show that water pressure oscillations can also be driven on a much smaller scale by the interaction between conduit growth and distributed water storage in smaller water pockets, basal crevasses and moulins, and that oscillations can be triggered when water supply drops below a critical value. We suggest this in combination with a steady background supply of water from ground water or englacial drainage as a possible explanation for the observed wintertime pressure oscillations

AN IMAGE-BASED APPROACH TO OBTAINING ANTHROPOMETRIC MEASUREMENTS FOR ATHLETE-SPECIFIC INERTIA MODELLING

This study aimed to develop and evaluate an image-based method of obtaining anthropometric measurements for athlete-specific inertia modelling. Anthropometric measurements were obtained directly from five athletic performers and indirectly from digitization of whole-body still images. The direct and image-based measurements were used in Yeadon’s (1990) inertia model. The mean absolute accuracy in predicted whole-body mass achieved using the direct and image-based approach was 2.10% and 2.87%, respectively. The presented approach provided a successful alternative to direct measurement for obtaining anthropometric measurements for inertia modelling of athletic performers. The method offers a valuable solution for obtaining measurements from elite athletic performers for whom time-consuming data collections may be undesirabl

INTRA-LIMB KINEMATIC STRATEGIES OF MAXIMUM VELOCITY PHASE SPRINT RUNNING PERFORMANCES

This study aimed to develop insight into the intra-limb kinematic strategies underpinning athlete- and step-based sprint running performances. Joint centre coordinate data were automatically tracked for maximum velocity phase sprint running trials of six well-trained athletes. The fastest athlete initiated the stance phase with a 16.0º and 3.4º more extended ankle and knee, and a corresponding 5.8º more flexed hip joint compared to the slowest athlete (

Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships

Community, kinship and piety: Lincoln Cathedral close c.1450-1500

This thesis provides an analysis of the unique nature of the community living in Lincoln Cathedral close in the late fifteenth century. The medieval cathedral close is an important unit of study which has been overlooked in existing historiography. This research draws attention to a hitherto neglected area. Testamentary evidence from inhabitants of the close is used, in conjunction with other sources, to analyse the individuals who constituted the close community, particularly their priorities and concerns prior to death. The first chapter outlines the structure of the cathedral hierarchy and analyses archaeological and architectural evidence for the nature of housing available to close inhabitants. The second chapter examines the identities of the close inhabitants and uses evidence of personal wealth extracted from testamentary bequests to delineate social status. The geographical origins and connections of a number of the close inhabitants are evaluated by identifying the locations to which testamentary bequests were made. Evidence for the education, careers and cultural interests of the close inhabitants are also explored. The third chapter surveys relationships within and without the close. It investigates case studies of testamentary legacies made to fellow close inhabitants, friends and family, as well as the executors chosen. The final chapter considers evidence for the different testamentary strategies employed in the pious, commemorative and charitable provision of the clergy, laywomen and laymen living in the close. It also explores the nature of local and communal pieties expressed by the community. The outcome of this study is to shed light on the character of the community inhabiting Lincoln Cathedral close c.1450-1500, which consisted of a high proportion of laypeople and clergy, mainly local to the city and diocese and largely from the lower ranks of society. As this study emphasises, a small proportion of higher clergy attended university and valued this education, with book ownership indicating in particular the scholarly interests of the close inhabitants. In addition to this, the specific housing arrangements meant that there was a high level of integration between the close inhabitants, whilst reinforcing social hierarchy there. Strong relationships also developed between the chapter clergy, whilst family relationships and friendships were more important for the laity. Lincoln Cathedral was a central concern of the close inhabitants' pious devotions, with different groups of testators adopting different approaches to commemoration and charity, reflecting their distinct roles within medieval urban society

Family Preservation Services under Managed Care: Current Practices and Future Directions

Family preservation service agencies in the State of Kansas have undergone major changes since the implementation of a managed care model of service delivery in 1996. This qualitative study examines the successes and barriers experienced by agency directors in utilization of a managed care system. Outcome/ performance measures utilized by the State of Kansas are reviewed, and contributing factors to the successes and limitations of the program are discussed. Included in these reviews is an analysis and presentation of literature and research which has been used as support for the current program structure. Recommendations for further evolution of practice are proposed

Community, kinship and piety: Lincoln Cathedral close c.1450-1500

This thesis provides an analysis of the unique nature of the community living in Lincoln Cathedral close in the late fifteenth century. The medieval cathedral close is an important unit of study which has been overlooked in existing historiography. This research draws attention to a hitherto neglected area. Testamentary evidence from inhabitants of the close is used, in conjunction with other sources, to analyse the individuals who constituted the close community, particularly their priorities and concerns prior to death. The first chapter outlines the structure of the cathedral hierarchy and analyses archaeological and architectural evidence for the nature of housing available to close inhabitants. The second chapter examines the identities of the close inhabitants and uses evidence of personal wealth extracted from testamentary bequests to delineate social status. The geographical origins and connections of a number of the close inhabitants are evaluated by identifying the locations to which testamentary bequests were made. Evidence for the education, careers and cultural interests of the close inhabitants are also explored. The third chapter surveys relationships within and without the close. It investigates case studies of testamentary legacies made to fellow close inhabitants, friends and family, as well as the executors chosen. The final chapter considers evidence for the different testamentary strategies employed in the pious, commemorative and charitable provision of the clergy, laywomen and laymen living in the close. It also explores the nature of local and communal pieties expressed by the community. The outcome of this study is to shed light on the character of the community inhabiting Lincoln Cathedral close c.1450-1500, which consisted of a high proportion of laypeople and clergy, mainly local to the city and diocese and largely from the lower ranks of society. As this study emphasises, a small proportion of higher clergy attended university and valued this education, with book ownership indicating in particular the scholarly interests of the close inhabitants. In addition to this, the specific housing arrangements meant that there was a high level of integration between the close inhabitants, whilst reinforcing social hierarchy there. Strong relationships also developed between the chapter clergy, whilst family relationships and friendships were more important for the laity. Lincoln Cathedral was a central concern of the close inhabitants' pious devotions, with different groups of testators adopting different approaches to commemoration and charity, reflecting their distinct roles within medieval urban society

The I SEE project : An approach to futurize STEM education

In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.Peer reviewe