39 research outputs found

    Geomorphology and the Effects of Sea Level Rise on Tidal Marshes in Casco Bay

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    The geomorphology of the Casco Bay shoreline has a profound effect on the size, characteristics and spatial distribution of tidal marshes in the region. Casco Bay’s steep shorelines and narrow, glacial cut coastal embayments provide relatively few opportunities for development of extensive salt marshes. On the basis of area and frequency, tidal marshes in the region are dominated by wetlands that form in glacier‐cut coastal valleys. A smaller but still significant fraction of the tidal marsh area along the Casco Bay shorelines exists in a narrow, discontinuous ribbon of green perched between tidal waters and adjacent hillsides. This unique geomorphic setting means that lessons learned from evaluations elsewhere of vulnerability of tidal marshes to sea level rise provide limited insight into implications of sea level rise (SLR) for Casco Bay’s wetlands

    The foot posture index, ankle lunge test, Beighton scale and the lower limb assessment score in healthy children: a reliability study

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    <p>Abstract</p> <p>Background</p> <p>Outcome measures are important when evaluating treatments and physiological progress in paediatric populations. Reliable, relevant measures of foot posture are important for such assessments to be accurate over time. The aim of the study was to assess the intra- and inter-rater reliability of common outcome measures for paediatric foot conditions.</p> <p>Methods</p> <p>A repeated measures, same-subject design assessed the intra- and inter-rater reliability of measures of foot posture, joint hypermobility and ankle range: the Foot Posture Index (FPI-6), the ankle lunge test, the Beighton scale and the lower limb assessment scale (LLAS), used by two examiners in 30 healthy children (aged 7 to 15 years). The Oxford Ankle Foot Questionnaire (OxAFQ-C) was completed by participants and a parent, to assess the extent of foot and ankle problems.</p> <p>Results</p> <p>The OxAFQ-C demonstrated a mean (SD) score of 6 (6) in adults and 7(5) for children, showing good agreement between parents and children, and which indicates mid-range (transient) disability. Intra-rater reliability was good for the FPI-6 (ICC = 0.93 - 0.94), ankle lunge test (ICC = 0.85-0.95), Beighton scale (ICC = 0.96-0.98) and LLAS (ICC = 0.90-0.98). Inter-rater reliability was largely good for each of the: FPI-6 (ICC = 0.79), ankle lunge test (ICC = 0.83), Beighton scale (ICC = 0.73) and LLAS (ICC = 0.78).</p> <p>Conclusion</p> <p>The four measures investigated demonstrated adequate intra-rater and inter-rater reliability in this paediatric sample, which further justifies their use in clinical practice.</p

    Determining motivation to engage in safe food handling behaviour

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    Purpose: To apply the protection motivation theory to safe food handling in order to determine the efficacy of this model for four food handling behaviours: cooking food properly, reducing cross-contamination, keeping food at the correct temperature and avoiding unsafe foods. Design: A cross-sectional approach was taken where all protection motivation variables: perceived severity, perceived vulnerability, self-efficacy, response efficacy, and protection motivation, were measured at a single time point. Findings: Data from 206 participants revealed that the model accounted for between 40 and 48% of the variance in motivation to perform each of the four safe food handling behaviours. The relationship between self-efficacy and protection motivation was revealed to be the most consistent across the four behaviours. Implications: While a good predictor of motivation, it is suggested that protection motivation theory is not superior to other previously applied models, and perhaps a model that focuses on self-efficacy would offer the most parsimonious explanation of safe food handling behaviour, and indicate the most effective targets for behaviour change interventions. Originality: This is the first study to apply and determine the efficacy of protection motivation theory in the context of food safety

    Australian educational technologies trends 2018

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    Educational Technologies represent the wide range of digital tools used by teachers for teaching, students for learning, and administrators for managing schools. New tools are continually in development and often repurposed for an educational context from other industries. The following technologies have been considered as the five most significant for schools over the next 5 years, along with cost and professional learning requirements
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