title: Landing Error Scoring System

authors: Hébert-Losier, Kim

abstract: Introduction: The Landing Error Scoring System (LESS) is a 17-item clinical tool which identifies athletes at high risk of non-contact lower-extremity injuries. This work systematically reviews the literature using the LESS as main outcome to address the psychometric properties and influencing factors of LESS scores. Methods: Three electronic databases were searched in March 2018 using “Landing Error Scoring System”. All peer-reviewed English language articles using the LESS as main outcome were included (n = 38). Results: Overall LESS scores demonstrate good-to-excellent reliability, but concurrent validity of individual items against 3D motion capture is item dependent. The association between LESS scores and other screening tools is poor. The value of the LESS for predicting anterior cruciate ligament (ACL) injury incidence is unclear. Sex, previous ACL injury, and training program influence LESS scores. Discussion: Literature supports that the LESS is a reliable and generally valid screening tool for assessing movement patterns linked with injury risk with low financial, spatial, and temporal costs. However, further work is needed to improve its concurrent and predictive validity for non-contact lower-extremity injuries. Take home message: The LESS can be recommended to medical staff and coaches for monitoring movement abilities of athletes.

text: Landing Error Scoring System Introduction: The Landing Error Scoring System (LESS) is a 17-item clinical tool which identifies athletes at high risk of non-contact lower-extremity injuries. This work systematically reviews the literature using the LESS as main outcome to address the psychometric properties and influencing factors of LESS scores. Methods: Three electronic databases were searched in March 2018 using “Landing Error Scoring System”. All peer-reviewed English language articles using the LESS as main outcome were included (n = 38). Results: Overall LESS scores demonstrate good-to-excellent reliability, but concurrent validity of individual items against 3D motion capture is item dependent. The association between LESS scores and other screening tools is poor. The value of the LESS for predicting anterior cruciate ligament (ACL) injury incidence is unclear. Sex, previous ACL injury, and training program influence LESS scores. Discussion: Literature supports that the LESS is a reliable and generally valid screening tool for assessing movement patterns linked with injury risk with low financial, spatial, and temporal costs. However, further work is needed to improve its concurrent and predictive validity for non-contact lower-extremity injuries. Take home message: The LESS can be recommended to medical staff and coaches for monitoring movement abilities of athletes.

year: 2018

title: Digital music libraries - Research and development

authors: Bainbridge, David

abstract: A report on the progress of several major research and development projects in digital music libraries is presented. Digital music libraries provide enhanced access and functionality that facilitates scholarly research and education. The issue of integrating digital music library collections with interactive instructional applications is addressed.

text: Digital music libraries - Research and development A report on the progress of several major research and development projects in digital music libraries is presented. Digital music libraries provide enhanced access and functionality that facilitates scholarly research and education. The issue of integrating digital music library collections with interactive instructional applications is addressed.

year: 2001

title: Typographic design in Māori-English bilingual picturebooks: some educational implications

authors: Vanderschantz, Nicholas

subjects: Te Reo Māori

abstract: The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

text: Typographic design in Māori-English bilingual picturebooks: some educational implications The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

year: 2022