title: PIMP Your Stride: Preferred Running Form to Guide Individualized Injury Rehabilitation

authors: Gindre, Cyrille

abstract: Despite the wealth of research on injury prevention and biomechanical risk factors for running related injuries, their incidence remains high. It was suggested that injury prevention and reconditioning strategies should consider spontaneous running forms in a more holistic view and not only the injury location or specific biomechanical patterns. Therefore, we propose an approach using the preferred running form assessed through the Volodalen  method to guide injury prevention, rehabilitation, and retraining exercise prescription. This approach follows three steps encapsulated by the PIMP acronym. The first step (P) refers to the preferred running form assessment. The second step (I) is the identification of inefficiency in the vertical load management. The third step (MP) refers to the movement plan individualization. The answers to these three questions are guidelines to create individualized exercise pathways based on our clinical experience, biomechanical data, strength conditioning knowledge, and empirical findings in uninjured and injured runners. Nevertheless, we acknowledge that further scientific justifications with appropriate clinical trials and mechanistic research are required to substantiate the approach.

text: PIMP Your Stride: Preferred Running Form to Guide Individualized Injury Rehabilitation Despite the wealth of research on injury prevention and biomechanical risk factors for running related injuries, their incidence remains high. It was suggested that injury prevention and reconditioning strategies should consider spontaneous running forms in a more holistic view and not only the injury location or specific biomechanical patterns. Therefore, we propose an approach using the preferred running form assessed through the Volodalen  method to guide injury prevention, rehabilitation, and retraining exercise prescription. This approach follows three steps encapsulated by the PIMP acronym. The first step (P) refers to the preferred running form assessment. The second step (I) is the identification of inefficiency in the vertical load management. The third step (MP) refers to the movement plan individualization. The answers to these three questions are guidelines to create individualized exercise pathways based on our clinical experience, biomechanical data, strength conditioning knowledge, and empirical findings in uninjured and injured runners. Nevertheless, we acknowledge that further scientific justifications with appropriate clinical trials and mechanistic research are required to substantiate the approach.

year: 2022-05-31

title: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning

authors: Almaghlouth, Osamah Abdulwahab D.

subjects: ICT

abstract: This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

text: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

year: 2008

title: Prototypical gang recruits in New Zealand prisons

authors: Lett, Daniel

subjects: Gangs

abstract: Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

text: Prototypical gang recruits in New Zealand prisons Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

year: 2021