The biomechanical difference between running with traditional and 3D printed orthoses     

Shiwei Mo  Sam H.S. Leung  Zoe Y.S. Chan  Louis K.Y. Sze  Kam-Ming Mok  Patrick S.H. Yung 《Journal of sports sciences》2013,31(19):2191-2197

ABSTRACT

Running-related injuries have been associated with excessive foot pronation and high vertical loading rates. Traditional plaster-molded (TPM) foot orthoses are commonly prescribed to minimize these atypical biomechanical patterns. Recently, 3D printed (3DP) orthoses have become popular, yet the functional difference between these two types of orthoses remains unknown. Therefore, this study compared running biomechanics and perceived comfort during treadmill running in three orthotic conditions: 3DP orthoses, TPM orthoses, and a no-orthoses control condition (CON). Thirteen female asymptomatic runners with excessive foot pronation were recruited. Rearfoot eversion angle and velocity (at initial contact and peak) during stance, vertical loading rates, and perceived comfort were compared. Results showed lower peak rearfoot eversion angles during running with TPM (p=0.001, d=0.38) or 3DP orthoses (p=0.002, d=0.24) than CON. No differences were observed in other biomechanical parameters among the three conditions (p>0.05). Running with TPM (p≤0.001, d=1.74–1.82) and 3DP orthoses (p<0.003, d=1.06–1.34) resulted in better perceived comfort in “medial-lateral control” and “heel cushioning” than CON. There were no statistical differences in all parameters between TPM and 3DP orthoses. The present findings indicate improved comfort during running with TPM or 3DP orthoses, which hinted 3DP orthoses could be a viable alternative to TPM orthoses for clinical practice.  相似文献   

The roles,functions and implications of Assistants in Scottish educational psychology services,a national survey     

Sam Collyer 《Educational Psychology in Practice》2012,28(2):159-176

An exploratory survey of Assistants in Scottish educational psychology services (EPSs) was undertaken, guided by four questions: Who are Assistants? Why are they employed/not employed? What do Assistants do? How are Assistants supported and supervised? Twenty-one Assistants and 15 managers were interviewed. It was found that Assistants worked under seven job titles; all were committed to becoming educational psychologists (EPs). Recruitment issues and improving EPS research capacity were drivers for employment. The Assistants’ roles were largely research based; however a majority worked directly with young people. Induction and supervision were valued but not consistent. Further discussion includes issues of competence and remit, and the relationship of Assistant and professional role.  相似文献   

Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education     

Katerina Bogomolova  Amir H. Sam  Adam T. Misky  Chinmay M. Gupte  Paul H. Strutton  Thomas J. Hurkxkens  Beerend P. Hierck 《Anatomical sciences education》2021,14(3):385-393

In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.  相似文献   

Learning in tasks that incorporate natural versus unnatural mappings: An example using aircraft instrument comprehension     

Sam Hicken 《Educational technology research and development : ETR & D》1991,39(1):63-71

Mappings between the structure and function of a system or device affect the formation of accurate mental models. This study investigated the performance effect of a more natural cognitive mapping between instruments and aircraft on an aircraft instrument comprehension (AIC) task. Treatments for the experimental groups were identical except that aircraft instrument displays were modified slightly to incorporate natural and unnatural mappings between structure and function. Students who received natural mappings during instruction performed significantly better than those who received the standard treatment containing an unnatural mapping. Questionnaire responses confirmed the difficulty of interpreting the standard treatment. The results suggest that instruction for the AIC and similar tasks should be expanded to take into account learners' mental models and perhaps to encourage mapping strategies.  相似文献   

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning     

Kelly E. Matthews  Alison Cook-Sather  Anita Acai  Sam Lucie Dvorakova  Peter Felten  Elizabeth Marquis 《高等教育研究与发展》2019,38(2):280-293

ABSTRACT

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.  相似文献   

The school neuropsychology of ADHD: Theory,assessment, and intervention     

Sam Goldstein  Jack A. Naglieri 《Psychology in the schools》2008,45(9):859-874

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The model of career anchors as a tool in the analysis of instructional developers     

Carrol Miller  Sam Shmikler 《Performance Improvement》1981,20(6):18-29

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IMDP: A management development program design that works     

Sam Campbell  Peter Krembs 《Performance Improvement》1978,17(8):11-12

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School accountability and teacher stress: international evidence from the OECD TALIS study     

Jerrim  John  Sims  Sam 《Educational Assessment, Evaluation and Accountability》2022,34(1):5-32

Educational Assessment, Evaluation and Accountability - Accountability—the monitoring and use of student performance data to make judgements about school and teacher effectiveness—is...  相似文献