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All traumatic and overuse injuries occurring during an average period of 4 years (2002/09) in a group of 51 currently active road top-level cyclists were retrospectively registered through clinical interviews. Average age was 25.8 years. Average training and competition period was 28.3 ± 2.4 h a week. Only 8 cyclists (15.6%) were completely free from lesions during the period of study. The remaining 43 cyclists suffered a total of 112 lesions; however, 9 out of these were unrelated to their cycling practice. These 103 cycling-related injuries include 50 (48.5%) traumatic and 53 (51.5%) overuse injuries. Twenty-eight fractures were reported, the clavicle being the most frequently affected bone (11 cases). The 68.5% of overuse injuries were located in the lower limbs. Most overuse injuries (89.6%) occurred during the training period. According to the injury abbreviated scale (AIS), severe lesions were only found in 4 cases (8% of traumatic injuries). Overall injury rates were 0.50 per racer/year, 2.02 per studied racer, and 0.007 per 1000 km of training and competition. Active professional top-level cyclists are exposed to a high injury risk. According to the scarce previously published data the current study provides relevant information on the injury occurrence of still active top-level road cycling. 相似文献
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Jonas A. Montilva Beatriz Sandia Judith Barrios 《Education and Information Technologies》2002,7(3):201-224
This paper focuses on the application of software engineering practices to the development of instructional web sites. The development of a web site, to support a distance or campus-based online course, is a very complex process that involves many instructional and technical aspects, including the instructional purpose of the course, its content, its structure, its interface, and its teaching–learning activities. The use of a method is essential for dealing with the complexity of this process. We describe, in this paper, a software engineering method that helps course designers and teachers to develop high quality instructional web sites. The design of the method was based on the integration of well-known principles, concepts and process models borrowed from instructional design, method engineering, and object-oriented software engineering. The method addresses the managerial processes required to plan, organize, and control the project, as well as the instructional and technical activities involved in the development of high quality course sites. 相似文献
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Cabello Valeria M. Salinas Barrios Ivan Geelan David 《Research in Science Education》2019,49(4):949-957
Research in Science Education - 相似文献
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Abstract The aim of this study was to describe the injuries sustained by an America's Cup crew during eight preparatory competitions of the 32nd America's Cup 2007 and the Louis Vuitton Cup (from October 2004 to June 2007). The anatomical location, type of injury, and mechanism of injury were recorded. The injuries were categorized based on each sailor's position on the boat according to three intensities of physical demands. The injury rates per sailor and per 1000 h of competition were determined. In total, 90 injuries were registered. The overall incidence was 10 injuries per 1000 competition hours. Overuse injuries accounted for 76.6% of all lesions. The most common anatomical location of injuries was the upper limb (36.6%), followed by the upper dorsal and cervical spine (34.4%). Frequency of injury was related to the sailor's position on the boat, being higher in the group with more demanding activities (grinder, bowman, and mastman). Most injuries (67%) were sustained by this group of sailors. The most common injuries in this group were muscle contractures of the quadratus lumborum (11), trapezius (8), and rhomboid (7). There were eight cases of elbow epicondylitis, four cases of tendinopathy of the supraspinous tendon, and three cases of tendinopathy of the biceps brachii. An America's Cup yachting crew is exposed to a high risk of overuse injuries, especially those sailors whose boat position involves high-intensity activity. 相似文献
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Meta-analysis refers to the statistical methods used in research synthesis for combining and integrating results from individual studies. In this regard meta-analytical studies share with narrative reviews the goal of synthesizing the scientific literature on a particular topic, while as in the case of standard articles they present new results. This study aims to identify the potential similarities and differences between meta-analytical studies, reviews and standard articles as regards their impact and structural features in the field of psychology. To this end a random sample of 335 examples of each type of document were selected from the Thomson Reuters Web of Science database. The results showed that meta-analytical studies receive more citations than do both reviews and standard articles. All three types of documents showed a similar pattern in terms of institutional collaboration, while reviews and meta-analytical studies had a similar number of authors per document. However, reviews had a greater number of references and pages than did meta-analytical studies. The implications of these results for the scientific community are discussed. 相似文献
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The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for
the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process,
the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines
the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the
curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process
of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education
and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national
basic curriculum to be adopted, subject, amongst other factors, to the availability of funding.
Original language: Spanish
Linda Asturias de Barrios (Guatemala)
Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies
and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level.
As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America.
At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999),
Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education
(2007). E-mail: lindaasturias@yahoo.com
Verónica Mérida Arellano (Guatemala)
Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University.
She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university
lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language.
She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes
at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry
of Education. E-mail: vmeridaguate@yahoo.com.mx 相似文献
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