University of Nebraska Omaha

About: University of Nebraska Omaha is a education organization based out in Omaha, Nebraska, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 4526 authors who have published 8905 publications receiving 213914 citations. The organization is also known as: UNO & University of Omaha.

Three-Dimensional Tibiofemoral Kinematics of the Anterior Cruciate Ligament-Deficient and Reconstructed Knee during Walking

Abstract: BackgroundIt is possible that gait abnormalities may play a role in the pathogenesis of meniscal or chondral injury as well as osteoarthritis of the knee in patients with anterior cruciate ligament deficiency.HypothesisThe three-dimensional kinematics of anterior cruciate ligament-deficient knees are changed even during low-stress activities, such as walking, but can be restored by reconstruction.Study DesignCase control study.MethodsUsing a three-dimensional optoelectronic gait analysis system, we examined 13 patients with anterior cruciate ligament-deficient knees, 21 patients with anterior cruciate ligament-reconstructed knees, and 10 control subjects with uninjured knees during walking.ResultsNormal patterns of knee flexion-extension, abduction-adduction, and internal-external rotation during the gait cycle were maintained by all subjects. A significant difference in tibial rotation angle during the initial swing phase was found in anterior cruciate ligament-deficient knees compared with reconstructed...

Evaluation of mental retardation: Recommendations of a consensus conference

Abstract: A Consensus Conference utilizing available literature and expert opinion sponsored by the American College of Medical Genetics in October 1995 evaluated the rational approach to the individual with mental retardation. Although no uniform protocol replaces individual clinician judgement, the consensus recommendations were as follows: 1. The individual with mental retardation, the family, and medical care providers benefit from a focused clinical and laboratory evaluation aimed at establishing causation and in providing counseling, prognosis, recurrence risks, and guidelines for management. 2. Essential elements of the evaluation include a three-generation pedigree: pre-, peri-, and post-natal history, complete physical examination focused on the presence of minor anomalies, neurologic examination, and assessment of the behavioral phenotype. 3. Selective laboratory testing should, in most patients, include a banded karyotype. Fragile X testing should be strongly considered in both males and females with unexplained mental retardation, especially in the presence of a positive family history, a consistent physical and behavioral phenotype and absence of major structural abnormalities. Metabolic testing should be initialed in the presence of suggestive clinical and physical findings. Neuroimaging should be considered in patients without a known diagnosis especially in the presence of neurologic symptoms, cranial contour abnormalities, microcephaly, or macrocephaly. In most situations MRI is the testing modality of choice. 4. Sequential evaluation of the patient, occasionally over several years, is often necessary for diagnosis, allowing for delineation of the physical and behavioral phenotype, a logical approach to ancillary testing and appropriate prognostic and reproductive counseling.

Beginning teachers : Beliefs and classroom actions

Abstract: The current national priority for systemic approaches to the reform of science and mathematics education has led to unprecedented interest in research on the efficacy of science and mathematics teacher preparation programs. In response to this priority, a focus on collaborative approaches to educational reform and to research on educational reform resulted in a national collaborative research consortium of insitutions of higher education. The consortium was formed to investigate the following question about secondary science teacher education: What are the perceptions, beliefs, and classroom performances of beginning secondary teachers as related to their philosophies of teaching and their content pedagogical skills? The research design and instrumentation yielded detailed descriptions that elicited knowledge and beliefs held by beginning teachers about science, the nature of teaching and learning, and their philosophy of teaching. An analysis of video portfolios of beginning teachers provided classroom-based evidence of their performance in both subject matter and pedagogical dimensions of teaching. Among the findings from this 3-year exploratory study were that teachers graduated from their teacher preparation programs with a range of knowledge and beliefs about: how teachers should interact with subject content and processes, what teachers should be doing in the classroom, what students should be doing in the classroom, philosophies of teaching, and how they perceived themselves as classroom teachers. Beginning teachers described their practices as very student-centered. Observations of these teaching practices contrasted starkly with teacher beliefs: While teachers professed student-centered beliefs, they behaved in teacher-centered ways. Undertaking intensive, collaborative studies such as the one described in this article, is the beginning of efforts through which the science and mathematics education communities can strive to address the needs of students, teachers, teacher educators, and other stakeholders working to establish a common vision for excellent instruction and systemic, long-lasting reform. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 930–954, 1999

A meta-analytic review of the effects of high stress on eyewitness memory.

Abstract: In the past 30 years researchers have examined the impact of heightened stress on the fidelity of eyewitness memory. Meta-analyses were conducted on 27 independent tests of the effects of heightened stress on eyewitness identification of the perpetrator or target person and separately on 36 tests of eyewitness recall of details associated with the crime. There was considerable support for the hypothesis that high levels of stress negatively impact both types of eyewitness memory. Meta-analytic Z-scores, whether unweighted or weighted by sample size, ranged from -5.40 to -6.44 (high stress condition-low stress condition). The overall effect sizes were -.31 for both proportion of correct identifications and accuracy of eyewitness recall. Effect sizes were notably larger for target-present than for target-absent lineups, for eyewitness identification studies than for face recognition studies and for eyewitness studies employing a staged crime than for eyewitness studies employing other means to induce stress.

Entrepreneurial Orientation, Distinctive Marketing Competencies And Organizational Performance

Abstract: This study examined the entrepreneurial orientation (EO) of 599 independent businesspeople and compared those with high, medium and low EO along a series of distinctive marketing competency and organizational performance measures. EO is measured using a new multi-item scale that is based on an integrative definition of entrepreneurship. Results indicate that EO is positively and significantly related to distinctive marketing competencies and organizational performance. Demographic profiles of the high, medium and low EO groups are also developed and provide additional insights.