University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

A Prospective Evaluation of the Landing Error Scoring System (LESS) as a Screening Tool for Anterior Cruciate Ligament Injury Risk

Abstract: Background: Anterior cruciate ligament (ACL) injuries are immediately disabling, costly, take a significant amount of time to rehabilitate, and are associated with an increased risk of developing posttraumatic osteoarthritis of the knee. Specific multiplanar movement patterns of the lower extremity, such as those associated with the drop vertical jump (DVJ) test, have been shown to be associated with an increased risk of suffering noncontact ACL injuries. The Landing Error Scoring System (LESS) has been developed as a tool that can be applied to identify individuals who display at-risk movement patterns during the DVJ.Hypothesis: An increase in LESS score is associated with an increased risk of noncontact ACL injury.Study Design: Case-control study; Level of evidence, 3.Methods: Over a 3-year interval, 5047 high school and college participants performed preseason DVJ tests that were recorded using commercial video cameras. All participants were followed for ACL injury during their sports season, and video...

Maternal and contextual influences and the effect of temperament development during infancy on parenting in toddlerhood.

Abstract: In the current study, latent growth modeling (LGM) was used to: (1) identify the developmental trajectories of infant negative emotions (NE) and regulatory capacity (RC) from 4 to 12 months of age, (2) examine maternal and family factors that may affect NE and RC trajectories, (3) examine transactional associations between developing NE and RC, and (4) examine the effect of infant temperament trajectories on negative parenting when toddlers reached 18 months of age. Mothers from 156 families completed a measure of infant temperament when infants were 4, 6, 8, 10, and 12 months of age and completed maternal relationship stress, depression, and family demographics measures when infants were 4 months of age. Information regarding negative parenting was collected when toddlers reached 18 months of age. LGM results suggest that maternal relationship stress and depression influence infant NE development, that high NE early in infancy may compromise the development of infant regulation, and that steeper decreases of infant RC contribute the greatest amount of variance to negative parenting in toddlerhood. The implications for models of early emotion regulation and incorporating changes in temperament over time into developmentally sensitive models (e.g., emerging parenting practices and developmental psychopathology) are discussed.

A Blueprint for Telerehabilitation Guidelines

Abstract: Telerehabilitation refers to the delivery of rehabilitation services via information and communication technologies. Clinically, this term encompasses a range of rehabilitation and habilitation services that include assessment, monitoring, prevention, intervention, supervision, education, consultation, and counseling. Telerehabilitation has the capacity to provide service across the lifespan and across a continuum of care. Just as the services and providers of telerehabilitation are broad, so are the points of service, which may include health care settings, clinics, homes, schools, or community-based worksites. This document was developed collaboratively by members of the Telerehabilitation SIG of the American Telemedicine Association, with input and guidance from other practitioners in the field, strategic stakeholders, and ATA staff. Its purpose is to inform and assist practitioners in providing effective and safe services that are based on client needs, current empirical evidence, and available technologies. Telerehabilitation professionals, in conjunction with professional associations and other organizations are encouraged to use this document as a template for developing discipline-specific standards, guidelines, and practice requirements.

Becoming (Less) Scientific: A Longitudinal Study of Students' Identity Work from Elementary to Middle School Science.

Abstract: Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth- to sixth-grade school science. Classroom observations and interviews are used as primary data sources to examine: (1) the cultural and structural aspects of the fourth- and sixth-grade classrooms, including the celebrated subject positions, that enabled and constrained students' identity work as science learners; (2) the nature of students' identity work, including their positioning related to the celebrated subject positions within and across fourth- and sixth-grade science; and (3) the ways race, class, and gender figured into students' identity work and positioning. In fourth-grade, all experienced excellent science pedagogy and performed themselves as scientifically competent and engaged learners who recognized themselves and got recognized by others as scientific. By sixth-grade, their identity work in school science became dramatically less scientific. Celebrated subject positions did not demand scientific thinking or robust engagement in scientific practices and were heavily mediated by race, class, and gender. Our results highlight three insights related to the middle school problem: (1) when students' social identity work was leveraged in service of robust science learning, their affiliation increased; (2) academic success in school science did not equate to affiliation or deep engagement with science; and (3) race, class, and gender figured into students' successes in, threats to, and identity work related to becoming scientific. We end the article by providing a framework and questions that teachers, teacher educators, and researchers might use to design and evaluate the equity of science education learning spaces.

Firm Size, University Based Research, and the Returns to R & D

Abstract: This paper compares university-based research relationships between small and large firms as an explanation for the difference in innovative activity across firm sizes. We test the hypothesis that there are diseconomies of scale in producing innovations in large firms due to the inherent bureaucratization process which inhibits both innovative activity as well as the speed with which new inventions move through the corporate system towards the market. By utilizing university-based research relationships, small firms are able to avoid bureaucratic inefficiencies.