Transfer of post-trial feedback on impacts during drop landings in female athletes.

Increased vertical ground reaction force (vGRF) and dynamic knee valgus contribute to non-contact anterior cruciate ligament (ACL) injuries. We examined feedback's influence during landing and transfer to a game-specific drill, measured by deceleration. Thirty-one female athletes performed 30 drop landings with augmented feedback and dual-task conditions, with a game-specific drill before and after.

FIB-TEM Study of Magnesium Corrosion Products after 14 Days in the Murine Artery.

After a decade of intensive research on magnesium biodegradation, the composition and structure of corrosion products formed during in vivo corrosion are still not precisely known. Focused ion beam (FIB) micromilling and transmission electron microscopy (TEM) were used to elucidate the nanostructure and crystallography of the corrosion products that form at or near the interface between the corrosion products and metallic magnesium. This study built upon previously reported scanning electron microscopy, infrared spectroscopy, and energy dispersive X-ray spectroscopy data.

Presencing in practice. Utilising the core of the caring process.

This article is about knowing in nursing, and using presence knowingly. It examines some descriptions from the literature and discusses how issues raised sit with my personal practice-based understanding of presencing. Four short exemplars are given to illustrate some of my experience with presencing, often in difficult circumstances, in clinical nursing practice over the years.

A synthesis of caring praxis and critical social theory in an emancipatory curriculum.

As several schools of nursing in New Zealand are accepting the challenge to prepare nurses better in order to meet changing health care needs, one lecturer discusses the design and implementation of a new degree curriculum at Manawatu Polytechnic. The author has drawn from educational, nursing and feminist literature to provide a background for the central concepts in order to explain their role in the development of the curriculum. It is contended that the caring imperative is central in all student-educator-clinician relationships when the purpose of the curriculum is to emancipate students to become nurses who care for individuals, families and communities in a transformative way.