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Context Women's softball athletes account for approximately 9% of all female athletes competing within the National Collegiate Athletic Association (NCAA). Background Routine surveillance of NCAA women's softball injuries is important for identifying the emerging injury patterns in this sport. Methods Exposure and injury data collected during competitive seasons in the NCAA Injury Surveillance Program during 2014–2015 through 2018–2019 (5 years) academic years were analyzed. Injury counts, rates, and proportions were used to describe injury characteristics; injury rate ratios (IRRs) were used to examine differential injury rates. Results The overall injury rate was 3.92 per 1000 athlete exposures. Practice and preseason injury rates increased during 2015/16 through 2018/19. Most injuries were shoulder (15.2%), hand/wrist (11.8%), knee (11.2%), and head/face injuries (11.2%) and were classified as contusions (14.2%), sprains (14.1%), and inflammatory conditions (14.1%). Concussion (6.8%) was the most commonly reported injury, and concussion incidence fluctuated during 2014–2015 through 2018–2019. Summary Results indicate an increasing trend in practice and preseason injury incidence. Findings also suggest that workload accumulation in the shoulder and the mechanisms of concussion warrant further attention in this population.

The prevalence of obesity has driven searches for cognitive or behavioural economic factors related to Body Mass Index (BMI). One compelling candidate is delay discounting: those who prefer smaller sooner rewards over larger but later rewards are hypothesised to have higher BMI. The findings in the literature are mixed however, with meta analyses suggesting only a very small correlation between discounting and BMI. Here we present novel empirical data (N=381) and Bayesian analyses which suggest no such relationship between discounting of either monetary or weight loss rewards and BMI. We also find evidence against our novel proposal that discounting moderates the rate of BMI gain over time. We also present our data in the context of a random effects Bayesian meta-analytical result which does suggest the presence of a small correlation overall. The strength of the correlation is so weak (2.25% shared variance) that its practical significance may be minor to non existent. However because we found decisive evidence for unaccounted for study-level variance, due to study heterogeneity, we argue that we should treat such meta-analytic correlations with extreme caution. While the relationship between discounting and health outcomes such as BMI remain theoretically appealing, our empirical and meta-analytic results suggest we should be cautious in inferring a correlational, let alone a causal, role for discounting processes in driving BMI or moderating BMI gain with age.

Since the mid of the 1990s, Qatar is engaged in an economic diversification strategy to move away from an economy strongly based on gas and oil. The national authorities consider that high-quality education, especially at the tertiary level, is absolutely essential to succeed in this strategy. Despite of repeated reforms since the middle of the nineties, there are still some important difficulties in the Qatari higher education system, and especially in Qatar University (QU), the main national university. One of them is related to academic programs not really preparing students for professional integration. The Pro-Skima project aims at finding possible pedagogical modifications of the curriculum of the Master of Science in Computing of QU, to better meet the needs of highly skilled workers in the IT professional sector in Qatar. Part of this project is a sociological study of the main characteristics of the existing curriculum of this master program. Results highlight a curriculum based on an Anglo-Saxon model. In this model, several internal and external accreditation institutions have a strong influence on any evolution of the curriculum. They put different constraints that give little space to discuss more flexibly with local employers in order to change the curriculum. Further developments of the project consist in finding what could be some concrete solutions to overcome these difficulties and bring the curriculum closer to employers needs. On possibility is to experiment a curriculum that includes more workplace learning periods. needs of highly skilled workers in the IT professional sector in Qatar. This is a 3-year interdisciplinary research project, funded by the Qatar National Research Fund (QNRF), and carried out since April 2015 in partnership between QU and a French University (Lumi're Lyon 2). It is based on a collaboration between academics from different disciplines (computer scientists, sociologists of education, researchers in vocational didactic) and from different countries (Qatar, France, Switzerland, Canada). Scopus

Background: In the open-label randomized phase III AURELIA trial, adding bevacizumab to chemotherapy for platinum-resistant ovarian cancer (PROC) significantly improved progression-free survival and response rate versus chemotherapy alone, but not overall survival (OS). We explored the effect of bevacizumab use after disease progression (PD) in patients randomized to chemotherapy alone. Patients and methods: In AURELIA, 361 women with PROC were randomized to chemotherapy alone or with bevacizumab. Patients initially randomized to chemotherapy were offered bevacizumab after PD. Post hoc analyses assessed efficacy and safety in three subgroups: chemotherapy alone, chemotherapy followed by bevacizumab after PD, and chemotherapy plus bevacizumab at randomization. Results: Of the 182 patients randomized to chemotherapy alone, 72 (40%) received bevacizumab after PD and 110 (60%) never received bevacizumab. There were no significant differences in patient and disease characteristics between these subgroups at baseline or the time of PD. Compared with patients never receiving bevacizumab, the risk of death was significantly reduced in patients receiving bevacizumab either upfront with chemotherapy [hazard ratio (HR) = 0.68, 95% confidence interval (CI) 0.52-0.90] or after PD (HR = 0.60, 95% CI 0.43-0.86). The tolerability of bevacizumab was similar with administration upfront or after PD. Conclusions: Post-PD bevacizumab use may have confounded OS results in AURELIA. In these exploratory analyses of non-randomized subgroups, bevacizumab use, either with chemotherapy or after PD on chemotherapy alone, improved OS compared with no bevacizumab. Combining bevacizumab with chemotherapy at first appearance of platinum resistance maximises the likelihood of patients receiving this active treatment for PROC.

Ce chapitre décrit un programme de recherche technologique en formation des adultes qui vise deux objectifs : la production de connaissances sur l'activité humaine dans différentes pratiques et la conception de situations favorisant l'apprentissage et le développement professionnel. Il présente une réflexion sur les choix réalisés plus particulièrement pour analyser l'activité d'enseignants en classe puis illustre les apports de cette démarche en présentant quelques résultats issus de deux observatoires différents : le premier étudie le développement professionnel et montre la manière dont il aborde les questions longitudinales ; le second analyse des configurations de classe particulières et aborde le traitement de la dimension interindividuelle et collective de l'activité enseignante.

International audience; Avec l’extension de l’usage de la vidéo dans la recherche en éducation, notamment depuis le développement des technologies numériques, différentes pratiques méthodologiques ont émergé. Les chapitres 2, 3 et 4 de ce livre présentent respectivement trois courants de la recherche qui explicitent la façon dont sont articulés cadre théorique et méthodologie d’analyse des enregistrements vidéo. L’objectif du présent chapitre est plus transversal : il s’agit de tenter un bilan des différentes méthodologies de constitution et d’analyse de données vidéo qui se sont développées dans la recherche en éducation. Nous cherchons à comprendre plus particulièrement les raisons des différences et des aspects communs de ces méthodologies, en lien avec les spécificités des objets de recherche, des cadres théoriques mobilisés et des caractéristiques des terrains d’enregistrements. Ce travail ne prétend pas à l’exhaustivité. Nous avons mené l’enquête en nous appuyant d’abord sur les recherches réalisées par des membres des équipes constitutives du réseau ViSA (Vidéos de situations d’enseignement et d’apprentissage)1. Nous nous référons aussi à des travaux internationaux, principalement ceux menés aux États-Unis dans le domaine des sciences de l’apprentissage, et qui ont fait l’objet de publications récentes (Derry 2007 ; Goldman et al. 2007), et à des études menées dans le cadre du projet international Third International Mathematics and Science Study2 (TIMSS) Video (Jacobs et al. 2006 ; Roth et al. 2006).2Dans une première partie, nous présentons quelques spécificités des enregistrements vidéo par rapport à d’autres types de données utilisées pour étudier les comportements et les communications en situation naturelle. La seconde partie est consacrée aux différents dispositifs d’enregistrements vidéo utilisés aujourd’hui par les chercheurs qui se penchent sur les situations éducatives. La troisième et la quatrième partie portent sur les méthodologies d’analyse de ce type de données. Nous abordons plus longuement dans cette quatrième partie la question des méthodologies de réduction des données vidéo. Enfin, la cinquième et dernière partie se penche sur la question des fondements théoriques des outils informatiques qui peuvent instrumenter les analyses.