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The distal tibiofibular joint is described as a syndesmosis. The syndesmosis is important to the structural integrity of the ankle joint by maintaining the proximity of the tibia, fibula, and talus. Syndesmotic or high ankle sprains, involving the syndesmotic ligaments, pose a significant rehabilitative challenge due to their intricate anatomy, prolonged recovery periods following injury, and high susceptibility to persistent disability. Traditional management strategies have often been conservative, marked by lengthy periods of immobilization and a gradual return to activity. Severe syndesmotic injuries with diastasis have been treated surgically with screw fixation which may require a second intervention to remove the hardware and carries an inherent risk of breaking the screw during rehabilitation. Another fixation technique, the Tightrope™, has gained popularity in treating ankle syndesmosis injuries. The TightRope™ involves inserting Fiberwire® through the tibia and fibula, which allows for stabilization of the ankle mortise and normal range of motion. The accelerated rehabilitation protocol promotes early weight-bearing and has been shown to expedite the return to sport. This emerging strategy has shown promise in reducing recovery time as it is now possible to return to sport in less than 2 months after a tightrope repair and accelerated rehabilitation, compared with 3-6 months post screw fixation. This clinical commentary delves into this novel approach, highlighting the procedure, rehabilitation protocols, and the implications for physical therapy practice. [ABSTRACT FROM AUTHOR]

The participation of a student with Attention Deficit Hyperactivity Disorder (ADHD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of children with ADHD and present basic solutions to improve the experience of these children in the recess setting. Initially, the definition, symptoms, and prevalence of ADHD will be presented. The paper will then address benefits of recess, followed by recommendations for children with ADHD participating in recess. Lastly, the paper will describe a common activity played at recess, and possible modifications to the activity for children with ADHD.

The participation of students with speech impairments in recess can often be both challenging and rewarding for the students and teachers. This paper will address common characteristics of students with speech impairments and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of speech impairments will be presented. The paper will then address the special education classification of children with speech impairments, benefits of recess for children with speech impairments, and recommendations for these children in recess.

The participation of a student with Obsessive Compulsive Disorder (OCD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with OCD and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of OCD will be presented. The paper will then address the special education classification of children with OCD, benefits of recess for children with OCD, and recommendations for these children in recess.

The participation of a student with Multiple Sclerosis (MS) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with MS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of MS will be presented. This will be followed by a brief discussion of MS in regards to special education law. Next, the benefits of the recess setting for all students will be addressed. The paper will then address the modifications for specific MS symptoms in the recess setting. Lastly, specific methods of proactively including a student with MS in three recess activities will be discussed.

The participation of a student with mild mental retardation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with mild mental retardation and present basic solutions to improve the experience of these students in the recess setting. Initially the definition and prevalence of the disability will be presented. This will be followed by a discussion of the disability for an individual in the classroom, including appropriate teaching methods and lastly possible challenges and solutions for children with mild mental retardation in the recess setting. Lastly, specific methods of proactively including a student with mild mental retardation in a basketball-related recess activity will be discussed.

For the student with Fetal Alcohol Syndrome (FAS), participation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with FAS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of FAS will be presented. This will be followed by a discussion of the benefits of the recess setting for the student. Next, as a lead-up to the specific topic of recess for students with FAS, a discussion of possible modifications and teaching strategies for working with children with FAS in the classroom will be noted. The paper will then address the possible challenges and subsequent modifications and teaching strategies for working with children with FAS in recess. Lastly, specific methods of proactively including a student with FAS in a recess activity will be discussed.

The participation of a student with Sickle Cell Anemia in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with Sickle Cell Anemia and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, prevalence, and symptoms of Sickle Cell Anemia will be presented. The paper will then address recommendations for children with Sickle Cell Anemia in recess.

During recess, the participation of a student with visual impairments in terms of movement can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with visual impairments and present basic solutions to improve the participation of these students in the recess setting. Initially the definition and prevalence of visual impairments will be presented. This will be followed by a discussion of possible challenges and general solutions for children with visual impairments in the recess setting. Lastly, specific methods of including a student with visual impairments in movement recess activities will be discussed.

This study examined the personal interactions and experiences of six Virginia-based YMCA Aquatics Directors and Instructors in regards to the instruction of individuals with an Autism Spectrum Disorder (ASD). Overall, the main purpose of this study was to offer more insight into the rising challenges faced within the area of adapted aquatics specifically in relation to persons who are impacted by an ASD. This purpose included a hope that by heightening awareness, more research would be done and individuals would be assisted with greater ease and readiness when it comes to acquiring swim skills with a disability. Findings included a general feeling from instructors that although each had some exposure and experience in regards to the instruction of individuals with an ASD, more support could be beneficial. The manuscript also noted that the area of aquatics is included in the definition of physical education in the special education legislation and thus more importance can be placed on these finding.

The participation of a student with autism in recess can often be both challenging and rewarding for all students and the general education teacher. This paper will address common characteristics of students with autism and present basic solutions to improve the education of these students in the recess setting. Initially the definition, behavioral characteristics, and prevalence of autism will be presented. This will be followed by a brief discussion of autism for an individual in the classroom, and possible benefits, challenges, and solutions for children with autism in the recess setting. Lastly, specific methods of including a student with autism in a basic recess activity will be discussed.

The participation of a student with juvenile arthritis in recess can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with juvenile arthritis and present basic solutions to improve the education of these students in the recess setting. Initially the definition and prevalence of juvenile arthritis will be presented. This will be followed by a discussion of juvenile arthritis for an individual in the classroom, and possible challenges and solutions for children with juvenile arthritis in the recess setting. Lastly, specific methods of including a student with juvenile arthritis in a basketball-related recess activity will be discussed.

As the number of students practicing Islam increases it is ever-more important for all educators including special education teachers to understand a variety of specific Islam-related factors for the purpose of improving the education of these students. Therefore, the purpose of this paper is to present some of the common religious practices found in Islam and the common practices related to serving students in the special education setting that could possibly conflict with these religious practices. Also, the paper presents possible solutions to these dilemmas.

Stochastic rainfall generators are probabilistic models of rainfall space-time behavior. During parameterization and calibration, they allow the identification and quantification of the main modes of rainfall variability. Hence, stochastic rainfall models can be regarded as probabilistic conceptual models of rainfall dynamics. As with most conceptual models in Earth Sciences, the performance of stochastic rainfall models strongly relies on their adequacy in representing the rain process at hand. On tropical islands with high elevation topography, orographic rain enhancement challenges most existing stochastic models because it creates localized rains with strong spatial gradients, which break down the stationarity of rain statistics. To allow for stochastic rainfall modeling on tropical islands, despite non-stationarity, we propose a new stochastic daily rainfall generator specifically for areas with significant orographic effects. Our model relies on a preliminary classification of daily rain patterns into rain types based on rainfall space and intensity statistics, and sheds new light on rainfall variability at the island scale. Within each rain type, the spatial distribution of rainfall through the island is modeled following a meta-Gaussian approach combining empirical spatial copulas and a Gamma transform function, which allows us to generate realistic daily rain fields. When applied to the stochastic simulation of rainfall on the islands of O‘ahu (Hawai‘i, United States of America) and Tahiti (French Polynesia) in the tropical Pacific, the proposed model demonstrates good skills in jointly simulating site specific and island scale rain statistics. Hence, it provides a new tool for stochastic impact studies in tropical islands, in particular for watershed water resources management and downscaling of future precipitation projections. [ABSTRACT FROM AUTHOR]

• Rainbows provide cultural ecosystem services that often have relational value. • Climate change will alter rainbow distribution by changing rainfall and cloud cover. • By 2100, global rainbow occurrence may increase by ∼4–5 % • High latitude and high elevation areas will likely gain rainbows. Rainbows contribute to human wellbeing by providing an inspiring connection to nature. Because the rainbow is an atmospheric optical phenomenon that results from the refraction of sunlight by rainwater droplets, changes in precipitation and cloud cover due to anthropogenic climate forcing will alter rainbow distribution. Yet, we lack a basic understanding of the current spatial distribution of rainbows and how climate change might alter this pattern. To assess how climate change might affect rainbow viewing opportunities, we developed a global database of crowd-sourced photographed rainbows, trained an empirical model of rainbow occurrence, and applied this model to present-day climate and three future climate scenarios. Results suggest that the average terrestrial location on Earth currently has 117 ± 71 days per year with conditions suitable for rainbows. By 2100, climate change is likely to generate a 4.0–4.9 % net increase in mean global annual rainbow-days (i.e., days with at least one rainbow), with the greatest change under the highest emission scenario. Around 21–34 % of land areas will lose rainbow-days and 66–79 % will gain rainbow-days, with rainbow gain hotspots mainly in high-latitude and high-elevation regions with smaller human populations. Our research demonstrates that alterations to non-tangible environmental attributes due to climate change could be significant and are worthy of consideration and mitigation. [ABSTRACT FROM AUTHOR]