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With a focus on the American context, the study investigates a teacher accountability reform as an expanding assemblage of neoliberal governance by providing an account of physical education teachers who were experiencing an accountability reform that required them to document student learning growth for teacher evaluation. Through stratified sampling, 51 teachers were sampled from elementary, middle and high schools in North Carolina that served socioeconomically diverse communities for an online survey and a semi-structured in-depth interview on their experiences with the accountability system and their envisioning of the future system. Reductive analysis yielded three themes. First, to prevent their program from being expendable, teachers subjected themselves to the accountability system by identifying with assessment and evaluation knowledge and adopting self-disciplinary practices. Second, they recognized the partiality, irrationality and discontinuity of various assessment as it reduced complex physical education learning through questionable quantification processes. Third, teachers experienced profound inequality in the accountability system, as the system applied different governance technologies towards the tested and non-tested subjects. Situated in theories of power (Foucault, 1982), assemblage (Deleuze & Guattari, 1988) and graduated governance (Ong, 2006), the study conceptualizes the teacher accountability system as an expanding assemblage of neoliberal governance. It attempted to include physical education under its governance but exacerbated the existing inequality across tested and non-test subjects. The results of the study suggest scholars and teachers in physical education to seek creative strategies to quantify student learning, having the values of the subject recognized in and beyond the accountability system.

Objective To contrastive analyze the safety of percutaneous dilated tracheotomy under direct vision (PDTUDV) compared with standard percutaneous dilated tracheotomy (PDT) in severe neurosurgical patients. Methods A total of 420 severe neurosurgical patients were included from January 2012 to December 2021, with 163 cases received percutaneous dilated tracheotomy under direct vision and 257 cases received standard percutaneous dilated tracheotomy. Operation time, as well as complication rates of severe intraoperative bleeding, low oxygen, cardiac arrest, and subcutaneous emphysema, pneumothorax, mediastinal emphysema, tracheal catheter entering the outer airway space, posterior tracheal wall injury and incision infection were recorded. Results Percutaneous dilated tracheostomy under direct vision operation time was longer than standard percutaneous dilated tracheostomy [(21.74 ± 2.90) min vs. (12.74 ± 1.96) min; t = 38.050, P = 0.000]. The complication rate in the standard percutaneous dilation tracheostomy group was 7.78% (20/257), 5 cases (1.95%) with severe intraoperative bleeding, 4 cases (1.56%) with subcutaneous emphysema, one case (0.39%) with pneumothorax, 2 cases (0.78%) with mediastinal emphysema, 2 cases (0.78%) with tracheal catheter entering the outer airway space, 3 cases (1.17%) with posterior tracheal wall injury, and 3 cases (1.17%) with incision infection; the complication rate of percutaneous dilated tracheostomy under direct vision group was 4.29% (7/163), one case (0.61%) with severe intraoperative hemorrhage, 2 cases (1.23%) with subcutaneous emphysema, 2 cases (1.23%) with mediastinal emphysema, one case (0.61%) with tracheal catheter entering the outer airway space, one case (0.61%) with incision infection, there was no significant difference in the complication rate between 2 groups (χ2 = 2.017, P = 0.156). Conclusions Percutaneous dilated tracheostomy under direct vision can be effectively used in severe neurosurgical patients with standard percutaneous dilation tracheostomy uesd limited. It is easy to operate, minimally invasive, and does not increase the complication rate.

Purpose: Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum. Methods: Physical education teachers (n = 19) received one of the following CPD trainings: (1) "Full Training"; (2) "Expedited Training"; or (3) "Self-Training." The effect of each CPD method was determined by tracking student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed that "Full Training" CPD was able to generate the largest knowledge gain in both the "Healthy Lifestyles Unit" ([beta] = 0.214, p < 0.001) and "Cardio Fitness Club Unit" ([beta] = 0.184, p < 0.01) in comparison with the other two CPD approaches. Discussion: These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The "Full-Training" CPD appears to benefit student learning the most followed by the "Expedited-Training." The "Self-Training" would yield the least learning achievement.

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers' accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

In order to solve the problems of delamination failure and fiber destruction in the traditional metal-composite hybrid forming method, a new hybrid structure combining metal additive manufacturing, composite weaving and stitching processes was designed. The metal skeleton and woven composite materials were co-cured and formed after completing normal stitching, which increased the bonding strength among heterogeneous materials. Flexible forming and stable connection between metal and composite materials on macroscopic scale were also realized. The in-plane bending performance of the new hybrid structure was investigated by a three-point bending test. The damage morphology of the sample parts and their failure mechanisms were analyzed by non-contact image measurement. The results show that: hybrid structural failure is a combination of multiple failure modes, including compression fracture on the upper side of the fiber layer and tensile fracture on the lower side of the fiber layer, interlaminar failure of heterogeneous materials and plastic damage of metals; the interlaminar delamination is caused by the presence of matrix cracks and interlaminar shear stresses next to the interface, as well as incompatible stiffnesses between adjacent layers; the structural bending strength and bending modulus of elasticity of the samples increase with the increasing structural thickness in the experimental range; the stitching fibers introduced at the openings can inhibit the expansion of delamination cracks to a certain extent and improve the structural resistance to delamination.

Purpose: The purpose of this study was to determine the 3-year trajectory of students' interest in learning physical activity (PA) knowledge during middle school and the effects of gender and prior knowledge on the trajectory. Methods: Using a repeated-measures design, a cohort of 447 sixth-grade students' interest in learning PA knowledge was measured eight times from the beginning of sixth grade to the end of eighth grade. Students' prior PA knowledge was measured at the beginning of sixth grade. Results: Hierarchical linear modeling analyses showed that students' interest in PA knowledge in general declined over time. Girls' interest declined faster than that of the boys before eighth grade, but their decline slowed during the eighth-grade year. Prior knowledge did not influence the trajectories. Discussion: These findings provide insights regarding students' interest in learning PA knowledge and indicate that prior knowledge may not be a central component that contributes to interest development.

Purpose: Guided by the declarative-procedural knowledge framework, the study attempts to identify middle school students' declarative (knowing what) and procedural (knowing how) fitness knowledge and the relationship between the two. Methods: A sample of students (n = 291, age 11-14 years) from 24 middle schools took a grade-relevant standardized knowledge test on declarative fitness knowledge and received a semistructured interview designed to clarify their declarative and procedural knowledge. Results: Most students were lacking in procedural knowledge to conduct fitness-enhancing physical activities. A few students who had mastered declarative fitness knowledge demonstrated a high level of procedural knowledge consistent with personal fitness goals. Discussion: The findings suggest that incapability to engage in fitness-enhancing physical activities could be a result of lacking procedural fitness knowledge. Future school-based interventions may prioritize procedural knowledge learning for actual physical activity participation.

AIM: To assess the changes in the peripapillary vasculature and macular thickness after cataract surgery using two phacoemulsification systems with optical coherence tomography angiography (OCTA). METHODS: Fifty-two eyes of 52 patients with age-related cataract were randomized into two groups for phacoemulsification: Infiniti group (26 patients) using the Infiniti phacoemulsification system with gravity-fluidics and Centurion group (26 patients) using the Centurion phacoemulsification system with active-fluidics. The peripapillary vessel density (PVD) and macular thickness were examined using OCTA at baseline and at 1d, 1 and 3mo after cataract surgery. RESULTS: In the Infiniti group, the PVD was significantly reduced at 1d after the cataract surgery (P0.05). In the Centurion group, the VD and thickness in the optic papilla and macula did not significantly change in all regions during the follow-up (all P>0.05). The best-corrected visual acuity (BCVA) significantly improved in both groups postoperatively (P

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ([gamma] = 0.73, t =0.91, p =0.37). Lesson frequency ([gamma][subscript 02] =0.52, t =0.31, p =0.06), length ([gamma][subscript 03] = -0.03, t = -1.82, p =0.07), facilities ([gamma][subscript 04] = -0.11, t = -0.49, p =0.63), equipment ([gamma][subscript 05] = -0.36, t = -1.36, p =0.18), and class size ([gamma][subscript 06] = -0.05, t = -1.36, p =0.18) are not predictive of learning. Student prior knowledge ([gamma] = -0.59, t = -18.37, p <0.001) and teacher factor ([gamma] =0.04, t = 3.72, p <0.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.

We used mixed methods to identify middle school students' conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from the 24 schools for semi-structured interviews on their understanding of energy sources for physical activities and consequences of energy surplus. Analysis of the interview data identified a variety of misconceptions on energy by grade and knowledge levels. Different conceptual change theories were adopted to form four themes to explain the identified misconceptions. We discussed pedagogical implications that may help address the misconceptions in and beyond the domain of health and fitness.

Purpose: It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness knowledge in PE. Guided by CLT, this study was intended to identify middle school students' cognitive architecture about aerobic and anaerobic concepts and pedagogical factors that might enhance or limit scientific conceptualization. Methods: We employed a mixed-methods approach. A total of 291 students randomly drawn from the 24 schools provided data on conceptual knowledge levels via standardized test and conceptual structures of understanding via semi-structured interviews about the aerobic/anaerobic concepts. Results: Results from integrated quantitative and qualitative analyses reveal the role of task element interactivity as a function of conceptualization in the students' cognitive architecture. The students lack the understanding that aerobic and anaerobic concepts are associated with the concepts of complex metabolic systems that dictate the energy pathways experienced in physical activity. Their understandings are characterized by a tendency of overly simplifying the complex conceptions for convenient schema activation. The simplified conception is likely to prohibit their understanding from becoming consistent with the science. The findings suggest that teachers should anticipate lack of understanding of knowledge connectivity when teaching fitness concepts and establish the task element interactivity with enhanced clarity to facilitate knowledge learning. Conclusion: Consistent with the constructivist learning theory, the findings inform us that teaching complex fitness concepts require the teacher to connect prior knowledge as a prerequisite to activate relevant cognitive architecture and actively build connections between the prior knowledge and the to-be learned concepts. PE curriculum designers and teachers should anticipate the complex challenges in teaching the aerobic and anaerobic concepts because of their connections to other concepts associated with human energy systems such as intensity and oxygen supply.

A time-synchronized (TS) convergence control method for robotic manipulators is proposed. Adversely to finite-time control, a notion of time-synchronization convergence is introduced based on the ratio persistence property, which can ensure that all system components converge simultaneously in a finite time. Firstly, a robust disturbance observer is constructed to be compatible with the time-synchronized control framework and precisely estimate system uncertainties. Furthermore, we design a (finite) time-synchronized controller to ensure that all states of the robotic manipulator simultaneously converge to an equilibrium point, irrespective of initial conditions. Stability analysis shows the feasibility of the proposed TS control method. At last, simulations are performed with a two-link rehabilitation robotic system, and the comparison results indicate its superiority. [ABSTRACT FROM AUTHOR]