scholarly journals Injuries Sustained by High School Rugby Players in the United States, 2005-2006

2008 ◽  
Vol 162 (1) ◽  
pp. 49 ◽  
Author(s):  
Christy L. Collins ◽  
Lyle J. Micheli ◽  
Ellen E. Yard ◽  
R. Dawn Comstock
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
Rugby Players

scholarly journals Rugby headgear and concussion prevention: misconceptions could increase aggressive play

2016 ◽  
Vol 40 (4) ◽  
pp. E12 ◽  
Author(s):  
Richard Menger ◽  
Austin Menger ◽  
Anil Nanda
Keyword(s):  
United States ◽  
High School ◽  
Scientific Evidence ◽  
The United States ◽  
Internet Survey ◽  
Primary Position ◽  
Increased Risk ◽  
Aggressive Play ◽  
Playing Time ◽  
Rugby Players

OBJECTIVE Multiple studies have illustrated that rugby headgear offers no statistically significant protection against concussions. However, there remains concern that many players believe rugby headgear in fact does prevent concussions. Further investigation was undertaken to illustrate that misconceptions about concussion prevention and rugby headgear may lead to an increase in aggressive play. METHODS Data were constructed by Internet survey solicitation among United States collegiate rugby players across 19 teams. Initial information given was related to club, age, experience, use of headgear, playing time, whether the rugger played football or wrestling in high school, and whether the player believed headgear prevented concussion. Data were then constructed as to whether wearing headgear would increase aggressive playing style secondary to a false sense of protection. RESULTS A total of 122 players responded. All players were male. The average player was 19.5 years old and had 2.7 years of experience. Twenty-three of 122 players (18.9%) wore protective headgear; 55.4% of players listed forward as their primary position. Overall, 45.8% (55/120) of players played 70–80 minutes per game, 44.6% (54/121) played football or wrestled in high school, 38.1% (45/118) believed headgear prevented concussions, and 42.2% (51/121) stated that if they were using headgear they would be more aggressive with their play in terms of running or tackling. Regression analysis illustrated that those who believed headgear prevented concussions were or would be more likely to engage in aggressive play (p = 0.001). CONCLUSIONS Nearly 40% of collegiate rugby players surveyed believed headgear helped to prevent concussions despite no scientific evidence that it does. This misconception about rugby headgear could increase aggressive play. Those who believed headgear prevented concussion were, on average, 4 times more likely to play with increased aggressive form than those who believed headgear did not prevent concussions (p = 0.001). This can place all players at increased risk without providing additional protection. Further investigation is warranted to determine if headgear increases the actual measured incidence of concussion among rugby players in the United States.

scholarly journals Utility-value intervention with parents increases students’ STEM preparation and career pursuit

2017 ◽  
Vol 114 (5) ◽  
pp. 909-914 ◽  
Author(s):  
Christopher S. Rozek ◽  
Ryan C. Svoboda ◽  
Judith M. Harackiewicz ◽  
Chris S. Hulleman ◽  
Janet S. Hyde
Keyword(s):  
United States ◽  
High School ◽  
Science Achievement ◽  
Standardized Test ◽  
The United States ◽  
Long Term Effects ◽  
Stem Careers ◽  
Stem Career ◽  
Career Pursuit ◽  
Mathematics And Science

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

Epidemiology of Overuse Injuries in Collegiate and High School Athletics in the United States

2015 ◽  
Vol 43 (7) ◽  
pp. 1790-1797 ◽  
Author(s):  
Karen G. Roos ◽  
Stephen W. Marshall ◽  
Zachary Y. Kerr ◽  
Yvonne M. Golightly ◽  
Kristen L. Kucera ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
Overuse Injuries ◽  
High School Athletics

Undocumented Status and Schooling for Newcomer Teens

2015 ◽  
Vol 85 (3) ◽  
pp. 478-501 ◽  
Author(s):  
Elaine C. Allard
Keyword(s):  
United States ◽  
High School ◽  
Formal Education ◽  
Undocumented Students ◽  
The United States ◽  
Ethnographic Study ◽  
Border Crossing ◽  
Transnational Identities ◽  
Undocumented Status ◽  
Professional Aspirations

In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States “through no fault of their own,” who prioritize professional aspirations through schooling, and who are “American in spirit.” Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates.

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

Sign in / Sign up

Export Citation Format

Share Document