Does the Calcaneus Serve as Hypomochlion within the Lower Limb by a Myofascial Connection?—A Systematic Review

(1) Background: Clinical approaches have depicted interconnectivity between the Achilles tendon and the plantar fascia. This concept has been applied in rehabilitation, prevention, and in conservative management plans, yet potential anatomical and histological connection is not fully understood. (2) Objective: To explore the possible explanation that the calcaneus acts as a hypomochlion. (3) Methods: 2 databases (Pubmed and Livivo) were searched and studies, including those that examined the relationship of the calcaneus to the Achilles tendon and plantar fascia and its biomechanical role. The included studies highlighted either the anatomical, histological, or biomechanical aspect of the lower limb. (4) Results: Seventeen studies were included. Some studies depicted an anatomical connection that slowly declines with age. Others mention a histological similarity and continuity via the paratenon, while a few papers have brought forward mechanical reasoning. (5) Conclusion: The concept of the calcaneus acting as a fulcrum in the lower limb can partially be supported by anatomical, histological, and biomechanical concepts. Despite the plethora of research, a comprehensive understanding is yet to be investigated. Further research exploring the precise interaction is necessary.

EMOTIONAL, COGNITIVE AND SOCIAL FACTORS RELATING TO THE EFFICIENCY OF SOLVING SPATIAL TASKS

Пространственные способности могут предсказывать успешность человека в областях, связанных с наукой и математикой. С целью изучения влияния эмоциональных, когнитивных и социальных факторов на решение четырех разных типов пространственных задач впервые было проведено исследование, куда вошли юноши и девушки естественно-научного и гуманитарного направлений обучения. В результате выяснилось, что невербальный интеллект вносит значимый вклад во все анализируемые пространственные задачи; кроме того, рабочая память и направление обучения вносят значимый вклад в задания, оценивающие отношение паттернов и пространственную визуализацию. Другие факторы не оказали такого влияния. Полученные результаты имеют теоретическую и практическую значимость. Psychologists are interested in the study of spatial and general cognitive abilities. Known that they can predict success in science, technology, engineering and mathematics (STEM) areas. Nevertheless, a comprehensive study of the influence of various factors on spatial abilities was not held. To examine the factors that can be associated with solving spatial problems, the study was conducted on a Russian-language sample, which included 161 young men and women from different study majors (STEM and non-STEM). Studied factors were emotional, cognitive and social. A feature of the study is that a comprehensive examination of factors was carried out in the study of spatial tasks such as “Mechanical reasoning and spatial relations”, “Paper folding”, “Pattern assembly”, “Shape rotation”. As a result of the regression analysis (with the inclusion of all the studied factors), it turned out that for each spatial problem the presented models were significant. All models have the same percentage of explained variance are approximately 20%. Non-verbal intelligence makes a great contribution to “Mechanical reasoning and spatial relations” and “Shape rotation”, and also for non-verbal intelligence, working memory, and the direction of learning make a great contribution to “Pattern assembly” and “Paper folding”. Emotional and social factors were not significant. Findings will enable a better understanding of what contributes to spatial abilities.

Dynamic interactions of neurological states

Point of view: Each of the creators are university researcher/professors of engineering; Linda is Eurasian/Latina and transgender, with a background in metallurgical engineering and materials science and engineering acquired in United States institutions; Nicola is a cis-gender woman, with a background in environmental engineering and educational research, who moved to the U.S. from Australia after completing her doctoral studies. Ruth is a cis-gender woman, born and raised in the U.S., of Western-European ancestry, with an educational background in biology and educational psychology. Although these identities do not represent the totality of what has shaped our view, we believe they have strongly influenced our experience of the field of engineering. Value of submission: This piece raises what we believe are important questions about our current education for engineers that are arising from the implications of recent neuroscience findings. Abstract According to the National Society of Professional Engineers’ (NSPE) creed, engineers are members of a profession who “dedicate [their] professional knowledge and skill to the advancement and betterment of human welfare.” Although the educational process of developing one’s engineering cognition has regional differences, by and large it derives from a core content that requires mechanical reasoning about the physical world. Results emerging from cognitive neuroscience imply that regions of the brain that function for mechanical reasoning have antagonistic relationships with regions that are active during moral and social reasoning, and vice versa. Their findings raise important questions for engineering education: How are we ensuring the balanced cognitive development necessary for the essential social and moral reasoning required of our profession? Can integrating Phenomenal activities with Physical activities serve holistic developmental aims? Can we envision integrative alternatives to present incarnations of engineering curricula? The intent of this paper is to offer reflections and speculations on the implications of these emerging neuroscientific findings on the dynamics of brain functioning for learning engineering.

The effect of bilingualism on cognitive and auditory abilities in normally hearing adults

ABSTRACT Purpose: to evaluate and compare cognitive and auditory abilities in normally hearing monolingual and bilingual individuals. Methods: the sample consisted of 21 normally hearing individuals ranging in age between 18 and 25 years, divided into a control group of eight monolingual speakers of Brazilian Portuguese and a study group composed of 13 bilingual speakers of Brazilian Portuguese and German or Italian. The individuals underwent basic audiological assessments as well as assessments of cognitive and auditory figure-background abilities with the BPR-5 and SSW tests, respectively. Results: the assessment of cognitive abilities showed that bilinguals had a better performance for the general cognitive function, with a statistically significant difference, as well as for cognitive abilities of verbal, spatial and mechanical reasoning. Also, for auditory figure-background abilities, there was a statistically significant difference between the study groups, with bilinguals showing a better performance. Conclusions: based on the study groups, it was found that the bilingual subjects had a better performance of their general cognitive function, as compared with monolingual speakers, as well as in their specific cognitive abilities of verbal, spatial and mechanical reasoning, and in the auditory figure-background abilities.