CT can reveal traumatic lumbar hernia and show both the anatomy of disrupted muscular layers and the presence of herniated intraabdominal viscera or retroperitoneal fat.

Building and sustaining students' sense of belonging at school has been proposed by teachers and researchers as a means of stimulating students' intent or desire to learn and of reducing student attrition. This article will present the results of an inquiry into the literature on belonging to support the perspective that is it necessary, not only to foster a strong sense of belonging, but also to place much greater emphasis on school belonging in educational programs, practices, and research. The aims of the paper are: (a) to review the theoretical literature on school belonging with an emphasis on its defining attributes and main determinants, (b) to review the measurement instruments of school belonging, and (c) to identify various strategies that may enhance school belonging. In light of the defining attributes identified, the authors propose six general recommendations for educational stakeholders wishing to build and sustain students' sense of belonging at school.

Our specialized population-based registry has allowed us to explore changes in incidence and survival by subtype over the last 30 years. Between 1980 and 2009, 4790 cases of lymphoid malignancies were registered using the International Classification of Diseases for Oncology. The incidence rate of lymphoid malignancies was 20.5 per 100,000 inhabitants per year, and ranged from 0.1 to 4 according to subtype. Five-year net survival was 65%, and ranged from 41% to 93% according to subtype. We observed an increase in 5-year net survival between the periods 1980-1989 and 2000-2009 (58% vs. 70%). This was observed in most but not all subtypes. Our long-standing population-based registry allowed us to measure differences in trends according to the subtype of lymphoid malignancy. Incidence rates steadily increased in quite frequent entities, and poor survival probability for most entities indicates that they should be the next objective in therapeutic research programs.

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other. Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations. Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals. Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

Scientific evidence reveals a significant decline in exercise behaviors during adolescence. Although multiple school-based initiatives have been implemented in Canada, little is known of how these initiatives affect students' motivation for subsequent physical activity (PA). The transcontextual model of motivation offers an interesting approach to assessing the long-term, motivational impact of school-based interventions, and we used this model to study how adolescent girls' need satisfactions, first observed within supervised PA (in the FitSpirit FitClub), correlated with their inclinations toward nonsupervised PA behaviors later. Adolescent girls in this study ( N = 259; M = 14.34, SD =  1.49 years) completed a transcontextual model of motivation-based questionnaire regarding their basic psychological needs, motivation, attitudes, subjective norms, perceived behavioral control, intentions, and PA practice during their FitSpirit club participation. Three weeks after this participation, they reported their PA levels again. The girls' basic psychological needs predicted their autonomous motivation in the FitClub. Their autonomous motivation predicted subjective norms and perceived behavioral control; these factors then determined their intentions to be physically active, and their PA intentions predicted their actual PA behavior during personal (leisure) time three weeks later. Two indirect paths were statistically significant for predicting PA intentions, and three indirect paths were significant for predicting leisure-time PA. Activity motivation, first developed within a supervised context, can increase subsequent leisure-time PA.