Turkish Children's Literature

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Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

peculiarities: they have no author, some give advice and some make us think or entertain. The first folklore pieces one can mention are tongue twisters, clearance in the children`s game, children songs and riddles. It is worth specifying that: discussion regarding the place of children songs in the folklore is still going on. However, I included them in my work because of their ability to easily be taught. I want to briefly define these types of folkloric works and give short information of the areas they are used.

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The investigation into prospective teachers’ Turkish metalinguistic awareness

The investigation into prospective teachers’ Turkish metalinguistic awareness

Relying on the literature related to the importance and purpose of teaching grammar, Dolunay (2010) considers “grammar teaching as an area that can be used to help students acquire four basic language skills, not a prime target”. In other words, teaching grammar should not aim to teach the rules of the language itself but to acquire the ability to use the language correctly and effectively. However, when the studies carried out on grammar teaching are examined, it is seen that “grammar studies focus just on terms and grammar rules are memorized” (Kilic & Akcay, 2011); students memorize grammar rules during their learning experiences in primary education (Demir & Yapici, 2007), and grammar is not taught consciously to students (Aytas & Cecen, 2010). Language teachers have important responsibilities in overcoming these problems because they are the practitioners of teaching process. Many problems in language teaching process can be solved if teachers can help their students learn strategies, methods, and techniques to acquire language skills adequately during their undergraduate education. To do this, first of all, undergraduate programs should be reviewed and updated, after determining the problems in practices based on prospective teachers’ opinions. For example, as in this study, prospective teachers' Turkish metalinguistic awareness can be revealed, since metalinguistic awareness is about recognizing, knowing the sub-dimensions of language as a system/arrangement and producing new texts. In a more holistic approach, language awareness is the ability to know the social life and thinking the style of the language community, the relationship between language and thought, bilingualism, children’s language acquisition and the principles of polysemy (Karaagac, 2013, p. 841) in learning of language units and their functions. In concrete terms, separating the sentence into words, syllables, and phonemes, deciding whether the sentence is correct in terms of the components of the language, forming words by combining the sounds, finding rhyming words, figures of speech are some points related to metalinguistic awareness (Sayar & Turan, 2012, p. 50)
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Representing reality : literature, film, and the construction of Turkish-German identity

Representing reality : literature, film, and the construction of Turkish-German identity

In “Eine Frauenstatue” [A Statue of a Woman], Özakin uses male characters to argue both sides of the debate over women’s roles. The story takes place as a group of friends spend an evening together in their local bar, drinking, dancing, and chatting. At one point, three of them get involved in a conversation about the movement for women’s equality. Cemal, a verbose and effusive poet, discounts the movement’s goal of equality for women, seeing it rather as an excuse for women to oppress men. Hüseyin Efe, himself married with children, disagrees. He recounts that, when he was young, he used to beat his wife since that was the example he observed while growing up and “that’s what it says in the Koran.” But he came to understand, of his own accord, that nothing gave him the right to treat his wife like a slave. The third person involved in this conversation is Suna, a sculptor, who adds only that she believes Hüseyin Efe’s ideas are more realistic than Cemal’s. She stays quiet after Cemal’s following tirade, however, as she had “no desire to discuss this topic with so many men.” 103 By employing male characters to represent both sides of the issue, Özakin again suggests that the debate over women’s rights is not as one-sided as many would think.
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Validity and Reliability Study of Turkish Version of Number Sense Screener for Children Aged 72-83 Months

Validity and Reliability Study of Turkish Version of Number Sense Screener for Children Aged 72-83 Months

In light of the results obtained from the study, the Turkish version of NSS has been concluded to be a valid and reliable scale instrument to measure 72-83-month-old childrens number sense. Introducing a scale instrument to be used for measuring the number sense skills of children aged 72-83 months to the Turkish literature constitutes one of the strong aspects of this study. In addition, the validity and reliability of data obtained from NSS being proven through more than one analysis methods represent another strong aspect of the study. Besides these aforementioned strong aspects, the study has some limitations as well, which bring along various recommendations for future studies. In the first place, the results from this study have been obtained only from 672 children aged 72-83 months studying at primary schools in Afyonkarahisar province, Turkey. In this respect, it is thought that extending sample groups to span various other provinces in Turkey and retesting the validity and reliability of the scale instrument with new studies will provide important contributions to the scale instrument itself, and in turn the field. Considering the fact that number sense is related to demographic variables such as at-risk children and later mathematical achievement (Jordan & Levine, 2009; Jordan et al., 2010a; Dyson, Jordan & Glutting 2013), studies can be performed to determine what kind of a link exists between number sense and such variables. In addition, with intercultural studies, number sense levels of children can be compared through several versions of NSS in multiple languages. Conducting studies in which NSS is used is extremely important since it will contribute to the measurement capability of the scale instrument.
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Perceptions of prospective Turkish Teachers regarding Literature Circles

Perceptions of prospective Turkish Teachers regarding Literature Circles

The listening skill that begins to develop on the mother's womb continues with the speaking skill in a visual conceptual world in an informal environment during the pre-school period. Children who learn to write in the primary school become a universal literate by first developing their reading habits then developing their critical literacy skills. In parallel with the development of technology, reading environments have been substituted by the screen instead of paper, but it is still inevitable that reading will continue its feature of building meanings from preliminary information. Turkish teachers are the most important actors in acquiring reading skills and upgrading it to higher levels. Turkish teachers who meet with different methods and techniques during their undergraduate education and apply these educational elements to their professions will be more effective at preparing a rich learning environment for the target audience. Reading habits and pleasure can not be earned through monotonic activities. In this context, it is very important for the Turkish teachers to be equipped with the skills to apply the methods and techniques like the literature circle that responds to today's needs.
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Second-generation Turkish immigrant families in the Netherlands : parenting and toddler behavior problems

Second-generation Turkish immigrant families in the Netherlands : parenting and toddler behavior problems

Our findings of more intrusive behaviors and less use of authoritative discipline in Turkish immigrant families correspond to child-rearing attitudes in collectivistic oriented cultures, but less maternal support and the lack of difference in authoritarian discipline do not. It was quite surprising to find that Turkish immigrant and native Dutch mothers were similar in their use of authoritarian discipline. Our observation may indicate that the levels of authoritarian discipline among second-generation Turkish immigrant mothers are changing towards those of the host culture. Indeed, the parenting practices of the second-generation seem to be shifting from strict authoritarian control to more inductive reasoning and explaining, as mixed patterns of authoritarian and authoritative control were being used by these parents in a different study (Pels, Nijsten, Oosterwegel, & Vollebergh, 2006). For example, during interviews with Turkish immigrant parents, yelling, threatening, and the use of physical punishment in reaction to children’s misbehavior were seldom mentioned (Nijsten, 2006), whereas using punishment in response to children’s problem behavior or disobedience have been found to be relatively common in Turkey, especially among families from lower socioeconomic backgrounds (Erkman & Rohner, 2006; Kircaali-Iftar, 2005). Moreover, although we found no differences between the Turkish and the Dutch group in the levels of observed authoritarian parenting (i.e., commanding and physical interference), there may be differences in the certain types of authoritarian control used by mothers that were not examined separately in this study. For example, shaming, guilt induction, and reference to authority figures, such as fathers, teachers, and doctors may be more common in Turkish families, especially in mothers with a low socio-economic status (e.g., Çatay, Allen, & Samstag, 2008). Because these specific strategies were very rare in Western families for which the instrument was originally devised, we did not code these behaviors separately, but they were included in the commanding behaviors category. Differentiating these aspects of control may shed light on the culture-specific discipline behaviors in Turkish immigrant families.
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Evaluation of Physical and Physiological Characteristics of the Olympic Champion Turkish Deaf Men’s National Handball Team

Evaluation of Physical and Physiological Characteristics of the Olympic Champion Turkish Deaf Men’s National Handball Team

In the case of hearing impairments, sports aims to remove social inequalities, which are also present in other disability groups (Gür, 2001). It is stated that children with disabilities have lower physical fitness levels than healthy children of similar age (Zebrowska et al., 2007) However, children with hearing impairment are not very different in terms of physical capabilities from normal children (Özer, 2004).

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Vol 28, No 1 (2015)

Vol 28, No 1 (2015)

A rinoplastia é um procedimento cirúrgico exigente, especialmente quando requer aumento do contorno. Os enxertos de cartilagem, que visam melhorar o contorno e o alinhamento do dorso nasal são metas difíceis de alcançar. Apresenta-se um caso de uma rino- plastia secundária para aumento do dorso utilizando a técnica de Turkish delight e uma breve revisão de literatura. Uma mulher de 33 anos, com antecedentes de fenda palatina unilateral completa nasal à direita, e deformidade nasal grave, previamente submetida a outros procedimentos, foi encaminhado para o nosso Centro. Apresentava um enxerto de cartilagem visível, pelo que se optou pela técnica de Turkish delight. O enxerto mostrou-se eficaz no aumento do dorso aos quatro anos. Não ocorreu extrusão da cartilagem e a paciente está satisfeita com o resultado estético da cirurgia. A técnica é eficaz na reconstrução de dimorfismos do complexo do dorso nasal, particularmente em rinoplastias secundárias.
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Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

There are certain findings indicating that teaching of metacognitive strategies has various benefits in listening training. These strategies help language learners to become more self-confident and motivated, and less anxious. It positively affects listening performance and contributes to the listening potentials of poor listeners to be better. However, it is clear that more research on the role of teaching the metacognitive strategies is needed (Goh, 2008: 197). As a result of two studies conducted by Vandergrift (2007) and Zeng (2007), it was found out that there is a statistically clear correlation between metacognitive strategy teaching and the improvement of listening performance (Quoted by Goh, 2008). As a result of the study conducted by Thompson and Rubin (1996) with students learning Russian as a foreign language, it was found out that strategy teaching in listening training improves the listening comprehension skills of students. No study was encountered on the use of metacognitive strategies and the effect of these strategies on listening performance for improving the listening skill in teaching Turkish as a foreign language. In this context, what kind of a path teachers of Turkish as a foreign language follow in the process of developing the listening skill and whether they can ensure the use of metacognitive strategies that will enrich this process are an important subject. The process of introducing the language skills in teaching Turkish to the Syrians coming to Turkey is of great importance, as well. Especially, in order to support the integration of Syrian children into the Turkish education system, it is necessary to raise awareness of how to organize language teaching activities, and it is required to develop the listening skill, which is a significant comprehension skill, using various methods. It was thought that which arrangements are needed to teach metacognitive strategies in the process of developing the listening skill in teaching Turkish as a foreign language will be possible to determine using the data to be obtained by means of research. Thus, it is hoped that Syrian students will learn Turkish effectively and that the listening skill which will help them to adapt to the culture together with the language will also be improved in a more effective manner. Based on this significance, the aim of the present study is to determine the state of using metacognitive strategies for the development of listening skills in the teaching of Turkish as a foreign language to Syrian children. To this end, the answers to the following questions were sought:
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Measuring children’s distress during burns dressing changes: literature search for measures appropriate for indigenous children in South Africa

Measuring children’s distress during burns dressing changes: literature search for measures appropriate for indigenous children in South Africa

developed for children aged 6–18 years. It uses eight behaviors to evaluate medical procedure-related pain and anxiety. The reviews included in this research universally reported this instrument to have sound psychometric prop- erties. It has been used in interventional studies of different procedures (bone marrow aspiration, lumbar puncture, radiation therapy, and immunization). The behaviors com- prise muscle tension, screaming, crying, restraint used, pain verbalized, anxiety verbalized, verbal stalling, and physical resistance. An advantage of the PBCL is that it separately
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'I didn't used to have much friends': Exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities

'I didn't used to have much friends': Exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities

Webster and Carter (2013) noted that the consideration of friendships in typically developing children and children with disabilities has generally centred on the “nomination” of a friend, with subsequent research assuming that the nomination reflects an actual friendship. They suggest that while this may be a reasonable deduction in relation to typically developing children, it may be less so for children with disabilities, whose concepts of friendships may differ. Interestingly, there was significant overlap between children whom Ben identified as his friends in the photo activity and those whom key adults named during their interviews. This is significant given the absence of studies exploring whether individuals with ASD would identify the same people as their friends, as their parents or caregivers would (Kuo et al., 2013). Agreement regarding friendship nomination between children with autism and their caregivers is assumed to add further grounds for assuming that a friendship does exist. Moreover, those children identified by Ben as friends were largely the same group of children with whom he was observed to interact with during
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Nutritional problems in children with neuromotor disabilities: an Italian case series

Nutritional problems in children with neuromotor disabilities: an Italian case series

Although the reasons for malnutrition may be different, the supply difficulties of these patients are the prominent ones. Much interestingly, parental questionnaires of our patients show that approximately 90% of subjects required constant assistance during the meal despite an average age of 10 years. The typical duration of meals is between 60 and 120 minutes, and it is often prolonged further by epi- sodes of food regurgitation or suffocation crises, with much energy spent by parents and unquestionable impact on quality of family life. To partly overcome supply diffi- culties, more than half of those children need meals con- sisting of thickened food. Caregivers time expenditure was also dedicated to problems related to constipation requiring medical care for obtaining bowel movements in at least 50% of patients [15].
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The Influence of Student centered Methods in Turkish Language Instruction on Academic Success: A Meta analysis Study

The Influence of Student centered Methods in Turkish Language Instruction on Academic Success: A Meta analysis Study

It is important for Turkish teachers to have rich methods and techniques available for achievement of objectives in Turkish curriculum and instilling knowledge, skills and attitudes specified in the curriculum at students effectively [22]. Turkish lesson is addressed at a broad field as it improves basic language skills, raises mother tongue awareness and affects learning other subjects. Therefore, it is important that different methods and techniques are employed in the learning process [21]. A good Turkish teacher should know potential methods to be used in the lesson, their benefits, limitations and ways of effectively using these [55]. To this end, teacher initially needs to have in-depth knowledge on the class. Because each student has a different learning style and learns accordingly [64]. Teacher helps students with their learning in accordance with their individual characteristics by closely recognizing students with characteristics that are different from each other.
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A Study on Teachers’ Views on the Use of Technology to Improve Physics Education in High Schools

A Study on Teachers’ Views on the Use of Technology to Improve Physics Education in High Schools

In our country, a training project has been developed in order for the effective use of technology in the classroom, to eliminate the inequality of opportunities between schools in terms of technological hardware and to enable teachers to integrate technology more easily in to their classes. The Fatih Project, which was carried out in cooperation with the Ministry of Education and the Ministry of Transport, provided technological equipment to schools and professional development programs related to the use of this equipment to teachers. When the literature is examined, it is observed that the research on the Fatih Project, which is applied in the education system, has been carried out in our country in recent years. Some of these studies are related to (Aktas, Gokoglu, Turgut & Karal, 2014; Ayvaci, Bakirci & Basak, 2014; Banoglu, Madenoglu, Uysal & Dede, 2014; Bilici, 2011; Daghan, Kibar, Akkoyunlu & Baskan, 2015; Dursun, Kuzu, Kurt, Gullupinar & Gultekin, 2013; Gorhan & Oncu,2015; Gunbayi & Yoruk, 2014; Gurol, Donmus & Arslan, 2012; Pamuk, Cakir, Ergun, Yilmaz & Ayas, 2013) the study of the views of teachers and school administrators on the project. In these studies, suggestions on solutions to the problems that make it difficult for project equipment to be used by teachers and students and for it to be integrated in to the classrooms were presented.
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Nighttime feeding in Turkish children and its association with anemia

Nighttime feeding in Turkish children and its association with anemia

Background: Children who continue to wake up at night to be fed after 6 months of age are called trained nighttime feeders. Nighttime feeding may be associated with dental and medical complications, in addition to causing sleep deprivation in children and parents, as well as with iron-poor nutrition. Methods: We surveyed 614 Turkish children aged 6 months to 5 years from three centers (2 urban and 1 rural) to de- termine the prevalence of nighttime feeding. We also sought to determine factors associated with con- tinuation of nighttime feedings after 6 months of age. Results: Fifty percent of the participants were night- time feeders. Nighttime feedings were given once, twice, and three times or more to 19.9%, 15.6%, and 14.5% of the participants, respectively. The rural population had a higher rate of nighttime feeding (57.0% rural vs 46.6% urban, p = 0.016). 168 urban children (median age 25 months) had blood count data. Fifty percent of these children were given night- time feedings: 19.6% once, 17.9% twice, and 12.5% three times or more. Nighttime meals were breast- feeding in 51.2%, cow’s milk by bottle in 33.3%, and other in 15.5%. Mean hemoglobin level of nighttime feeders was significantly lower: 11.3 ± 1.3 g/dL vs 12.2 ± 1.0 g/dL in non-nighttime feeders (p < 0.001), even dropping to 10.8 ± 1.4 g/dL in those that were fed 3 times or more at night (p < 0.001). 31.0% of nighttime-feeders were anemic compared to 17.9% in those that did not receive nighttime feedings (p = 0.048). We also noted that intense nighttime feeding was associated with lower MCV (p < 0.001) and lower ferritin levels (p < 0.001). Conclusions: Nighttime feeding is prevalent among Turkish children, espe- cially among the rural population. Nighttime feeding
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<p>Association Of GSTM1, GSTT1 And GSTP1 Polymorphisms With Breast Cancer Among Jordanian Women</p>

<p>Association Of GSTM1, GSTT1 And GSTP1 Polymorphisms With Breast Cancer Among Jordanian Women</p>

The present study ’ s cohort involved 241 female patients and 219 unrelated healthy female controls. It was revealed that 53.4% of the healthy Jordanian popula- tion does not have any copy of the GSTM1 gene, a fi gure which is close to another fi nding by previous study within the same population. 15 Meanwhile, 57.7% of all patients did not express both GSTM1 copies, which is comparable to fi ndings by Yang et al (2004) in Shanghai (55.8%) but different from fi ndings in a Thai population (35.0%). 13 On the other hand, the frequency of the GSTT1 double dele- tion polymorphism among BC patients was 24.4%, which is incompatible to what was found in the Brazilian (58.8%), 1 Thai (41.9%), 13 and Californian (82%) populations. 10 In this study, we proposed that both GSTM1 and GSTT1 genes were not signi fi cantly related to BC risk among Jordanian women.
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INSULIN RESISTANCE IN DIABETES IN JUVENILES

INSULIN RESISTANCE IN DIABETES IN JUVENILES

S Represents units per liter maximal binding capacity of the patients plasma by the method of Berson and Yalow.’ CHILDREN WITH INSULIN RESISTANT DIABETES REPORTED IN THE WORLD LITERATURE[r]

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Pediatric multiple sclerosisPerspectives from adolescents and their families

Pediatric multiple sclerosisPerspectives from adolescents and their families

While the optimal approach to rendering the diag- nosis and discussing management differs according to the child ’ s age, in the majority of situations it is best to share the diagnosis with the child or adolescent concurrently when the diagnosis is discussed with the parents. The level of detail shared and terms used in discussion will obviously vary according to the patient ’ s and family ’ s educational level but having the child leave the room (as some parents request) when the diagnosis is offered can lead to additional anxiety. Overall, discussing the diagnosis requires a flexible approach and should involve both the patient and parents.
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Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students’ Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sampl

Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students’ Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sampl

Literature and education deal with human and community, complete and involve each other. Because both main concentration is on human” (Kavcar, 1999: 2). “The functions of literature education, understanding of literary works and producing new ones have been raised with two main subjects. Students’ attraction in literary works, empower their knowledge and interpretation ability, prepare the ground for the birth of new works” (Taşdelen, 2006: 54). With making humanistic approaches as starting point and focusing on literature education in intercept point of literature and education they carry out two main goals, in fact with concentrating on literature they try to bring about the individual with aesthetic vision. With relying on literature, grammar and writing (composition) try to develop individual reading, writing, speaking and listening skills; so, the literature is used as an effective instrument to develop individual education. It is up to say that the individual with the help of literature education expands everyday life feeling, thinking and manners to catch the goals (Güzel, 2006: 89). Literature education has been regarded as top step of language education. It is accepted as a field which cause to the self development of individuals, establish good relationships with others, express himself effectively, and have reconciliation with nature and himself (Bulut, 2012: 14). “Literature education is a kind of art education that with use of language power and in line with comprehension / interpretation, listening / hearing, adumbration/ perception gives literary aesthetic to the text. Its main aim is to thrive the inborn sense of beauty of student, develop and enrich it, and at the end train it… The purpose of literature teacher who relies on such aims, is beside being knowledgeable and experienced one in text analysis to be creative pedagogical formation educator” (Çetişli, 2006: 83). The main point in teaching
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Big issues for small feet: developmental, biomechanical and clinical narratives on children’s footwear

Big issues for small feet: developmental, biomechanical and clinical narratives on children’s footwear

The effects of footwear on foot development have focussed primarily on the morphology of the medial lon- gitudinal arch [4, 7, 8, 20, 21], although more recent studies are beginning to focus on the functional effects of footwear [4, 19, 22, 23]. Through measurement of static footprints, Echarri and Forriol [7] investigated the development of foot morphology in 1851 Congolese children aged 3–12 years and reported that footwear had little influence on morphological parameters of the feet. This contrasted with Rao and Joseph [8] who reported in their earlier study that footwear had a detrimental ef- fect on the development of the medial longitudinal arch. This analysis of static footprints from 2300 children aged 4–13 years reported that flatfoot was more common in children who wore closed-toe footwear, and least com- mon in the children who were unshod. Evidently, meth- odological limitations compromise the validity of these existing studies, but debate remains. Findings from a comparative analysis of 3-D foot morphology in 86 pre- school and 419 primary school children from Australia compared against age, gender, height and BMI-matched German children [24] concluded that the German chil- dren had significantly longer and flatter feet compared to their Australian counterparts. A more recent study in habitually barefoot and habitually shod Kenyan children and adolescents [23] compared foot structure and func- tion and reported that habitually barefoot children had greater foot [shortening] strength (n = 76) and barefoot children spent more hours per day engaged in physical activity (n = 62). The longer-term effects of habitual (barefoot running and) walking on biomechanical, health and motor performance outcomes remain to be deter- mined [25]. Looking beyond morphology and anthropo- metric parameters is an essential shift in this area and recent work looking at the ontogenetic changes in foot strike patterns in early walking [26] highlighted the im- portance of understanding the structure-function rela- tionships of the developing foot, as well as the impact of the foot-shoe interaction. Understanding how footwear and their materials (e.g. sole construction) respond to
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