Energy intake and energy expenditure in elite lightweight female rowers

Purpose: The training program undertaken by many athletes will affect directly the total, habitual energy requirements of that individual. Unless that energy requirement is met via the diet and or supplementation, chronic negative energy balance will ensue, which will have both short-term and long-term effects not only on performance but also on general health. The aim of this research was therefore to determine the energy expenditure (EE) and hence energy requirements of lightweight female rowers and, further, to compare this with their self-reported energy intake (EI). Methods: The El of seven lightweight female rowers was measured using a self-reported 4-d weighed dietary record. EE was determined using the doubly labeled water (DLW) technique over a 14-d period. Results: The mean (+/-SD) age, height, and weight of the subjects was 20 (+/-1.1) yr, 168.8 (+/-4.7) cm, and 60.9 (+/-23) kg, respectively. The rowers self-reported El was 2214 (+/-313) kcal.d(-1) and their total EE was 3957 (+/-1219) kcal.d(-1). After adjusting total EE for changes in body weight (mean (+/-SD) - 1.2 (+/-1.2) kg), the comparison between adjusted El and reported showed a bias to underreporting of 1133 (+/-1539) kcal.d(-1) or 34%. The bias was not consistent across adjusted El, and two of the seven subjects overreported their intake. Conclusions: Due to the underreporting of EI, diet recording may not be an appropriate way of assessing energy requirements in lightweight female rowers. A benefit of accurately determining energy requirements, as with DLW, is that female lightweight rowers will be able to successfully manipulate their EI and achieve the set weight cut-off for participation without compromising their health or performance.

Occupational therapists' use and perceptions of written client education materials

OBJECTIVE. The purpose of this study was to examine occupational therapists' use and perceptions of written education materials for clients and the factors that therapists consider before distributing written materials to clients This study also aimed to determine whether use and perceptions of these materials differed for older clients METHOD. A random sample of 50 occupational therapists from Queensland, Australia, working in adult physical disabilities settings was surveyed with a structured questionnaire Data were analyzed descriptively and with nonparametric statistics RESULTS. Of 49 participants who used written materials, 54% had given them to more than halt of their last 10 clients, regardless of the clients' age Written materials, most often information sheets developed by the participants themselves; handwritten notes; and pamphlets were principally used to reinforce verbal information. Clients' cognitive abilities, primary language, communication skills, vision, and level of education most often were considered before distributing written materials Although participants generally were positive about the content and effectiveness of materials, ratings were significantly less positive related to older clients CONCLUSION. Client education was a core treatment modality for participants in this study, with written media most commonly being used to supplement verbal education Because participants were least positive about the effectiveness of written materials for older clients, further development of materials for this audience may be indicated.

Intramolecular electronic energy transfer in bichromophoric macrocyclic complexes

Efficient intramolecular electronic energy transfer (EET) has been demonstrated for three novel bichromophoric compounds utilizing a macrocyclic spacer as the bridge between the electronic energy donor and acceptor fragments. As their free base forms, emission from the electronically excited donor is absent and the acceptor emission is reductively quenched via photoinduced oxidation of proximate amine lone pairs. As their Zn(II) complexes, excitation of the donor results in sensitization of the electronic acceptor emission.

Can medical education be fun as well as educational?

Today's challenge to medical educators is to provide continuing education that supports excellence in clinical practice while finding new approaches to make learning more stimulating, motivating, and entertaining. At our hospital we are experimenting with innovative teaching techniques, incorporating games and debate, which encapsulate core concepts of the theory of adult learning: active participation by learners, application of knowledge, informal presentation, and feedback(1).

Sticks and stones will break my bones -- and words will harm too: Australia's provision of education for asylum seeker children in detention

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