Usefulness of quantitative echocardiographic techniques to predict recovery of regional and global left ventricular function after acute myocardial infarction

The left ventricular response to dobutamine may be quantified using tissue Doppler measurement of myocardial velocity or displacement or 3-dimensional echocardiography to measure ventricular volume and ejection fraction. This study sought to explore the accuracy of these methods for predicting segmental and global responses to therapy. Standard dobutamine and 3-dimensional echocardiography were performed in 92 consecutive patients with abnormal left ventricular function at rest. Recovery of function was defined by comparison with follow-up echocardiography at rest 5 months later. Segments that showed improved regional function at follow-up showed a higher increment in peak tissue Doppler velocity with dobutamine therapy than in nonviable segments (1.2 +/- 0.4 vs 0.3 +/- 0.2 cm/s, p = 0.001). Similarly, patients who showed a > 5% improvement of ejection fraction at follow-up showed a greater displacement response to dobutamine (6.9 +/- 3.2 vs 2.1 +/- 2.3 mm, p = 0.001), as well as a higher rate of ejection fraction, response to dobutamine (9 +/- 3% vs 2 +/- 2%, p = 0.001). The optimal cutoff values for predicting subsequent recovery of function at rest were an increment of peak velocity > 1 cm/s, >5 mm of displacement, and a >5% improvement of ejection fraction with low-dose dobutamine. (C) 2003 by Excerpta Medica, Inc.

Evaluation of encapsulation techniques of probiotics for yoghurt

The health benefits provided by probiotic bacteria have led to their increasing use in fermented and other dairy products. However, their viability in these products is low. Encapsulation has been investigated to protect the bacteria in the product's environment and improve their survival. There are two common encapsulation techniques, namely extrusion and emulsion, to encapsulate the probiotics for their use in the fermented and other dairy products. This review evaluates the merits and limitations of these two techniques, and also discusses the supporting materials and special treatments used in encapsulation processes. (C) 2003 Elsevier Science Ltd. All rights reserved.

Constructing and reconstructing teaching roles: A focus on generative metaphors and dichotomies

Over the last several decades, a shift in thinking has brought to the fore the power of language as more than simply a method of expression. Indeed, language is a constituent part of social practices and social identity. For teachers, both pre-service and in-service, teaching roles are often represented through surface and generative metaphors, the latter of which are tacit. In order to study the way in which language, and in particular metaphor, influences thinking about teaching roles, the authors of this article combined their data to examine the metaphoric discourse of both pre-service and in-service teachers. Contextualizing two separate studies in their respective teacher education programs, this article highlights the obstacle of unexposed generative metaphors and the value of ongoing professional development. In addition, it emphasizes the importance of deconstructing traditional dichotomies as central to teacher education reform.

Historical and dialectical perspectives on the teaching of Aboriginal and Torres Strait Islander musics in the Australian education system

Indigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.