Glycogen availability does not affect the TCA cycle or TAN pools during prolonged, fatiguing exercise

The hypothesis that fatigue during prolonged exercise arises from insufficient intramuscular glycogen, which limits tricarboxylic acid cycle (TCA) activity due to reduced TCA cycle intermediates (TCAI), was tested in this experiment. Seven endurance-trained men cycled at approximately 70% of peak O(2) uptake (Vo(2 peak)) until exhaustion with low (LG) or high (HG) preexercise intramuscular glycogen content. Muscle glycogen content was lower (P < 0.05) at fatigue than at rest in both trials. However, the increase in the sum of four measured TCAI (>70% of the total TCAI pool) from rest to 15 min of exercise was not different between trials, and TCAI content was similar after 103 +/- 15 min of exercise (2.62 +/- 0.31 and 2.59 +/- 0.28 mmol/kg dry wt for LG and HG, respectively), which was the point of volitional fatigue during LG. Subjects cycled for an additional 52 +/- 9 min during HG, and although glycogen was markedly reduced (P < 0.05) during this period, no further change in the TCAI pool was observed, thus demonstrating a clear dissociation between exercise duration and the size of the TCAI pool. Neither the total adenine nucleotide pool (TAN = ATP + ADP + AMP) nor IMP was altered compared with rest in either trial, whereas creatine phosphate levels were not different when values measured at fatigue were compared with those measured after 15 min of exercise. These data demonstrate that altered glycogen availability neither compromises TCAI pool expansion nor affects the TAN pool or creatine phosphate or IMP content during prolonged exercise to fatigue. Therefore, our data do not support the concept that a decrease in muscle TCAI during prolonged exercise in humans compromises aerobic energy provision or is the cause of fatigue.

Extending studies of collaborative cognition by way of care giving situations

Care giving situations contain several features that offer opportunities for expanding the way that collaborative cognition is conceptualised and explored. These features are the presence of several possible contributors, more than one kind of change in participation, distinctions drawn among parts of a task, and differences in understanding based on interests. All represent departures from the traditional focus on dyads, tasks that emphasise one kind of change only, single problems, and differences in competence or expertise. All are also features likely to be found in everyday problem solving. Study 1 focuses on family contributions, based on reports by care givers about their current situation and their preferences for the involvement of other family members. Study 2 presents a standard family scenario and focuses on the views held by care givers, older adults, and community nurses about the reasonableness of various changes in participation. Results are discussed in terms of the ways situations such as care giving can help build a richer picture of collaborative cognition, one that is applicable to a variety of tasks and to all parts of the life span.

Warrock collection: original line drawings by fourth year Deakin University architecture students of the Warrock Homestead, a local heritage listed property in Victoria

This collection includes the original line drawings by fourth year Deakin University architecture students of a well known local heritage listed property, the Warrock homestead. The Warrock homestead consisted of detailed original timber structures of the 19th century. The drawings are the result of a conservation project funded by the Commonwealth Government of Australia National Estate Grants program. In 1999 a further deposit of original reports relating to individual buildings on the property was received. The collection consists of monographs, photographs and photograph negatives, architectural drawings, VHS tapes and ephemera.

Visionnaire 2011

Visionnaire : A screening of postgraduate and masters films

Play ‘Crack the Sky’ - Steffen Hagen
The Priest - Benjamin Engeset
Sitcom Idiots Inc. - Mitchell McTaggart
Playing for it - Jacinta Adams, Alex Dance, Simone Berman, Esteban Ulloa, James Westland & Jarrod Watters
The boy who lived in the cemetery - Kerina Pereira, Emma Robinson, Tim Mitchell, Helin Kusman & Rebecca Drought
A Burger too far - Scott Burgess, Rhys Salmon, Karina McCowan, Tom McCann, Michael Hales & Aidan Truscott
Crimson Drive - Samantha Kuruvita, Shaun McFadyen, Vegard Dahle, Anja Aasheim, Shehan Vestrheim & Mikael Skramesto
Mikael - Kathleen Lynch, David McKinnar, David Davey, Alex Voltz, Gavin Juchnevicius & Shannon McFarland
A Slight Case of Death - David Laub, Tian Zhang, Janine Evans, Josh Horeau, Jacobo Arenas & Ben Teychenne
Neil - Courtney Gardiner, Rebecca Jacobs, Mark D’Alessandro, Jacob Williams, Trygve Nordhammer & Paul Mooney
Little Donnie Berner - Louise Walsh, Bhare Kesmaei, Matthew Skibicki, Krister Svensli & Nicholas Issell
Intervention - Georgie Thomas, Allison Flanagan, Allison Erlanger, Fredrik Waldeland, Torkild Ziegler & Brad Smith
Vicissitudes - Ben Mix, Sinead Lau, Claire Patterson, Joel Buncle, James Magree & Thomas Boarder

Barriers and enablers to learning during team-based clinical simulations: reflective interviews with final year undergraduate nursing students

Background: Contemporary approaches to clinical simulation can enhance educational outcomes. However, simulation approaches do have limitations with possible compromises for learning and teaching. This paper aims to identify barriers
and enablers to learning in simulated clinical settings.
Methods: A generic qualitative design was applied. Semi-structured group video debriefing interviews were held with Australian final-year nursing students who completed three patient deterioration scenarios with a standardized patient.
Audio-recorded interviews were transcribed and analysed to identify emergent themes.
Results: Interviews with 15 teams of three students (n = 45) from three universities were analysed. Learning enablers were ‘Realism of the simulated environment’; ‘Practicing: we should do this at uni’; ‘Learning from reflection and expert feedback’, and ‘How to become competent: know the gaps’. Barriers to learning included ‘Increased stress from inexperience; ‘Expectations when pretending’ and ‘Lack of assistance’. Skills practice in team-based settings with applicable reflection and debriefing was regarded as beneficial. Simulated patients enhanced fidelity but were unable to replicate actual clinical signs. High stress levels were perceived as a barrier to learning.
Conclusions: Applicably designed high fidelity simulations with video-based reflective review offer repeated rehearsal of clinical situations to enable learning. This educational strategy may reduce the time it takes undergraduate students to
reach competency.

Maximising baby boomer engagement in volunteering: a case study from enquiry to implementation

A community aged care service, with the assistance of other stakeholders, initiated a qualitative practice-oriented research project to interview baby boomers about their plans for retirement and their interests in volunteering. The project looks to reshape baby boomer volunteering for our aged care services. Our findings highlight that baby boomers are looking for meaningful, diverse and flexible volunteer opportunities. This will require organisations to adapt their volunteer programs and develop the required infrastructure (improved advertising, assessment and volunteer support approaches) to cater for the volunteering needs of baby boomers. This paper highlights the process, findings, initial efforts and future challenges to engaging baby boomers in volunteer work. It is recognised that further research is required in what is not a homogenous group.