Heart rate, blood lactate and kinematic data of elite colts (under-19) rugby union players during competition

Physiological and kinematic data were collected from elite under-19 rugby union players to provide a greater understanding of the physical demands of rugby union. Heart rate, blood lactate and time-motion analysis data were collected from 24 players (mean +/- s((x) over bar): body mass 88.7 +/- 9.9 kg, height 185 +/- 7 cm, age 18.4 +/- 0.5 years) during six competitive premiership fixtures. Six players were chosen at random from each of four groups: props and locks, back row forwards, inside backs, outside backs. Heart rate records were classified based on percent time spent in four zones (>95%, 85-95%, 75-84%, <75% HRmax). Blood lactate concentration was measured periodically throughout each match, with movements being classified as standing, walking, jogging, cruising, sprinting, utility, rucking/mauling and scrummaging. The heart rate data indicated that props and locks (58.4%) and back row forwards (56.2%) spent significantly more time in high exertion (85-95% HRmax) than inside backs (40.5%) and outside backs (33.9%) (P < 0.001). Inside backs (36.5%) and outside backs (38.5%) spent significantly more time in moderate exertion (75-84% HRmax) than props and locks (22.6%) and back row forwards (19.8%) (P < 0.05). Outside backs (20.1%) spent significantly more time in low exertion (< 75% HRmax) than props and locks (5.8%) and back row forwards (5.6%) (P < 0.05). Mean blood lactate concentration did not differ significantly between groups (range: 4.67 mmol.l(-1) for outside backs to 7.22 mmol.l(-1) for back row forwards; P < 0.05). The motion analysis data indicated that outside backs (5750 m) covered a significantly greater total distance than either props and locks or back row forwards (4400 and 4080 m, respectively; P < 0.05). Inside backs and outside backs covered significantly greater distances walking (1740 and 1780 m, respectively; P < 0.001), in utility movements (417 and 475 m, respectively; P < 0.001) and sprinting (208 and 340 m, respectively; P < 0.001) than either props and locks or back row forwards (walking: 1000 and 991 m; utility movements: 106 and 154 m; sprinting: 72 and 94 m, respectively). Outside backs covered a significantly greater distance sprinting than inside backs (208 and 340 m, respectively; P < 0.001). Forwards maintained a higher level of exertion than backs, due to more constant motion and a large involvement in static high-intensity activities. A mean blood lactate concentration of 4.8-7.2 mmol.l(-1) indicated a need for 'lactate tolerance' training to improve hydrogen ion buffering and facilitate removal following high-intensity efforts. Furthermore, the large distances (4.2-5.6 km) covered during, and intermittent nature of, match-play indicated a need for sound aerobic conditioning in all groups (particularly backs) to minimize fatigue and facilitate recovery between high-intensity efforts.

Estudo comparativo da carbonização de resíduos agrícolas e florestais visando à substituição da lenha no processo de secagem de grãos de café

Este trabalho visou a comparar o potencial energético de resíduos produzidos no beneficiamento de grãos de café (Coffea canephora var. Conilon) e no processo de fresamento da madeira, sugerindo seu uso em substituição ao da lenha de eucalipto, no processo de secagem de grãos de café. O uso destes resíduos agrícola e florestal pode contribuir para a redução de problemas ambientais relacionados com a contaminação do solo, ar e água, devidos a seu descarte inadequado, e para reduzir os custos de produção e, ou, beneficiamento do café. Os subprodutos da destilação seca e o carvão vegetal dessas matérias-primas foram quantificados e comparados. De acordo com os resultados, pôde-se verificar que os resíduos de casca de café proporcionaram uma boa produção de carvão vegetal, visto que seu rendimento gravimétrico em carvão foi estatisticamente superior ao da lenha. Considerando a produtividade e qualidade do carvão vegetal, o melhor resultado foi obtido pela carbonização da casca de café nas temperaturas de 350 ºC a 550 ºC e dos resíduos da fresa de madeira a 550 °C, principalmente, graças aos rendimentos médios em carbono fixo, que, nesses casos, superaram aqueles apresentados pelos carvões derivados de lenha do eucalipto. Em se tratando do poder calorífico superior, verificou-se que os resíduos da fresa de madeira e os resíduos de casca de café poderão ser utilizados para secagem de grãos de café, visto que apresentaram valores de poder calorífico superior (PCS) muito próximo aos de lenha de eucalipto. Graças aos bons rendimentos gravimétricos e rendimentos em carbono fixo, os carvões vegetais derivados dos resíduos produzidos no beneficiamento de grãos de café e no processo de fresamento da madeira apresentaram potencial considerável para serem utilizados como insumo energético.

Problemática associada à utilização de diferentes tipos de mochila para transporte de material escolar

O transporte de cargas é uma tarefa comum para crianças, adolescentes e adultos, pela necessidade de transferência diária de objetos pessoais, livros e artigos de papelaria para os locais de trabalho ou escolas. Diversos autores apontam que o peso carregado durante transporte de material é o principal responsável pelo aparecimento de dor lombar. Deste modo é importante o constante estudo da temática para a definição recomendações e limites. O presente estudo teve como principais objetivos a caraterização da problemática associada à utilização de mochilas e a determinação do Peso Máximo Aceitável (PMA) e do Índice de Esforço Percebido (IEP) para a tarefa de transporte de mochilas, através da abordagem psicofísica. O estudo foi desenvolvido com estudantes do 7º, 8º e 9º ano de escolaridade e, foi dividido em duas fases. Na 1ª fase foram aplicados questionários para a análise da problemática associada à utilização de diferentes tipos de mochilas escolares. Nesta fase, foram incluídos aspetos associados à identificação do tipo de mochila mais utilizada, as rotinas e hábitos dos estudantes e as características da mochila utilizada. Verificou-se que os estudantes utilizam, maioritariamente, a mochila de duas alças para transporte de material escolar. Posteriormente foram efetuadas medições de peso da mochila, altura e peso aos 131 estudantes que constituíram a amostra da 1º fase. O principal objetivo deste ponto foi identificar o tipo de mochila habitualmente utilizada pelos estudantes assim como, o peso transportado nas mochilas. Na 2ª fase foi efetuado um estudo para a determinação do PMA e do IEP, através da abordagem psicofísica, para a tarefa de transporte de mochila, considerando-se uma amostra constituída por 10 estudantes. Para este estudo, apenas foi considerada a mochila mais frequentemente utilizada, identificada na 1º fase. A tarefa consistiu no transporte da mochila nos dois ombros e com as alças devidamente ajustadas ao corpo, num percurso pré-definido, de acordo com o procedimento experimental. Os resultados indicaram que nem todos os estudantes transportam mochilas com pesos dentro das recomendações da Organização Mundial de Saúde. O PMA determinado pelos estudantes foi de 6.8 kg para a mochila de duas alças e a região dos ombros foi identificada durante todo o estudo como sendo a que apresentava maior intensidade de dor durante o transporte da mochila.

Opinion Regarding the Estate of S.D. Woodruff

An opinion regarding the estate of S.D. Woodruff. This is in regard to the liability of the estate to pay succession duties in Ontario upon certain American bonds and securities in the City of New York. This is a 6 page printed document prepared by Dewart, Young and Maw - February 7, 1905.

La dimensión transnacional del movimiento feminista marroquí: génesis, desarrollo e impacto social (1980-2008)

Esta monografía busca explicar cómo han incidido el contexto internacional y las relaciones transnacionales en el movimiento feminista de Marruecos. De este modo, este estudio defiende que las Conferencias Mundiales sobre la Mujer de la ONU crearon una estructura de oportunidad política que favoreció el surgimiento y el desarrollo de este movimiento. Asimismo, dicho contexto construyó un espacio para que las activistas feministas marroquíes crearan y se insertaran en Redes de Defensa Transnacional, las cuales contribuyeron a cambiar la condición de la mujer en Marruecos, a través de reformas a los Códigos de Familia y Nacionalidad y el levantamiento de las reservas a la CEDAW. Para esto se hará un estudio interdisciplinario haciendo uso de la teoría de los movimientos sociales y del activismo transnacional. Igualmente, se utilizará una metodología cualitativa, principalmente a través de las herramientas del análisis de contenido y el trabajo de campo de la autora.

Biological fieldwork provision in higher education

Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered ‘exotic’ overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision.

Moving feedback forward: theory to practice

There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.

ASSET: moving forward through feedback

Providing high quality and timely feedback to students is often a challenge for many staff in higher education as it can be both time-consuming and frustratingly repetitive. From the student perspective, feedback may sometimes be considered unhelpful, confusing and inconsistent and may not always be provided within a timeframe that is considered to be ‘useful’. The ASSET project, based at the University of Reading, addresses many of these inherent challenges by encouraging the provision of feedback that supports learning, i.e. feedback that contains elements of ‘feed-forward’, is of a high quality and is delivered in a timely manner. In particular, the project exploits the pedagogic benefits of video/audio media within a Web 2.0 context to provide a new, interactive resource, ‘ASSET’, to enhance the feedback experience for both students and staff. A preliminary analysis of both our quantitative and qualitative pedagogic data demonstrate that the ASSET project has instigated change in the ways in which both staff and students think about, deliver, and engage with feedback. For example, data from our online questionnaires and focus groups with staff and students indicate a positive response to the use of video as a medium for delivering feedback to students. In particular, the academic staff engaged in piloting the ASSET resource indicated that i) using video has made them think more, and in some cases differently, about the ways in which they deliver feedback to students and ii) they now see video as an effective means of making feedback more useful and engaging for students. Moreover, the majority of academic staff involved in the project have said they will continue to use video feedback. From the student perspective, 60% of those students whose lecturers used ASSET to provide video feedback said that “receiving video feedback encouraged me to take more notice of the feedback compared with normal methods” and 80% would like their lecturer to continue to use video as a method for providing feedback. An important aim of the project was for it to complement existing University-wide initiatives on feedback and for ASSET to become a ‘model’ resource for staff and students wishing to explore video as a medium for feedback provision. An institutional approach was therefore adopted and key members of Senior Management, academics, T&L support staff, IT support and Student Representatives were embedded within the project from the start. As with all initiatives of this kind, a major issue is the future sustainability of the ASSET resource and to have had both ‘top-down’ and ‘bottom-up’ support for the project has been extremely beneficial. In association with the project team the University is currently exploring the creation of an open-source, two-tiered video supply solution and a ‘framework’ (that other HEIs can adopt and/or adapt) to support staff in using video for feedback provision. In this way students and staff will have new opportunities to explore video and to exploit the benefits of this medium for supporting learning.

A digital ecosystems model of assessment feedback on student learning

The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.

Compartment pressure of the rectus sheath accurately reflects intra-abdominal pressure in a porcine model

To investigate whether the compartment pressure of the rectus sheath (CPRS) reflects the intra-abdominal pressure (IAP) under various conditions of intra-abdominal hypertension (IAH) in a pig model.

A Single-blinded, Randomized Clinical Trial of How to Implement an Evidence-based Treatment for Generalized Anxiety Disorder [IMPLEMENT] — Effects of Three Different Strategies of Implementation

BACKGROUND: Despite long-standing calls to disseminate evidence-based treatments for generalized anxiety (GAD), modest progress has been made in the study of how such treatments should be implemented. The primary objective of this study was to test three competing strategies on how to implement a cognitive behavioral treatment (CBT) for out-patients with GAD (i.e., comparison of one compensation vs. two capitalization models). METHODS: For our three-arm, single-blinded, randomized controlled trial (implementation of CBT for GAD [IMPLEMENT]), we recruited adults with GAD using advertisements in high-circulation newspapers to participate in a 14-session cognitive behavioral treatment (Mastery of your Anxiety and Worry, MAW-packet). We randomly assigned eligible patients using a full randomization procedure (1:1:1) to three different conditions of implementation: adherence priming (compensation model), which had a systematized focus on patients' individual GAD symptoms and how to compensate for these symptoms within the MAW-packet, and resource priming and supportive resource priming (capitalization model), which had systematized focuses on patients' strengths and abilities and how these strengths can be capitalized within the same packet. In the intention-to-treat population an outcome composite of primary and secondary symptoms-related self-report questionnaires was analyzed based on a hierarchical linear growth model from intake to 6-month follow-up assessment. This trial is registered at ClinicalTrials.gov (identifier: NCT02039193) and is closed to new participants. FINDINGS: From June 2012 to Nov. 2014, from 411 participants that were screened, 57 eligible participants were recruited and randomly assigned to three conditions. Forty-nine patients (86%) provided outcome data at post-assessment (14% dropout rate). All three conditions showed a highly significant reduction of symptoms over time. However, compared with the adherence priming condition, both resource priming conditions indicated faster symptom reduction. The observer ratings of a sub-sample of recorded videos (n = 100) showed that the therapists in the resource priming conditions conducted more strength-oriented interventions in comparison with the adherence priming condition. No patients died or attempted suicide. INTERPRETATION: To our knowledge, this is the first trial that focuses on capitalization and compensation models during the implementation of one prescriptive treatment packet for GAD. We have shown that GAD related symptoms were significantly faster reduced by the resource priming conditions, although the limitations of our study included a well-educated population. If replicated, our results suggest that therapists who implement a mental health treatment for GAD might profit from a systematized focus on capitalization models. FUNDING: Swiss Science National Foundation (SNSF-Nr. PZ00P1_136937/1) awarded to CF. KEYWORDS: Cognitive behavioral therapy; Evidence-based treatment; Implementation strategies; Randomized controlled trial

Mitogen-activated protein kinase and neural specification in Xenopus

We have investigated the activity and function of mitogen-activated protein kinase (MAPK) during neural specification in Xenopus. Ectodermal MAPK activity increased between late blastula and midgastrula stages. At midgastrula, MAPK activity in both newly induced neural ectoderm and ectoderm overexpressing the anterior neural inducer noggin was 5-fold higher than in uninduced ectoderm. Overexpression of MAPK phosphatase-1 (MKP-1) in ectoderm inhibited MAPK activity and prevented neurectoderm-specific gene expression when the ectoderm was recombined with dorsal mesoderm or treated with fibroblast growth factor (FGF). Neurectoderm-specific gene expression was observed, however, in ectoderm overexpressing both noggin and MKP-1. To evaluate the role of MAPK in posterior regionalization, ectodermal isolates were treated with increasing concentrations of FGF and assayed for MAPK activity and neurectoderm-specific gene expression. Although induction of posterior neural ectoderm by FGF was accompanied by an elevation of MAPK activity, relative MAPK activity associated with posterior neural fate was no higher than that of ectoderm specified to adopt an anterior neural fate. Thus, increasingly posterior neural fates are not correlated with quantitative increases in MAPK activity. Because MAPK has been shown to down-regulate Smad1, MAPK may disrupt bone morphogenetic protein 4 (BMP-4) signaling during neural specification. Our results suggest that MAPK plays an essential role in the establishment of neural fate in vivo.

Impact of artifact correction methods on R-R interbeat signals to quantifying heart rate variability (HRV) according to linear and nonlinear methods.

In the analysis of heart rate variability (HRV) are used temporal series that contains the distances between successive heartbeats in order to assess autonomic regulation of the cardiovascular system. These series are obtained from the electrocardiogram (ECG) signal analysis, which can be affected by different types of artifacts leading to incorrect interpretations in the analysis of the HRV signals. Classic approach to deal with these artifacts implies the use of correction methods, some of them based on interpolation, substitution or statistical techniques. However, there are few studies that shows the accuracy and performance of these correction methods on real HRV signals. This study aims to determine the performance of some linear and non-linear correction methods on HRV signals with induced artefacts by quantification of its linear and nonlinear HRV parameters. As part of the methodology, ECG signals of rats measured using the technique of telemetry were used to generate real heart rate variability signals without any error. In these series were simulated missing points (beats) in different quantities in order to emulate a real experimental situation as accurately as possible. In order to compare recovering efficiency, deletion (DEL), linear interpolation (LI), cubic spline interpolation (CI), moving average window (MAW) and nonlinear predictive interpolation (NPI) were used as correction methods for the series with induced artifacts. The accuracy of each correction method was known through the results obtained after the measurement of the mean value of the series (AVNN), standard deviation (SDNN), root mean square error of the differences between successive heartbeats (RMSSD), Lomb\'s periodogram (LSP), Detrended Fluctuation Analysis (DFA), multiscale entropy (MSE) and symbolic dynamics (SD) on each HRV signal with and without artifacts. The results show that, at low levels of missing points the performance of all correction techniques are very similar with very close values for each HRV parameter. However, at higher levels of losses only the NPI method allows to obtain HRV parameters with low error values and low quantity of significant differences in comparison to the values calculated for the same signals without the presence of missing points.