Highly demanding resistive vibration exercise program is tolerated during 56 days of strict bed-rest

Several studies have tried to find countermeasures against musculoskeletal de-conditioning during bed-rest, but none of them yielded decisive results. We hypothesised that resistive vibration exercise (RVE) might be a suitable training modality. We have therefore carried out a bed-rest study to evaluate its feasibility and efficacy during 56 days of bed-rest. Twenty healthy male volunteers aged 24 to 43 years were recruited and, after medical check-ups, randomised to a non-exercising control (Ctrl) group or a group that performed RVE 11 times per week. Strict bed-rest was controlled by video surveillance. The diet was controlled. RVE was performed in supine position, with a static force component of about twice the body weight and a smaller dynamic force component. RVE comprised four different units (squats, heel raises, toe raises, kicks), each of which lasted 60 - 100 seconds. Pre and post exercise levels of lactate were measured once weekly. Body weight was measured daily on a bed scale. Pain questionnaires were obtained in regular intervals during and after the bed-rest. Vibration frequency was set to 19 Hz at the beginning and progressed to 25.9 Hz (SD 1.9) at the end of the study, suggesting that the dynamic force component increased by 90%. The maximum sustainable exercise time for squat exercise increased from 86 s (SD 21) on day 11 of the BR to 176 s (SD 73) on day 53 (p = 0.006). On the same days, post-exercise lactate levels increased from 6.9 mmol/l (SD2.3) to 9.2 mmol/l (SD 3.5, p = 0.01). On average, body weight was unchanged in both groups during bed-rest, but single individuals in both groups depicted significant weight changes ranging from -10% to + d10% (p < 0.001). Lower limb pain was more frequent during bed-rest in the RVE subjects than in Ctrl (p = 0.035). During early recovery, subjects of both groups suffered from muscle pain to a comparable extent, but foot pain was more common in Ctrl than in RVE (p = 0.013 for plantar pain, p = 0.074 for dorsal foot pain). Our results indicate that RVE is feasible twice daily during bed-rest in young healthy males, provided that one afternoon and one entire day per week are free. Exercise progression, mainly by progression of vibration frequency, yielded increases in maximum sustainable exercise time and blood lactate. In conclusion, RVE as performed in this study, appears to be safe.

Muscle metabolism during constant- and alternating-intensity exercise around critical power

Few studies have focused on the metabolic responses to alternating high- and low-intensity exercise and, specifically, compared these responses to those seen during constant-load exercise performed at the same average power output. This study compared muscle metabolic responses between two patterns of exercise during which the intensity was either constant and just below critical power (CP) or that oscillated above and below CP. Six trained males (mean +/- SD age 23.6 +/- 2.6 y) completed two 30-minute bouts of cycling (alternating and constant) at an average intensity equal to 90% of CR The intensity during alternating exercise varied between 158% CP and 73% CP. Biopsy samples from the vastus lateralis muscle were taken before (PRE), at the midpoint and end (POST) of exercise and analysed for glycogen, lactate, PCr and pH. Although these metabolic variables in muscle changed significantly during both patterns of exercise, there were no significant differences (p > 0.05) between constant and alternating exercise for glycogen (PRE: 418.8 +/- 85 vs. 444.3 +/- 70; POST: 220.5 +/- 59 vs. 259.5 +/- 126mmol.kg(-1) dw), lactate (PRE: 8.5 +/- 7.7 vs. 8.5 +/- 8.3; POST: 49.9 +/- 19.0 vs. 42.6 +/- 26.6 mmol.kg(-1)dw), phosphocreatine (PRE: 77.9 +/- 11.6 vs. 75.7 +/- 16.9; POST: 65.8 +/- 12.1 vs. 61.2 +/- 12.7mmol.kg(-1)dw) or pH (PRE: 6.99 +/- 0.12 vs. 6.99 +/- 0.08; POST: 6.86 +/- 0.13 vs. 6.85 +/- 0.06), respectively. There were also no significant differences in blood lactate responses to the two patterns of exercise. These data suggest that, when the average power output is similar, large variations in exercise intensity exert no significant effect on muscle metabolism.

Nonparametric versus Parametric Statistical Approaches for Genetic Anticipation: The Pancreatic Cancer Case

2000 Mathematics Subject Classi cation: 62N01, 62N05, 62P10, 92D10, 92D30.

A qualitative study of the impact of an educational intervention on older parents of adults with disabilities engaged in the phenomenon of future-care planning

This phenomenological study describes the impact of an educational intervention on the day-to-day experiences of older parent caregivers of adults with developmental disabilities who were engaged in the process of future-care planning. Qualitative strategies of individual and focus group interviewing were used with a purposive sample of older caregivers. Participants were members of an existing parent support group. Twenty-three caregivers representing 18 families were queried before and after the education program. The disabilities represented were mental retardation, cerebral palsy and autism. Parents whose children live at or away from home were included. The intervention was conducted on five Saturdays over a two month period; the duration of the study was five months. Findings used typical words of the respondents from their individual and focus group interviews to describe feelings, attitudes and experiences in making future-care plans. Data from verbatim transcriptions and researcher's field notes were coded, analyzed, sorted into themes, and subjected to interpretive analysis. Respondents showed a positive change in attitudes and actions after participating in the education program, regardless of their initial stage in care planning. Fears were replaced by hope and determination; hesitation and ineptitude by feelings of competence and confidence; and procrastination and delay by purposeful actions. Other key findings: use of a planning document greatly aided caregivers; barriers to planning were often intrinsic and amenable to education; residential plans were the most difficult aspect of planning; listening to the experiences of other parent caregivers was helpful; and making burial plans for their offspring was one aspect of planning parents wished to do themselves. ^

The Significance of Critical Theory for Restorative Justice in Education

Restorative Justice (rj), a distinctive philosophical approach that seeks to replace punitive, managerial structures of schooling with those that emphasize the building and repairing of relationships (Hopkins 2004) has been embraced in the past two decades by a variety of school systems worldwide in an effort to build safe school communities. Early studies indicate rj holds significant promise, however, proponents in the field identify that theoretical and evidence-based research is falling behind practice. They call for further research to deepen the current understanding of rj that will support its sustainability and transformative potential and allow it to move from the margins to the mainstream of schooling (Braithwaite 2006; Morrison & Ahmed 2006; Sherman & Strang 2007).

Location and ages of terrestrial peatlands located on continental shelves and in coastal sediments

This synthesis dataset contains records of freshwater peat and lake sediments from continental shelves and coastal areas. Information included is site location (when available), thickness and description of terrestrial sediments as well as underlying and overlying sediments, dates (when available), and references.

La educación física como dispositivo de reproducción social : Hacia la teorización de la "Educación Popular del Cuerpo"

El presente trabajo focaliza su interés en los aportes que la educación del cuerpo puede hacerle a las teorías críticas en educación. La Educación Física institucionalizada, como una disciplina curricular de la escuela, reproduce las condiciones materiales y simbólicas de explotación que se encuentran naturalizadas en el entramado social, como se evidencia en las prácticas corporales que predominan y constituyen su identidad. La escuela reproduce los valores de competitividad e individualismo inherente al sistema capitalista en el seno de cada relación social establecida en cada rincón de la institución escolar, siendo que las clases de Educación Física no exceden la puesta en escena de esta microfísica del poder. La escuela reproduce estas lógicas capitalistas y la Educación Física a través del juego y el deporte es funcional a estos sentimientos de competencia e individualismo.Nos proponemos analizar la educación física actual en términos emancipa torios, desnaturalizar las miradas tradicionales sobre el cuerpo, educación y escuela enmarcadas en la sociedad capitalista actual para pensar la educación del cuerpo desde un punto de vista crítico abordando las temáticas generales del deporte, juego y prácticas corporales olvidadas

La educación física como dispositivo de reproducción social : Hacia la teorización de la "Educación Popular del Cuerpo"

El presente trabajo focaliza su interés en los aportes que la educación del cuerpo puede hacerle a las teorías críticas en educación. La Educación Física institucionalizada, como una disciplina curricular de la escuela, reproduce las condiciones materiales y simbólicas de explotación que se encuentran naturalizadas en el entramado social, como se evidencia en las prácticas corporales que predominan y constituyen su identidad. La escuela reproduce los valores de competitividad e individualismo inherente al sistema capitalista en el seno de cada relación social establecida en cada rincón de la institución escolar, siendo que las clases de Educación Física no exceden la puesta en escena de esta microfísica del poder. La escuela reproduce estas lógicas capitalistas y la Educación Física a través del juego y el deporte es funcional a estos sentimientos de competencia e individualismo.Nos proponemos analizar la educación física actual en términos emancipa torios, desnaturalizar las miradas tradicionales sobre el cuerpo, educación y escuela enmarcadas en la sociedad capitalista actual para pensar la educación del cuerpo desde un punto de vista crítico abordando las temáticas generales del deporte, juego y prácticas corporales olvidadas