Research Training Program: Duke University and Brazilian Society of Cardiology

Background: Research coaching program focuses on the development of abilities and scientific reasoning. For health professionals, it may be useful to increase both the number and quality of projects and manuscripts. Objective: To evaluate the initial results and implementation methodology of the Research and Innovation Coaching Program of the Research on Research group of Duke University in the Brazilian Society of Cardiology. Methods: The program works on two bases: training and coaching. Training is done online and addresses contents on research ideas, literature search, scientific writing and statistics. After training, coaching favors the establishment of a collaboration between researchers and centers by means of a network of contacts. The present study describes the implementation and initial results in reference to the years 2011-2012. Results: In 2011, 24 centers received training, which consisted of online meetings, study and practice of the contents addressed. In January 2012, a new format was implemented with the objective of reaching more researchers. In six months, 52 researchers were allocated. In all, 20 manuscripts were published and 49 more were written and await submission and/or publication. Additionally, five research funding proposals have been elaborated. Conclusion: The number of manuscripts and funding proposals achieved the objectives initially proposed. However, the main results of this type of initiative should be measured in the long term, because the consolidation of the national production of high-quality research is a virtuous cycle that feeds itself back and expands over time. (Arq Bras Cardiol 2012;99(6):1075-1081)

Effects of tannery sludge application on physiological and fatty acid profiles of the soil microbial community

The impact of tannery sludge application on soil microbial community and diversity is poorly understood. We studied the microbial community in an agricultural soil following two applications (2006 and 2007) of tannery sludge with annual application rates of 0.0,2.3 and 22.6 Mg ha(-1). The soil was sampled 12 and 271 days after the second (2007) application. Community structure was assessed via a phospholipid fatty acid analysis, and the physiological profile of the soil microbial community via the Biolog method. Tannery sludge application changed soil chemical properties, increasing the soil pH and electrical conductivity as well as available P and mineral N concentrations. The higher sludge application rate changed the community structure and the physiological profile of the microbial community at both sampling dates. However, there is no clear link between community structure and carbon substrate utilization. According to the Distance Based Linear Models Analysis, the fatty acids 16:0 and 117:0 together contributed 84% to the observed PLFA patterns, whereas the chemical properties available P, mineral N, and Ca, and pH together contributed 54%. At 12 days, tannery sludge application increased the average well color development from 0.46 to 0.87 after 48 h, and reduced the time elapsed before reaching the midpoint carbon substrate utilization (s) from 71 to 44 h, an effect still apparent nine months after application of the higher sludge application rate. The dominant signature fatty acids and kinetic parameters (r and s) were correlated to the concentrations of available P. Ca, mineral N, pH and EC. (c) 2012 Elsevier B.V. All rights reserved.

Strength training with and without a vibration platform is capable to modulate heart rate variability?

The current research compared resting heart rate variability (VFC) before and after 10 weeks of strength training in groups that used and did not use a vibration platform. Seventeen healthy men were divided into conventional strength training (TF) or strength training using a vibration platform with a frequency of 30 Hz (TF+V30) training groups. One repetition maximum load (1-RM) on half squat exercise and VFC measurements were determined pre- and post-training program. Both groups had improved 1-RM load after the program (15.1% in TF group and 16.4% in TF+V30 group), although this increase was changed in the same extent for the two groups and there was no difference in 1-RM load between groups pre- and post-training program. No significant difference was observed in resting VFC measurements between groups pre and post-training program, however the magnitude of the effect size was moderated (ES = 0.50-0.80) for some variables (R-R interval, standard deviation of all R-R interval - SDNN, RMSSD, log-transformed of low frequency - InLF, and log-transformed of high frequency - InHF) in TF+V30 group. It was concluded that 10 weeks of strength training program with or without the vibration platform provided similar increase in 1-RM load in both groups, and although some evidences in this study indicate that vibration can increase vagal activity analyzed by ES, in neither groups the strength training was able to change VFC significantly.

Motor learning, retention and transfer after virtual-reality-based training in Parkinson's disease - effect of motor and cognitive demands of games: a longitudinal, controlled clinical study

Objectives To evaluate the learning, retention and transfer of performance improvements after Nintendo Wii Fit (TM) training in patients with Parkinson's disease and healthy elderly people. Design Longitudinal, controlled clinical study. Participants Sixteen patients with early-stage Parkinson's disease and 11 healthy elderly people. Interventions Warm-up exercises and Wii Fit training that involved training motor (shifts centre of gravity and step alternation) and cognitive skills. A follow-up evaluative Wii Fit session was held 60 days after the end of training. Participants performed a functional reach test before and after training as a measure of learning transfer. Main outcome measures Learning and retention were determined based on the scores of 10 Wii Fit games over eight sessions. Transfer of learning was assessed after training using the functional reach test. Results Patients with Parkinson's disease showed no deficit in learning or retention on seven of the 10 games, despite showing poorer performance on five games compared with the healthy elderly group. Patients with Parkinson's disease showed marked learning deficits on three other games, independent of poorer initial performance. This deficit appears to be associated with cognitive demands of the games which require decision-making, response inhibition, divided attention and working memory. Finally, patients with Parkinson's disease were able to transfer motor ability trained on the games to a similar untrained task. Conclusions The ability of patients with Parkinson's disease to learn, retain and transfer performance improvements after training on the Nintendo Wii Fit depends largely on the demands, particularly cognitive demands, of the games involved, reiterating the importance of game selection for rehabilitation purposes. (C) 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Exercise training improves relaxation response and SOD-1 expression in aortic and mesenteric rings from high caloric diet-fed rats

Abstract Background Obesity has been associated with a variety of disease such as type II diabetes mellitus, arterial hypertension and atherosclerosis. Evidences have shown that exercise training promotes beneficial effects on these disorders, but the underlying mechanisms are not fully understood. The aim of this study was to investigate whether physical preconditioning prevents the deleterious effect of high caloric diet in vascular reactivity of rat aortic and mesenteric rings. Methods Male Wistar rats were divided into sedentary (SD); trained (TR); sedentary diet (SDD) and trained diet (TRD) groups. Run training (RT) was performed in sessions of 60 min, 5 days/week for 12 weeks (70���80% VO2max). Triglycerides, glucose, insulin and nitrite/nitrate concentrations (NOx-) were measured. Concentration-response curves to acetylcholine (ACh) and sodium nitroprusside (SNP) were obtained. Expression of Cu/Zn superoxide dismutase (SOD-1) was assessed by Western blotting. Results High caloric diet increased triglycerides concentration (SDD: 216 �� 25 mg/dl) and exercise training restored to the baseline value (TRD: 89 �� 9 mg/dl). Physical preconditioning significantly reduced insulin levels in both groups (TR: 0.54 �� 0.1 and TRD: 1.24 �� 0.3 ng/ml) as compared to sedentary animals (SD: 0.87 �� 0.1 and SDD: 2.57 �� 0.3 ng/ml). On the other hand, glucose concentration was slightly increased by high caloric diet, and RT did not modify this parameter (SD: 126 �� 6; TR: 140 �� 8; SDD: 156 �� 8 and TRD 153 �� 9 mg/dl). Neither high caloric diet nor RT modified NOx- levels (SD: 27 �� 4; TR: 28 �� 6; SDD: 27 �� 3 and TRD: 30 �� 2 ��M). Functional assays showed that high caloric diet impaired the relaxing response to ACh in mesenteric (about 13%), but not in aortic rings. RT improved the relaxing responses to ACh either in aortic (28%, for TR and 16%, to TRD groups) or mesenteric rings (10%, for TR and 17%, to TRD groups) that was accompanied by up-regulation of SOD-1 expression and reduction in triglycerides levels. Conclusion The improvement in endothelial function by physical preconditioning in mesenteric and aortic arteries from high caloric fed-rats was directly related to an increase in NO bioavailability to the smooth muscle mostly due to SOD-1 up regulation.

Serum free testosterone, leptin and soluble leptin receptor changes in a 6-week strength-training programme

[EN] Strength training is usually associated with a reduction in fat mass and with muscle hypertrophy. The aim of the present study was to examine whether the serum free leptin index (FLI), measured by the molar excess of soluble leptin receptor (sOB-R) over leptin, is increased by 6 weeks of strength training. Eighteen male, physical education students were randomly assigned to two groups: a strength-training (n 12) and a control group (n 6). Body composition (lean body mass and body fat) determined by dual-energy X-ray absorptiometry (DXA), muscle performance and leptin, sOB-R, total testosterone and free testosterone concentrations were determined before and after training. Fat mass was reduced by 1 kg with strength training (P<0.05). Lean body mass of trained extremities was increased by 3% (P<0.05), while the concentration of free testosterone in serum was reduced by 17% (P<0.05) after training. However, despite the reduction in fat mass and free testosterone, serum leptin concentration was not significantly affected by strength training, even after accounting for the differences in body fat. By contrast, for a given fat mass, the sOB-R was increased by 13% (P<0.05) at the end of the strength-training programme, although the molar excess of sOB-R over leptin remained unchanged. Therefore, the quantity of free leptin available to bind to the target tissues was not significantly affected by the short strength-training programme, which elicited a 7% reduction in fat mass.

Rural development and communication: a community media project in Uttar Pradesh (India)

Loaded with 16% of the world���s population, India is a challenged country. More than a third of its citizens live below the poverty line - on less than a dollar a day. These people have no proper electricity, no proper drinking water supply, no proper sanitary facilities and well over 40% are illiterates. More than 65% live in rural areas and 60% earn their livelihood from agriculture. Only a meagre 3.63% have access to telephone and less than 1% have access to a computer. Therefore, providing access to timely information on agriculture, weather, social, health care, employment, fishing, is of utmost importance to improve the conditions of rural poor. After some introductive chapters, whose function is to provide a comprehensive framework ��� both theoretical and practical ��� of the current rural development policies and of the media situation in India and Uttar Pradesh, my dissertation presents the findings of the pilot project entitled ���Enhancing development support to rural masses through community media activity���, launched in 2005 by the Department of Mass Communication and Journalism of the Faculty of Arts of the University of Lucknow (U.P.) and by the local NGO Bharosa. The project scope was to involve rural people and farmers from two villages of the district of Lucknow (namely Kumhrava and Barhi Gaghi) in a three-year participatory community media project, based on the creation, implementation and use of a rural community newspaper and a rural community internet centre. Community media projects like this one have been rarely carried out in India because the country has no proper community media tradition: therefore the development of the project has been a challenge for the all stakeholders involved.

Zielvereinbarungsgespr��ch und Leitungsaufgabe von katholischen Priestern

Die gro��en christlichen Kirchen in Deutschland befinden sich in einem strukturellen Umbruch, der sich zunehmend auf die Pastoral der ��rtlichen Pfarreien und Kirchengemeinden auswirkt. Durch die Einf��hrung von Verfahren aus dem New Public Management erhoffen sich Kirchenleitungen beider Konfessionen eine innerkirchliche Personalentwicklung, die vor allem das hauptberufliche Seelsorgepersonal neu motivieren soll. Insbesondere in der katholischen Kirche soll so - in Verbindung mit einem m��glichst missionarisch wirksamen Neuaufbruch - die Transformation der ehemals volkskirchlich gepr��gten Pfarrgemeinden in eine sich neu abzeichnende Sozialgestalt von Kirche als Netzwerk gr����erer pastoraler Einheiten unterst��tzt werden. Die vorliegende Arbeit untersucht an der interdisziplin��ren Schnittstelle von Organisationforschung und praktischer Theologie, inwieweit die Einf��hrung von Zielvereinbarungsgespr��chen (ZVG) f��hrungsverantwortliche Priester in der Wahrnehmung ihrer Leitungsaufgabe st��rkt. ��ber 300 leitende Priester aus den Erzbist��mern Freiburg und Paderborn hatten an der empirischen Studie mit zwei Messzeitpunkten teilgenommen. 73 Priester waren an beiden Messzeitpunkten A (2007) und B (2008) beteiligt. Unmittelbar nach dem Zeitpunkt A besuchten die befragten Priester der Erzdi��zese Freiburg eine ZVG-Einf��hrungsschulung, der sich eine einj��hrige Gespr��chspraxis anschloss. Die in der Erzdi��zese Paderborn befragten Priester bildeten die Vergleichsgruppe (ohne entsprechendes Treatment).rn rnWesentliches Ergebnis der Studie sind empirische Hinweise auf signifikante Zusammenh��nge zwischen dem priesterlichem Leitungsselbstverst��ndnis, der ZVG-Umsetzung und der Einsch��tzung der eigenen F��hrungsqualit��t.rnrnIn den Selbsteinsch��tzungen der leitenden Priester (z.B. im Hinblick auf Leitungszufriedenheit, Bedeutung bzw. Gelingen von einzelnen Leitungs- und Gespr��chsaspekten, etc.) zeigten sich zum Zeitpunkt A im Vergleich zwischen beiden Di��zesen nur geringe Unterschiede. Dies gilt auch f��r die in A erfolgte Auswertung offener Fragen zum priesterlichen Selbstverst��ndnis, welches als leitungs-amtliche Handlungs- und Objektorientierung in beiden Di��zesen am wenigsten stark ausgepr��gt war.Zum Zeitpunkt B verdeutlichte die Untersuchung des T��tigkeitsfelds Gemeindeleitung, dass dessen Bedeutung in Freiburg gr����er war als in Paderborn. Der hierf��r erbrachte Kraft- bzw. Zeitaufwand war in Freiburg jedoch niedriger als in Paderborn, was als eine Frucht der verbindlichen ZVG-Einf��hrung in Freiburg interpretiert werden kann. Deutlich wird auch, dass Priester, die der ZVG-Einf��hrung eine hohe Bedeutung beimessen, mit ihren Mitarbeitern viele Gespr��che planen. Weil Folgegespr��che zum Zeitpunkt B im gleichen Umfang wie schon zum Zeitpunkt A geplant wurden, m��ssen die konkreten Gespr��chserfahrungen in der A-Phase hinreichend positiv gewesen sein. Die Umsetzung zum Zeitpunkt B war jedoch nicht in dem zum Zeitpunkt A geplanten Ma�� erfolgt, was sich mit Priorit��tsverschiebungen erkl��ren l��sst. Interessanterweise korreliert die Anzahl der gef��hrten Zielvereinbarungsgespr��che mit dem Dienst- und Lebensalter der Priester. Erfahrene Priester, die sich auf eine Mitarbeiterf��hrung durch Zielvereinbarung einlassen, machen demnach gute Erfahrungen mit diesem Personalentwicklungsinstrument. rnrnInsgesamt k��nnen die Ergebnisse der Studie zu einer weiteren Kultivierung der Zielvereinbarungsgespr��che im kirchlichen Dienst ermutigen. Bist��mern, die noch keine Zielvereinbarungsgespr��che eingef��hrt haben, kann eine Implementierung angeraten werden. rn

Shaping a Bright Future for Montana Tech: Developing State, National and Global Leaders in Resource Sectors

Presentation by Leigh W. Freeman. Rachel Carson's book Silent Spring published in 1962 marked the birth of concepts leading to the development of mineral resources with a balance of economic, environmental and social imperatives. Montana plays a special role in this story. It is 'the last best place.' As such it can serve as a bell-weather state for Carson's revelations. Consider: Butte as a poster child for legacy problems resulting from resource development under solely economic imperatives; and Montana as a first-adapter in 1971 of state environmental laws based on imperatives heralded with Silent Spring. What better place is there to educate and develop leaders and incubate the future of resource development in global sustainability?

Michael J. Fabricant and Robert Fisher: Settlement Houses Under Siege: The Struggle to Sustain Community Organisations in New York City

This is a fascinating book - clear, incisive, a lesson for our times. It focuses on the history and recent experience of Settlement Houses in New York and uses this as a vehicle for an analysis of the political economy of welfare agencies. I wanted to send copies to politicians and policy makers worldwide who, whilst claiming to support social inclusion, community regeneration and equal opportunities, formulate policies that fragment societies and oppress poor and vulnerable people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Effect of lifetime endurance training on left atrial mechanical function and on the risk of atrial fibrillation

Background Left atrium (LA) dilation and P-wave duration are linked to the amount of endurance training and are risk factors for atrial fibrillation (AF). The aim of this study was to evaluate the impact of LA anatomical and electrical remodeling on its conduit and pump function measured by two-dimensional speckle tracking echocardiography (STE). Method Amateur male runners > 30 years were recruited. Study participants (n = 95) were stratified in 3 groups according to lifetime training hours: low (< 1500 h, n = 33), intermediate (1500 to 4500 h, n = 32) and high training group (> 4500 h, n = 30). Results No differences were found, between the groups, in terms of age, blood pressure, and diastolic function. LA maximal volume (30 �� 5, 33 �� 5 vs. 37 �� 6 ml/m2, p < 0.001), and conduit volume index (9 �� 3, 11 �� 3 vs. 12 �� 3 ml/m2, p < 0.001) increased significantly from the low to the high training group, unlike the STE parameters: pump strain ��� 15.0 �� 2.8, ��� 14.7 �� 2.7 vs. ��� 14.9 �� 2.6%, p = 0.927; conduit strain 23.3 �� 3.9, 22.1 �� 5.3 vs. 23.7 �� 5.7%, p = 0.455. Independent predictors of LA strain conduit function were age, maximal early diastolic velocity of the mitral annulus, heart rate and peak early diastolic filling velocity. The signal-averaged P-wave (135 �� 11, 139 �� 10 vs. 148 �� 14 ms, p < 0.001) increased from the low to the high training group. Four episodes of non-sustained AF were recorded in one runner of the high training group. Conclusion The LA anatomical and electrical remodeling does not have a negative impact on atrial mechanical function. Hence, a possible link between these risk factors for AF and its actual, rare occurrence in this athlete population, could not be uncovered in the present study.

Camp For All Connection: a community health information outreach project

Purpose: The purpose of the Camp For All Connection project is to facilitate access to electronic health information resources at the Camp For All facility. Setting/Participants/Resources: Camp For All is a barrier-free camp working in partnership with organizations to enrich the lives of children and adults with chronic illnesses and disabilities and their families by providing camping and retreat experiences. The camp facility is located on 206 acres in Burton, Texas. The project partners are Texas Woman's University, Houston Academy of Medicine-Texas Medical Center Library, and Camp For All. Brief Description: The Camp For All Connection project placed Internet-connected workstations at the camp's health center in the main lodge and provided training in the use of electronic health information resources. A train-the-trainer approach was used to provide training to Camp For All staff. Results/Outcome: Project workstations are being used by health care providers and camp staff for communication purposes and to make better informed health care decisions for Camp For All campers. Evaluation Method: A post-training evaluation was administered at the end of the train-the-trainer session. In addition, a series of site visits and interviews was conducted with camp staff members involved in the project. The site visits and interviews allowed for ongoing dialog between project staff and project participants.