Exercise training in heart failure: from theory to practice. A consensus document of the Heart Failure Association and the European Association for Cardiovascular Prevention and Rehabilitation

The European Society of Cardiology heart failure guidelines firmly recommend regular physical activity and structured exercise training (ET), but this recommendation is still poorly implemented in daily clinical practice outside specialized centres and in the real world of heart failure clinics. In reality, exercise intolerance can be successfully tackled by applying ET. We need to encourage the mindset that breathlessness may be evidence of signalling between the periphery and central haemodynamic performance and regular physical activity may ultimately bring about favourable changes in myocardial function, symptoms, functional capacity, and increased hospitalization-free life span and probably survival. In this position paper, we provide practical advice for the application of exercise in heart failure and how to overcome traditional barriers, based on the current scientific and clinical knowledge supporting the beneficial effect of this intervention.

Academic Intelligence is not Enough! WICS: An Expanded Model for Effective Practice in School and in Later Life

Is there a psychological basis for teaching and learning in the context of a liberal education, and if so, what might such a psychological basis look like? Traditional teaching and assessment often emphasize remembering facts and, to some extent, analyzing ideas. Such skills are important, but they leave out of the aspects of thinking that are most important not only in liberal education, but in life, in general. In this article, I propose a theory called WICS, which is an acronym for wisdom, intelligence, and creativity, synthesized. The basic idea underlying this theory is that, through liberal education, students need to acquire creative skills and attitudes to generate new ideas about how to adapt flexibly to a rapidly changing world, analytical skills and attitudes to ascertain whether these new ideas are good ones, practical skills and attitudes to implement the new ideas and convince others of their value, and wisdom-based skills and attitudes in order to ensure that the new ideas help to achieve a common good through the infusion of positive ethical values.

Learning processes in student teaching: Analyses from a study using learning diaries

The present study seeks to obtain deeper insight into the learning processes in practical training in primary teacher education in Upper Austria. Based on the offer-and-use model of instruction, 230 diary entries of 46 student teachers (28 students in their third semester, 18 students in their fifth semester) were analysed with legard to the learning topics, learning sourcesJ and Ìealning processes involved in practical training. The results show a variety of learning forms, ranging from the unreflective imitation of school mentors' practices to active knowledge construction. In addition, they illustrate that the available learning offers were suboptimally utilized by stuclent teachers who failed to work systernatically and continuously on their professional development.

Working memory training in children: Effectiveness depends on temperament

Studies revealing transfer effects of working memory (WM) training on non-trained cognitive performance of children hold promising implications for scholastic learning. However, the results of existing training studies are not consistent and provoke debates about the potential and limitations of cognitive enhancement. To examine the influence of individual differences on training outcomes is a promising approach for finding causes for such inconsistencies. In this study, we implemented WM training in an elementary school setting. The aim was to investigate near and far transfer effects on cognitive abilities and academic achievement and to examine the moderating effects of a dispositional and a regulative temperament factor, neuroticism and effortful control. Ninetynine second-graders were randomly assigned to 20 sessions of computer-based adaptiveWMtraining, computer-based reading training, or a no-contact control group. For the WM training group, our analyses reveal near transfer on a visual WM task, far transfer on a vocabulary task as a proxy for crystallized intelligence, and increased academic achievement in reading and math by trend. Considering individual differences in temperament, we found that effortful control predicts larger training mean and gain scores and that there is a moderation effect of both temperament factors on post-training improvement: WM training condition predicted higher post-training gains compared to both control conditions only in children with high effortful control or low neuroticism. Our results suggest that a short but intensive WM training program can enhance cognitive abilities in children, but that sufficient selfregulative abilities and emotional stability are necessary for WM training to be effective.

Internal and external effects on cognition: Evidence from memory training in very preterm-born children and cognition in patients with carotid artery stenosis before and after treatment

The present synopsis aims to integrate one study about memory training in very preterm-born children and two studies about cognition in patients with carotid artery stenosis before and after treatments. Preterm-born children are at increased risk of cognitive deficits and behavioural problems compared with peers born at term. This thesis determined whether memory training would improve cognitive functions in school-age very preterm-born children. Memory strategy training produced significant improvements in trained and non-trained cognitive functions; a core working memory training revealed significant effects on short-term memory and working memory tasks. Six months after training, children in both training groups showed better working memory performance than children in the waiting control group. This is evidence that memory training – an external influence on cognition – induces plastic changes in very preterm-born children. Patients with carotid artery stenosis are known to be at increased risk of cognitive impairment. We showed that patients with symptomatic or asymptomatic carotid artery stenosis were at higher risk for cognitive deficits than expected in a normative sample. This thesis seeks to link cognitive plasticity to internal factors like carotid stenosis. An external factor, which influences blood flow to the brain is the nature of the carotid artery stenosis treatment. Research on the effects of carotid artery stenosis treatment on cognition has produced inconsistent results. We found significant improvement in frontal lobe functions, visual memory and motor speed one year after treatment independent of the treatment type (best medical treatment, carotid artery stenting, carotid artery endarterectomy); providing evidence for ‘treatment-induced’ cognitive plasticity. Baseline performance was negatively associated with improvement in various cognitive functions after training in very preterm-born children and after treatment in patients with carotid artery stenosis. The present synopsis aims to integrate these findings into the current and relevant literature, and discuss consequences as well as methodological considerations resulting from the studies constituting the thesis at hand.

A model of career training in international contexts

Este artículo describe un modelo para la capacitación de practicantes de orientación ocupacional en contextos internacionales. Este modelo utiliza un enfoque de "compromiso activo" y se fundamenta en los siguientes factores: 1. Relativos a Competencia/Habilidad; 2. Aprendizaje Experimental; 3. Desafío de Fortaleza; 4. Pensamiento Crítico; 5. Intervenciones y Procesos Dinámicos; y 6. Aprendizaje e Innovación Integradas. También se incluye un debate sobre otras cuestiones prácticas relativas a la capacitación.

A model of career training in international contexts

Este artículo describe un modelo para la capacitación de practicantes de orientación ocupacional en contextos internacionales. Este modelo utiliza un enfoque de "compromiso activo" y se fundamenta en los siguientes factores: 1. Relativos a Competencia/Habilidad; 2. Aprendizaje Experimental; 3. Desafío de Fortaleza; 4. Pensamiento Crítico; 5. Intervenciones y Procesos Dinámicos; y 6. Aprendizaje e Innovación Integradas. También se incluye un debate sobre otras cuestiones prácticas relativas a la capacitación.

A model of career training in international contexts

Este artículo describe un modelo para la capacitación de practicantes de orientación ocupacional en contextos internacionales. Este modelo utiliza un enfoque de "compromiso activo" y se fundamenta en los siguientes factores: 1. Relativos a Competencia/Habilidad; 2. Aprendizaje Experimental; 3. Desafío de Fortaleza; 4. Pensamiento Crítico; 5. Intervenciones y Procesos Dinámicos; y 6. Aprendizaje e Innovación Integradas. También se incluye un debate sobre otras cuestiones prácticas relativas a la capacitación.

Reducing visual deficits caused by refractive errors in school and preschool children: results of a pilot school program in the Andean region of Apurimac, Peru

Background: Refractive error is defined as the inability of the eye to bring parallel rays of light into focus on the retina, resulting in nearsightedness (myopia), farsightedness (Hyperopia) or astigmatism. Uncorrected refractive error in children is associated with increased morbidity and reduced educational opportunities. Vision screening (VS) is a method for identifying children with visual impairment or eye conditions likely to lead to visual impairment. Objective: To analyze the utility of vision screening conducted by teachers and to contribute to a better estimation of the prevalence of childhood refractive errors in Apurimac, Peru. Design: A pilot vision screening program in preschool (Group I) and elementary school children (Group II) was conducted with the participation of 26 trained teachers. Children whose visual acuity was<6/9 [20/30] (Group I) and≤6/9 (Group II) in one or both eyes, measured with the Snellen Tumbling E chart at 6 m, were referred for a comprehensive eye exam. Specificity and positive predictive value to detect refractive error were calculated against clinical examination. Program assessment with participants was conducted to evaluate outcomes and procedures. Results: A total sample of 364 children aged 3–11 were screened; 45 children were examined at Centro Oftalmológico Monseñor Enrique Pelach (COMEP) Eye Hospital. Prevalence of refractive error was 6.2% (Group I) and 6.9% (Group II); specificity of teacher vision screening was 95.8% and 93.0%, while positive predictive value was 59.1% and 47.8% for each group, respectively. Aspects highlighted to improve the program included extending training, increasing parental involvement, and helping referred children to attend the hospital. Conclusion: Prevalence of refractive error in children is significant in the region. Vision screening performed by trained teachers is a valid intervention for early detection of refractive error, including screening of preschool children. Program sustainability and improvements in education and quality of life resulting from childhood vision screening require further research.

Clothing for women; selection, design, construction; a practical manual for school and home,

"Reprinted ... October 25, 1922."

Training in Bible study /

Mode of access: Internet.

Clinical supervision in school counselling and career counselling: Is it time to develop a new story?

Supervision provides benefits for school counsellors and career counsellors such as support, an opportunity to gain new ideas and strategies, and personal and professional development. Despite this, studies have also shown that school counsellors perceive that the amount of time they participate in supervision is inadequate. In career counselling, there is little evidence that supervision has even been established as a mainstream professional practice. The reasons for this curious situation, whereby little time is spent on a potentially beneficial activity, are uncertain. The present study investigated the supervisory experiences of a group of school counsellors and career counsellors for a six month period following their completion of an intensive supervision training program. Participants recorded their supervisory experiences in a structured diary. Even though the participants were well informed about supervision, the findings of the present study are consistent with those of previous studies. This history of repeatedly similar findings suggests that it may be timely to ask some fundamental questions about supervision in these two professions. Such questions in turn suggest possible new research directions.

Training Primary School Teachers to use E-Learning Technologies – A Pilot Study

In this paper we present a blended learning scenario for training of students in master program “ICT in primary school” carried out in South-West University “Neofit Rilski”. Our approach is based on “face to face” lectures and seminars, SCORM compatible e-learning content with a lot of simulation demonstrations, trainings and self assessment, group problem based learning. Also we discuss the results of the course and attitude of the participants in the course towards used methods and possibilities of application of e-learning in primary schools.

There is something about Mary… and Ted! : Training in mixed-sex groups makes you work harder. A study about the effort when training with the opposite sex.

In many sport associations, regardless of level, women and men rarely practice together. Previous studies indicate that work groups are generally more efficient when there is an even distribution between the sexes. Could that also be the case in sports? This study aims to investigate whether the sex composition of a training group affects the effort and performance of the participants. Eleven volunteers participated in the crossover study consisting of three different 150-meter sprint conditions; individually, single-sex group and mixed-sex group. Sprint times, heart rate and RPE were recorded during all three trials. The result of this study suggests that there might be practical benefits in regards to physical performance and effort to exercise in a training group consisting of both sexes instead of training only with the same-sex or individually. The understanding could be useful in areas such as; training optimisation for both athletes and in patient- and rehabilitation groups, increasing efficiency in work environments, in schools and sports clubs striving for both athletic success and gender equality.