Effects of 22ᵒc muscle temperature on voluntary and evoked muscle properties during and after high intensity exercise

The purpose of this study was to investigate the effect of 22 °C local muscle temperature of intact human plantar flexors performing fatiguing contractions on evoked and voluntary contractile properties before and after fatigue. Twelve subjects were tested on plantar flexor voluntary torque, percent muscle activation derived from twitch interpolation, integrated electromyographic (iEMG) activity, and evoked torque and temporal characteristics of maximal twitch and tetanic stimulations before fatigue and 1, 5, and 10 min after intermittent, high-intensity, isometric fatigue under both normothermic and hypothermic conditions. Hypothermic and normothermic changes between time points were analysed by repeated-measures analysis of variance. Normothermic fatigue induced small to large effects (Cohen’s d: 0.29–3.06) on voluntary and evoked contractile properties, whereas most effects of unfatigued hypothermia were limited to rate-dependent processes (Cohen’s d: 0.78–1.70). Most tetanic properties were potentiated 1 min after normothermic fatigue, but remained unchanged by hypothermic fatigue, resulting in significant differences between the two conditions. Soleus iEMG significantly declined 1 min after normothermic fatigue (–29%), but not after hypothermic fatigue. Twitch torque was potentiated by 29% one minute after fatigue while normothermic, but was potentiated by 46% while hypothermic; rate of twitch torque development and time to peak twitch were potentiated by 39% and 10% while normothermic, but 89% and 28% while hypothermic. Although voluntary contractile properties are generally impaired soon after normothermic fatigue, most were not after hypothermic fatigue. Furthermore, evoked contractile properties were generally higher 1 min after hypothermic fatigue. We conclude that the hypothermic condition slows the recovery of potentiated evoked contractile properties back to baseline values.

Medical-legal partnerships: the role of mental health providers and legal authorities in the development of a coordinated approach to supporting mental health clients' legal needs in regional and rural settings

INTRODUCTION: Medical-legal partnerships (MLP) are a model in which medical and legal practitioners are co-located and work together to support the health and wellbeing of individuals by identifying and resolving legal issues that impact patients' health and wellbeing. The aim of this article is to analyse the benefits of this model, which has proliferated in the USA, and its applicability in the context of rural and remote Australia.

METHODS: This review was undertaken with three research questions in mind: What is an MLP? Is service provision for individuals with mental health concerns being adequately addressed by current service models particularly in the rural context? Are MLPs a service delivery channel that would benefit individuals experiencing mental health issues?

RESULTS: The combined searches from all EBSCO Host databases resulted in 462 citations. This search aggregated academic journals, newspapers, book reviews, magazines and trade publications. After several reviews 38 papers were selected for the final review based on their relevance to this review question: How do MLPs support mental health providers and legal service providers in the development of a coordinated approach to supporting mental health clients' legal needs in regional and rural Australia?

CONCLUSIONS: There is considerable merit in pursuing the development of MLPs in rural and remote Australia particularly as individuals living in rural and remote areas have far fewer opportunities to access support services than those people living in regional and metropolitan locations. MLPS are important channels of service delivery to assist in early invention of legal problems that can exacerbate mental health problems.

Legal risk impact in Public Private Partnerships (PPPs): the case of the Chinese water sector

China is currently experiencing a rising demand for water, combined with limited funding availability for water project procurement. Consequently, local Chinese governments have sought procurement solutions by experimenting with public private partnerships (PPPs). However, the legal risk in PPPs, particularly in the water sector, remains high. Legal risk refers to risk arising from the legal and regulatory systems surrounding PPPs. Past research have identified legal risk in PPP projects in China as critical, however the stages at which they are significant have not been studied. This paper examines the legal risk associated with PPPs in the water sector in China and measures the degree of risk across three key stages; 1) Procurement, 2) Construction and 3) Operation. The interrelationship between legal risk at these three stages is also investigated. The significance of the risk was measured by determining the probability and severity of the risk. Correlation analysis was used to investigate the relationship between legal risks across the three stages. Our findings are that legal risk is present at all three stages, at close to moderate levels, with risk significance greatest at the operational stage. Moreover, while no correlation was identified for legal risk at the operational stage with those of earlier stages, it was found that legal issues arising during the procurement stage significantly exacerbated any further legal issues that emerged during the construction stage of water projects. The findings from this study will be significant in providing practitioners with the information to manage this risk at different stages of PPP projects.

Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programmes. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programmes successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership necessarily requires school flexibility – in the decisions as to what programmes should be offered and how work placements and timetabling should be organised.

Board leadership, outside directors’ expertise and voluntary corporate disclosures

This study examines the linkages between board leadership structure in terms of CEO duality (CEOs who jointly serve as board chairs), the proportion of expert outside directors on the board (PENEDs) and voluntary corporate disclosures. Regression analyses of observations from 385 Hong Kong companies show that CEO duality is associated with lower levels of voluntary corporate disclosures. However, the negative CEO duality/voluntary disclosure association is weaker for firms with higher PENEDs suggesting that the expertise of non-executive directors (NEDs) moderates the CEO duality/corporate disclosures relationship.

Voluntary running aids to maintain high body temperature in rats bred for high aerobic capacity

The production of heat, i.e., thermogenesis, is a significant component of the metabolic rate, which in turn affects weight gain and health. Thermogenesis is linked to physical activity (PA) level. However, it is not known whether intrinsic exercise capacity, aging, and long-term voluntary running affect core body temperature. Here we use rat models selectively bred to differ in maximal treadmill endurance running capacity (Low capacity runners, LCR and High capacity Runners, HCR), that as adults are divergent for aerobic exercise capacity, aging, and metabolic disease risk to study the connection between PA and body temperature. Ten high capacity runner (HCR) and ten low capacity runner (LCR) female rats were studied between 9 and 21 months of age. Rectal body temperature of HCR and LCR rats was measured before and after 1-year voluntary running/control intervention to explore the effects of aging and PA. Also, we determined whether injected glucose and spontaneous activity affect the body temperature differently between LCR and HCR rats at 9 vs. 21 months of age. HCRs had on average 1.3°C higher body temperature than LCRs (p < 0.001). Aging decreased the body temperature level of HCRs to similar levels with LCRs. The opportunity to run voluntarily had a significant impact on the body temperature of HCRs (p < 0.001) allowing them to maintain body temperature at a similar level as when at younger age. Compared to LCRs, HCRs were spontaneously more active, had higher relative gastrocnemius muscle mass and higher UCP2, PGC-1α, cyt c, and OXPHOS levels in the skeletal muscle (p < 0.050). These results suggest that higher PA level together with greater relative muscle mass and higher mitochondrial content/function contribute to the accumulation of heat in the HCRs. Interestingly, neither aging nor voluntary training had a significant impact on core body temperature of LCRs. However, glucose injection resulted in a lowering of the body temperature of LCRs (p < 0.050), but not that of HCRs. In conclusion, rats born with high intrinsic capacity for aerobic exercise and better health have higher body temperature compared to rats born with low exercise capacity and disease risk. Voluntary running allowed HCRs to maintain high body temperature during aging, which suggests that high PA level was crucial in maintaining the high body temperature of HCRs.

School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project

The STEPS project responds to international concern about primary teachers' lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education.It will review and build on established, innovative and successful practices at five universities, to develop and promote a framework supporting school-based approaches to pre-service teacher education.The models involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice.Through critical appraisal of these and similar models, the project will identify key features of the approach and the critical success factors required to establish and maintain strong working relationships with schools and build student capacity.The principles, framework, and resources together with exemplifying case studies, will be designed and disseminated to promote uptake of these innovative practices in the sector.This website documents the nature of the project, the emerging Interpretive Framework, principles and resources, case studies, and other project outputs.

Establishing school university partnerships to teach science – Does what worked for us work for you?

Concerns over the quality and amount of science teaching in Australian primary schools has led to a concentration of research on the methods of delivery of science education. There is a growing interest in both Australian and International contexts on building teacher knowledge and confidence to teach science, how science is taught at the primary school level and also how pre-service teachers are prepared to teach science. The Science Teacher Education Partnerships with Schools (STEPS) project is one response to these concerns. The STEPS project is a collaboration of five Australian universities that each independently set-up their own school-based partnership approaches with schools to deliver their science education programs. Each university aimed to provide pre-service teachers with the genuine experience of teaching science while being supported by university teaching staff. The project has drawn on feedback from pre-service teachers, teachers, principals and teacher educators involved at the five universities to examine the prevailing practices and led to the development of a set of tools and process, referred to as the Interpretive Framework (IF)(Hobbs et al. 2015). The IF describes how to create and maintain effective partnerships with schools, based on this research. This current paper reports on a survey conducted in 2014 which aimed to feedback from teacher educators across Australia to explore the extent to which school-based teaching opportunities in science for PSTs were in use across the country and to identify the range of approaches and theories driving their practices. Some respondents were followed up for interview and key factors were analysed and reported here. These data will be used to further refine the IF.

Successful university-school partnerships: an interpretive framework to inform partnership practice

This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.

Recruiting and maintaining SME involvement when designing voluntary inter-organisational IS

This research investigates government experiences maintaining small and medium enterprise (SME) involvement when designing voluntary inter-organisational information systems (VIOIS). It proposes a novel combination of stakeholder management and diffusion of innovation perspectives to help governments identify industry-specific change agents, communication channels and VIOIS design approaches leading to effective SME involvement.

Successful university-school partnerships: an interpretive framework to inform partnership practice

This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.

A study of voluntary internal control assurance in Chinese listed companies

This study investigates the factors that motivate Chinese listed firms to voluntarily adopt internal control assurance (ICAR) and the effect of voluntary ICAR on financial reporting quality. The findings show that voluntary ICAR is associated with both firm-level economic incentives and regional-level institutional features. In addition, firms with voluntary ICAR exhibit relatively lower financial reporting quality.

Creating Partnerships: Computer Training with Assistive Technology for Senior Adults

Currently, at the SC Commission for the Blind, there is no opportunity for computer training for adults in the Older Blind Program. The Older Blind Program has to look for outside partners to make this service viable again. This project proposes that the OB Program partner with regional senior and recreation centers to establish a community-based training program that is both effective and is of minimal cost to the agency and to the partnering centers.

Castilian and Portuguese merchants in collaboration (1580-1590). Has the Hispanic Monarchy favored Iberian commercial partnerships?

The Iberian Union allowed the existence of formal mechanisms of government authority in Portugal. In what concerns the Iberian trade dynamics, including the colonial circuits, the Habsburgs legislated according to those that would be the most politically convenient circumstances, making an impact on Iberian affairs. Over the last decade, historical literature has highlighted the transnational nature of Early Modern business partnerships. On the other hand, Iberian scholars have put forward many case studies that show formal or informal Portuguese participations in the Spanish Indies affairs. However, the inverse situation as not been considered yet. What was the role played by Castilian merchants in the Portuguese colonial trade? This paper aims to present data about the collaboration between Portuguese and Castilian merchants within the European and the overseas trade dynamics, approaching the Iberian Union as an event that favored these business partnerships. It also debates the formal or informal nature of these relationships. Were they promoted by the State’s policies or, alternatively, were they devised as a means to bypass the Crown’s monopolistic policies? For this propose, we will analyze Portuguese notarial records from the period between 1580 and 1590.