Is There a Threshold Intensity for Aerobic Training in Cardiac Patients?

Purpose: Recent guidelines have recommended the use of a percentage of oxygen uptake reserve ((V) over dot O2R) for prescribing aerobic exercise intensity for cardiac patients. Moreover, these guidelines suggest that a threshold intensity may exist, below which no improvement in peak oxygen uptake ((V) over dot O-2peak) occurs, The purpose. therefore. was to translate the intensity of aerobic exercise in previous training studies using cardiac patients into %(V) over dot O2R units, and determine whether a threshold intensity exists, Methods: Twenty-three studies, using 28 groups of aerobically trained cardiac patients. were identified in which (V) over dot O2peak was measured before and after training by gas exchange. Intensity of exercise was variously described as a percentage of (V) over dot O2peak. percentage of peak heart rate (HRpeak), percentage of heart rate reserve (HRR), or percentage of peak workload. These intensities were translated into equivalent units of %(V) over dot O2R. Results: Of the 28 groups of patients, three failed to show significant improvements in (V) over dot O2peak. These groups exercised at intensities corresponding to 47-55% of (V) over dot O2R. However, six other groups exercised at comparable intensities (i.e., 42% to 55% of (V) over dot O2R) and experienced significant increases in (V) over dot O2peak. Other confounding variables in these studies were similar, including the initial (V) over dot O2peak of the subjects, suggesting that the failure of three groups to significantly improve aerobic capacity was due to their small sample size. Conclusion: No threshold intensity for aerobic training was identified in cardiac patients, with the lowest intensity studied being approximately 45% of (V) over dot O2R. It is possible that intensities below this value may be an effective training stimulus. especially in extremely deconditioned subjects. but further research is needed to test that possibility and to determine whether a threshold exists

VO2 Reserve and the Minimal Intensity for Improving Cardiorespiratory Fitness

Purpose: The American College of Sports Medicine has stated that aerobic: training needs to occur at a minimum threshold intensity of 50% VO2max for most healthy adults and at 40% VO2max for those with a very low initial fitness. Recently, the concept of VO2 reserve (% VO2R, i.e., a percentage of the difference between maximum and resting VO2 has been introduced for prescribing exercise intensity, This analysis was designed to determine the threshold intensity for improving cardiorespiratory fitness expressed as %VO2R units. Methods: Previous studies in healthy subjects (N = 18) that evaluated the result, of training at low-to-moderate intensities (i.e., less than or equal to 60% VO2max) were identified. The original studies described the intensity of exercise variously as %VO2max, %HRR, %HRmax or as a specific HR value. In each case, the intensity was translated into %VO2R units. Results: Exercise training intensities below approximately 45% VO2R were consistently ineffective at increasing VO2max in studies that used subjects with mean initial VO2max values \u3e 40 mL.min-1 kg-1. In studies using subjects with mean initial VO2max values \u3c 40 mL.min-1.kg-1, no intensity A as found to be ineffective. For this latter group of subjects, the lowest intensities examined A ere approximately 30% VO2R. Conclusion: Although evidence for a threshold intensity was not strong, this analysis of training studies support the use of 45% VO2R as a minimal effective training intensity for higher fit subjects and 30% VO2R for lower fit subjects

What the schools teach: a social history of the American Curriculum since 1950

The purpose of this essay is to frame a social history of the American school curriculum since 1950 by exploring the interplay between proposals that have been advanced for what the schools should teach and what actually has occurred as schools have attempted to put those recommendations into practice. Our starting point is the life adjustment education movement and the conflict that emerged between its champions and another group of curriculum reformers enamored of discipline-centered curriculum reform. The resulting essay examines the conflict between these two groups of reformers from the 1950s onward and consideres its impact on what the schools have taught. We will then consider how that conflict has played itself out from the 1970s onward and what that tells us about the contemporary school curriculum

The Conflict over Life Adjustment Education

During the 60’s decade a consensus would become solidified under the banner of life adjustment education. A movement of multiple strains of thinking depending on who was explicating its meaning, it has been associated certain brands of child-centered education, particularly so-called progressive education movement. Almost immediately, however, life adjustment education itself was challenged by a group of reformers who favored organizing the curriculum around the traditional disciplines of knowledge. The subject of this essay is the story of this conflict over the organization of the curriculum between life adjustment education and discipline-centered curriculum reform, and what it tells us about the American school curriculum that is

Influential Article Review - Understanding Links Between Emotions and Women’s Product Preferences

This paper examines consumer behavior. We present insights from a highly influential paper. Here are the highlights from this paper: A wide difference of opinion exists about the content and composition of emotions. Advertising may influence an audience and their buying decisions about products and services. The objective of this study is to better conceptualize how women emotionally respond to emotional advertisements (EAs). The variant views are integrated into an ACE model, composed of subordinate levels of emotions (E), celebrity endorsements (C), and appeal drivers (A). This empirical study examines women’s emotional response using data from 240 Chinese women respondents. The study participants were invited to develop ACE mix based advertisements and fill out questionnaires. PLS-SEM analysis, a novel approach in ACE advertisement development and its applicability to consumer behavior, was used. The results show that showbiz celebrities expressing the emotion of happiness with music and color make the most effective ACE mix to influence the consumption behavior of women. The results are significantly mediated by attention levels and are widely applicable in the burgeoning advertising industry. The study also calls for further research with different ACE mixes in different contexts and on different audiences. It also opens doors for policy making and an appropriate understanding of women’s consumption behavior in the Chinese context. For our overseas readers, we then present the insights from this paper in Spanish, French, Portuguese, and German

#Team-based approach to sedation management in patients with SARS CoV-2 aka COVID-19 in the medical ICU

The COVID-19 pandemic has led to a proliferation of patients developing ARDS and requiring prolonged supportive care on mechanical ventilation. As a result, patients need elevated levels of sedation, often on multiple agents for a period greater than typically seen in an ICU population. As a result of this high sedation phenomenon, patients are developing higher rates of expected complications including severe constipation, neurocognitive delay, ICU myopathy, poor sedation weaning, and high pain control requirements. These complications lead to an increased rate of mortality in a population that is already very high and decreases the rate of successful extubation and discharge

El conflicto sobre la educación adaptada a la vida

Durante la década de los sesenta un consenso se solidificó bajo la bandera de la educación adaptada a la vida. Un movimiento con varias corrientes de pensamiento, dependiendo de quién explicara su significado, ha sido asociado con algunas tendencias de educación centrada en los niños, particularmente llamado movimiento de la educación progresiva. Pero, casi inmediatamente después, la educación para la adaptación a la vida se vio desafiada por un grupo de reformadores que estaban en favor de organizar las asignaturas del currículum alrededor de las disciplinas tradicionales del conocimiento. El tema de este artículo es la historia de este conflicto acerca de la organización del currículum entre educación adaptada a la vida y currículum centrado en las disciplinas, y de lo que esto nos dice acerca de la historia del currículum en los Estados Unidos

The Conflict over Life Adjustment Education

Durante la década de los sesenta un consenso se solidificó bajo la bandera de la educación adaptada a la vida. Un movimiento con varias corrientes de pensamiento, dependiendo de quién explicara su significado, ha sido asociado con algunas tendencias de educación centrada en los niños, particularmente llamado movimiento de la educación progresiva. Pero, casi inmediatamente después, la educación para la adaptación a la vida se vio desafiada por un grupo de reformadores que estaban en favor de organizar las asignaturas del currículum alrededor de las disciplinas tradicionales del conocimiento. El tema de este artículo es la historia de este conflicto acerca de la organización del currículum entre educación adaptada a la vida y currículum centrado en las disciplinas, y de lo que esto nos dice acerca de la historia del currículum en los Estados Unidos.During the 60’s decade a consensus would become solidified under the banner of life adjustment education. A movement of multiple strains of thinking depending on who was explicating its meaning, it has been associated certain brands of child-centered education, particularly so-called progressive education movement. Almost immediately, however, life adjustment education itself was challenged by a group of reformers who favored organizing the curriculum around the traditional disciplines of knowledge. The subject of this essay is the story of this conflict over the organization of the curriculum between life adjustment education and discipline-centered curriculum reform, and what it tells us about the American school curriculum that is.Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granad

What the schools teach: a social history of the American Curriculum since 1950

El propósito de este ensayo es enmarcar la historia social del currículum escolar estadounidense desde 1950, explorando la interconexión de las diferentes propuestas que se han planteado acerca de lo que se debía enseñar en las escuelas y sobre lo que realmente ocurría cuando estas escuelas intentaban poner en práctica dichas recomendaciones. Nuestro punto de partida es el movimiento de educación centrada o ajuntada a la vida y el conflicto que surgió entre sus defensores y otros grupos de reformadores curriculares que favorecían la reforma curricular centrada en las disciplinas. El ensayo resultante analiza el conflicto entre estos dos grupos de reformadores de los años cincuenta en adelante y considera su impacto en lo que se enseñaba en las escuelas. Por lo tanto consideraremos cómo se ha manifestado este conflicto a partir de los setenta y lo que nos puede decir acerca del currículum escolar contemporáneo.The purpose of this essay is to frame a social history of the American school curriculum since 1950 by exploring the interplay between proposals that have been advanced for what the schools should teach and what actually has occurred as schools have attempted to put those recommendations into practice. Our starting point is the life adjustment education movement and the conflict that emerged between its champions and another group of curriculum reformers enamored of discipline-centered curriculum reform. The resulting essay examines the conflict between these two groups of reformers from the 1950s onward and consideres its impact on what the schools have taught. We will then consider how that conflict has played itself out from the 1970s onward and what that tells us about the contemporary school curriculum.Grupo de Investigación FORCE Universidad de Granad

Lo que enseñan las escuelas: una historia social del currículum en los Estados Unidos desde 1950

El propósito de este ensayo es enmarcar la historia social del currículum escolar estadounidense desde 1950, explorando la interconexión de las diferentes propuestas que se han planteado acerca de lo que se debía enseñar en las escuelas y sobre lo que realmente ocurría cuando estas escuelas intentaban poner en práctica dichas recomendaciones. Nuestro punto de partida es el movimiento de educación centrada o ajuntada a la vida y el conflicto que surgió entre sus defensores y otros grupos de reformadores curriculares que favorecían la reforma curricular centrada en las disciplinas. El ensayo resultante analiza el conflicto entre estos dos grupos de reformadores de los años cincuenta en adelante y considera su impacto en lo que se enseñaba en las escuelas. Por lo tanto consideraremos cómo se ha manifestado este conflicto a partir de los setenta y lo que nos puede decir acerca del currículum escolar contemporáneo