Socialisation problems of entrants into the legal profession during articles of clerkship

Bibliography: leaves 110-121.The aim of the study was to identify perceptions of problems in the effective integration of entrants into the South African legal profession. Two types of problems were investigated. Firstly, typical entrant problems; that is, problems which typically are experienced by newcomers into organisations. Secondly, problems which are specifically related to the race and/or gender of organisational entrants

The Real Aims that Shape the Teaching of Practical Physics in Sub-Saharan Africa

Practical work is widely seen as an important element of the science curriculum. However, there is a long-standing debate about the educational aims of practical work and about why it is important. Aims suggested include the contributions that practical work can make to understanding, to the acquisition of professional and personal skills, and to motivation. However, several authors have argued that the actual contributions made are minimal and there is ongoing pressure to justify the continuing inclusion of practical work in a period when greater cost efficiency is required from all those involved in education. Such pressures are extreme in countries that face resource challenges. This study examines current views on the aims of practical physics teaching in sub-Saharan Africa. Data were gathered from staff and students in four countries across the region through surveys and interviews. A context was provided by observation of practice and inspection of background documents. The overt educational aims of the staff are consistent with previous analyses though there is a heightened priority given to the improvement of content knowledge and understanding. However, there are additional drivers of behaviour that, to a large extent, define the observed practice. These ‘pragmatic aims’ concern mainly the practicalities of running schools with limited material and staff resources but also arise from cultural expectations and societal needs. Although the formal data is derived from the secondary sector, it is of relevance to all educational levels

Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement

This is an an accepted manuscript and not the final published version.ABSTRACT: A growing research base suggests the benefits of physical activity (PA) and aerobic fitness for children extend beyond overall health/well-being to include academic achievement (AA). The majority of research studies on relations of PA and fitness with AA have utilized linear-only analytic approaches, thereby precluding the possibility that PA and fitness could have a differing impact on AA for those more/less active or fit. OBJECTIVE: Evaluate both linear and non-linear associations of PA and aerobic fitness with children’s AA among a sample of 687 2nd and 3rd grade students from 17 Midwest schools. STUDY DESIGN: Using baseline data (fall 2011) from a larger 3-year intervention trial, multi-level regression analyses examined the linear and non-linear associations of AA with PA and with PACER laps (i.e., aerobic fitness), controlling for relevant covariates. RESULTS: Fitness, but not PA, had a significant quadratic association with both spelling and math achievement. Results indicate that 22–28 laps on the PACER was the point at which the associated increase in achievement per lap plateaued for spelling and math. CONCLUSIONS: Increasing fitness could potentially have the greatest impact on children’s AA for those below the 50th fitness percentile on the PACER

Osteoarthritis Management in Primary Care

Osteoarthritis is one of the most common forms of musculoskeletal conditions seen in general practice. Not only can it cause pain and discomfort, but it can greatly affect the quality of life of patients who live with this condition Joint pain attributed to osteoarthritis is a leading cause of disability worldwide. In the UK, the burden of osteoarthritis in primary care on both the individual and society is increasing. The National Institute for Health and Care Excellence offer a guideline for osteoarthritis with recommended core treatments that are at the centre of disease management and suitable for all patients. This article will focus on osteoarthritis and its management, and suggest ways in which practice nurses can address joint pain with their patients

Indirect and direct relations between aerobic fitness, physical activity, and academic achievement in elementary school students

BACKGROUND: There is evidence to suggest that increasing physical activity (PA) improves academic achievement (AA) in children and that aerobic fitness is associated with both cognitive function and AA. However, it is not known how these variables are interrelated and analyses with adequate control for socioeconomic variables are needed. It was hypothesized that PA would not directly affect AA but would have an indirect effect on AA through its effect on aerobic fitness. The purpose of this study was to test this hypothesized mediation using path analysis. METHODS: Cross-sectional data including AA, aerobic fitness, and daily PA assessed through accelerometry were collected from a large sample (N = 687) of 2nd and 3rd grade students. Demographic data were assessed via parent self-report. RESULTS: A total of 401 students wore the accelerometer for at least 10 hours on 3 days or more and were included in the final path analysis to evaluate potential relations among PA (predictor), aerobic fitness (mediator), and WIAT-III subtest standard scores (outcomes; i.e., reading, spelling, and mathematics). Findings showed a direct effect of PA on aerobic fitness (b = 0.009, p < 0.001) and an indirect effect (mediation) of PA via fitness on math achievement (b = 0.003, p < 0.01) after controlling for student’s grade, gender, body mass index, mother’s education level, and household income, as well as intraclass correlations among classes and schools. Neither PA nor aerobic fitness were correlated with WIAT-III reading or spelling scores. CONCLUSIONS: Mediation analysis indicated that PA exerted an influence on math achievement through its effects on aerobic fitness but was not associated with reading or spelling achievement scores

The Effects of Physical Activity on Learning Behaviors in Elementary School Children: A Randomized Controlled Trial

This work is licensed under a Creative Commons Attribution 4.0 International License.Research in education and developmental psychology indicates that behavioral engagement in learning is a critical predictor of children’s academic success. In an effort to improve academic achievement, school administrators are continually in search of methods to increase behavioral engagement. Previous research has indicated that classroom-based physical activity (PA) lessons have a positive impact on academic achievement. However, little research has been done in assessing the impact of such interventions on the behavioral engagement of students with learning behavior difficulties. This study assesses the impact of classroom-based PA on teacher-rated classroom behaviors of students with identified learning behavior difficulties. Two schools (one intervention, one control) participating in a larger, cluster-randomized trial provided scores on a teacher-administered classroom behavior scale. This scale was used to collect information on 15 characteristics identified as being essential to behavioral engagement. Participants included male and female students in second and third grade classrooms who were identified by their classroom teacher and school counselor as having difficulties with learning behaviors. Mixed linear modeling for repeated measures was used to examine the changes over time in the classroom behavior scores. The intervention group showed significant improvement over time in classroom behavior while the control group showed no change or a slight degradation over time (i.e., group × time interaction, F[2132] = 4.52, p = 0.01). Schools must meet the diverse needs of students today, including those who exhibit less than optimal learning behaviors. Combined with the evidence that PA is linked to several health and cognitive-behavior benefits, providing classroom-based PA that is incorporated within the curriculum provides common ground for all students to participate. It is a potential solution to increasing behavioral engagement, and in turn stimulating and enhancing learning

Weight management by phone conference call: A comparision with a traditional face-to-face clinic. Rationale and design for a randomized equivalence trial

State-of-the-art treatment for weight management consists of a behavioral intervention to facilitate decreased energy intake and increased physical activity. These interventions are typically delivered face-to-face (FTF) by a health educator to a small group of participants. There are numerous barriers to participation in FTF clinics including availability, scheduling, the expense and time required to travel to the clinic site, and possible need for dependent care. Weight management clinics delivered by conference call have the potential to diminish or eliminate these barriers. The conference call approach may also reduce burden on providers, who could conduct clinic groups from almost any location without the expenses associated with maintaining FTF clinic space. A randomized trial will be conducted in 395 overweight/obese adults (BMI 25–39.9 kg/m2) to determine if weight loss (6 months) and weight maintenance (12 months) are equivalent between weight management interventions utilizing behavioral strategies and pre-packaged meals delivered by either a conference call or the traditional FTF approach. The primary outcome, body weight, will be assessed at baseline, 6, 12 and 18 months. Secondary outcomes including waist circumference, energy and macronutrient intake, and physical activity and will be assessed on the same schedule. In addition, a cost analysis and extensive process evaluation will be completed

Aerobic exercise alone results in clinically significant weight loss for men and women: Midwest Exercise Trial-2

This is the peer reviewed version of the following article: Donnelly, J. E., Honas, J. J., Smith, B. K., Mayo, M. S., Gibson, C. A., Sullivan, D. K., Lee, J., Herrmann, S. D., Lambourne, K. and Washburn, R. A. (2013), Aerobic exercise alone results in clinically significant weight loss for men and women: Midwest exercise trial 2. Obesity, 21: E219–E228. doi:10.1002/oby.20145, which has been published in final form at http://doi.org/10.1002/oby.20145. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.Exercise is recommended by public health agencies for weight management; however, the role of exercise is generally considered secondary to energy restriction. Few studies exist that have verified completion of exercise, measured the energy expenditure of exercise, and prescribed exercise with equivalent energy expenditure across individuals and genders. OBJECTIVE The objective of this study was to evaluate aerobic exercise, without energy restriction, on weight loss in sedentary overweight and obese men and women. DESIGN AND METHODS This investigation was a randomized, controlled, efficacy trial in 141 overweight and obese participants (body mass index, 31.0 ± 4.6 kg/m2; age 22.6 ± 3.9 years). Participants were randomized (2:2:1 ratio) to exercise at either 400 kcal/session or 600 kcal/session or to a non-exercise control. Exercise was supervised, 5 days/week, for 10 months. All participants were instructed to maintain usual ad libitum diets. Due to the efficacy design, completion of ≥ 90% of exercise sessions was an a priori definition of per protocol, and these participants were included in the analysis. RESULTS Weight loss from baseline to 10 months for the 400 and 600 kcal/session groups was 3.9 ± 4.9kg (4.3%) and 5.2 ± 5.6kg (5.7%), respectively compared to weight gain for controls of 0.5 ± 3.5kg (0.5%) (p<0.05). Differences for weight loss from baseline to 10 months between the exercise groups and differences between men and women within groups were not statistically significant. CONCLUSIONS Supervised exercise, with equivalent energy expenditure, results in clinically significant weight loss with no significant difference between men and women

Reintroduction of elective cardiac interventions in the era of COVID-19: the Barts experience.

BACKGROUND: The response to COVID-19 has required cancellation of all but the most urgent procedures; there is therefore a need for the reintroduction of a safe elective pathway. METHODS: This was a study of a pilot pathway performed at Barts Heart Centre for the admission of patients requiring elective coronary and structural procedures during the COVID-19 pandemic (April-June 2020). All patients on coronary and structural waiting lists were screened for procedural indications, urgency and adverse features for COVID-19 prognosis and discussed at dedicated multidisciplinary teams. Dedicated admission pathways involving preadmission isolation, additional consent, COVID-19 PCR testing and dedicated clean areas were used. RESULTS: 143 patients (101 coronary and 42 structural) underwent procedures (coronary angiography, percutaneous coronary intervention, transcatheter aortic valve intervention and MitralClip) during the study period. The average age was 68.2; 74% were male; and over 93% had one or more moderate COVID-19 risk factors. All patients were COVID-19 PCR negative on admission with (8.1%) COVID-19 antibody positive (swab negative). All procedures were performed successfully with low rates of procedural complications (9.8%). At 2-week follow-up, no patients had symptoms or confirmed COVID-19 infection with significant improvements in quality if life and symptoms. CONCLUSION: We demonstrated that patients undergoing coronary and structural procedures can be safely admitted during the COVID-19 pandemic, with no patients contracting COVID-19 during their admission. Reassuringly, patients reflective of typical practice, that is, those at moderate or higher risk, were treated successfully. This pilot provides important information applicable to other settings, specialties and areas to reintroduce services safely

Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical feature