Sideropenic dysphagia

No Abstract

Adrenal virilizing tumour and pregnancy

No Abstract

Primary pneumaturia

Click on the link to view

Using self- and peer-assessment to enhance students' future learning in higher education

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education

Optimization of Exercise Countermeasures for Human Space Flight: Operational Considerations for Concurrent Strength and Aerobic Training

The physiological challenges presented by space flight and in microgravity (μG) environments are well documented. μG environments can result in declines muscle mass, contractile strength, and functional capabilities. Previous work has focused on exercise countermeasures designed to attenuate the negative effects of μG on skeletal muscle structure, function, and contractile strength and aerobic fitness parameters. Exposure to μG environments influences both strength and aerobic type physical qualities. As such, the current exercise recommendations for those experiencing μG involve a combination of strength and aerobic training or “concurrent training.” Concurrent training strategies can result in development and maintenance of both strength and aerobic capabilities. However, terrestrial research has indicated that if concurrent training strategies are implemented inappropriately, strength development can be inhibited. Previous work has also demonstrated that the aforementioned inhibition of strength development is dependent on the frequency of aerobic training, modality of aerobic training, the relief period between strength and aerobic training, and the intra-session sequencing of strength and aerobic training. While time constraints and feasibility are important considerations for exercise strategies in μG, certain considerations could be made when prescribing concurrent strength and aerobic training to those experiencing human space flight. If strength and aerobic exercise must be performed in close proximity, strength should precede aerobic stimulus. Eccentric strength training methods should be considered to increase mechanical load and reduce metabolic cost. For aerobic capacity, maintenance cycle and/or rowing-based high-intensity intermittent training (HIIT) should be considered and cycle ergometry and/or rowing may be preferable to treadmill running

Efectos de la hipótesis de marca en una tarea de evitación pasiva con demora en la presentación del EI

A las ratas se las sometió a un condicionamiento de evitación pasiva con demora en la presentación del EI. Tras las respuestas de los sujetos (grupo de 'marca'), o transcurridos 15 sec. después de estas (grupo de 'marca demorada'), se les presentaba un ruido blanco breve ('marca'). Según LIEBERMAN, MCINTOSH y THOMAS (1979), la función de una 'marca', siempre que ocurra inmediatamente después de la respuesta de un sujeto, consiste en acelerar la adquisición de un aprendizaje. En nuestro primer experimento los sujetos que recibieron el EI (con o sin 'marca') aprendieron por igual y en un tiempo muy inferior al previsto. Consideramos que el EI era demasiado intenso y que en esas circunstancias la 'marca' habia actuado como un estimulo irrelevante. La pretensión del segundo experimento consistió en encontrar un EI apropiado para poder seguir trabajando. El tercer experimento se llevo a cabo en un laboratorio distinto a donde habíamos empezado nuestra investigación y tuvo como finalidad el hacer equivalentes las descargas eléctricas de ambos aparatos (aunque habiamos igualado las dos corrientes eléctricas, los efectos de las descargas en la conducta de los sujetos eran muy distintos a los obtenidos con anterioridad). En el cuarto experimento obtuvimos resultados muy favorables en apoyo de la 'hipótesis de marca', especialmente en el grupo de 'marca'; el grupo de 'marca demorada' no mostró los resultados esperados: ambos grupos alcanzaron el mismo nivel de supresión de la conducta. Se cuestionan los resultados de muchos de los experimentos en los que se trabaja con descargas eléctricas

“Immersed within the rock itself” : student experiences rock climbing in outdoor education

Outdoor education has a long tradition of using adventurous activities like rock climbing to achieve learning outcomes. Concepts like adventure, perceived risk, and flow have been used to justify the inclusion of these activities. However, the arguments for their inclusion have been eroded in recent decades, leading the authors of this paper to ask: How do students actually experience an activity like rockclimbing? In addition, outdoor activities/sports have often been grouped together, as if they were one activity, rather than distinct activities, that may require specific pedagogic considerations. This paper presents the findings of research into one group of secondary school students and their experiences rock climbing while on an OE camp at Mt Arapiles/ Dyurrite in Victoria, Australia. It re-tells their stories about two climbing contexts - top rope and multi pitch climbing. Data collected through interviews were used to retell the student’s stories about their climbing experiences and inform our analysis of how rockclimbing practices may be modified to better suit evolving ideas within outdoor education. The study highlights the impact that guides have on student’s experiences and the need for program design to be guided by intended learning outcomes. Finally, we recommend more research into students’ lived experiences across the OE curriculum to develop more nuanced outdoor education programs. © 2022, The Author(s)

A study of the theories and practices of facilitator educators

The facilitation literature is focused primarily on describing facilitation skills and practice, and to a lesser extent, on providing details of the theories that underpin facilitation practice. There is, however, little focus on the processes by which facilitators may develop their skills, competence, judgment and/or theoretical grounding. This study is an examination of the theories and practices facilitator educators use to help novice facilitators to develop their skills, knowledge, and experience. The theoretical interpretive framework used in this study involved both a model describing four dimensions of facilitator education, and the four main strategies used to educate group counsellors. Operating within the interpretivist paradigm, interviews and participant observations were conducted with six facilitator educators to establish the primary outcomes and critical components of facilitator education programs, and the theoretical foundations and values informing the practices of facilitator educators. Surveys with the graduates of their programs were also used to establish, from their perspective, what the strengths and weaknesses of the programs were. The facilitator education programs (or parts of them) were observed in Australia or New Zealand and included two longer programs (20-30 days each) and three shorter programs (1-4 days each). Some significant findings of the study included: shorter facilitator education programs were limited in their ability to provide person-centred facilitator education; no programs focused on technical facilitator education alone; the need to develop self-awareness was considered an essential component of person-centred facilitator education; and, a range of theoretical foundations were utilized by the facilitator educators. The importance of intentionality in facilitation practice was reinforced, but there is a need for facilitator educators to articulate more clearly the strategies that may be used to help emerging facilitators to develop their intentionality. The theoretical interpretive framework was a useful tool to interpret the theories and practices of facilitator educators.Submitted in the partial fulfilment of the requirements of the degree of Doctor of Education, La Trobe University, 2007

Effects of strength and endurance exercise order on endocrine responses to concurrent training

The present study examined the effect of strength and endurance training order on the endocrine milieu associated with strength development and performance during concurrent training. A randomised, between-groups design was employed with 30 recreationally resistance-trained males completing one of four acute experimental training protocols; strength training (ST), strength followed by endurance training (ST-END), endurance followed by strength training (END-ST) or no training (CON). Blood samples were taken before each respective exercise protocol, immediately upon cessation of exercise, and 1 h post cessation of exercise. Blood samples were subsequently analysed for total testosterone, cortisol and lactate concentrations. Ability to maintain 80% 1RM during strength training was better in ST and ST-END than END-ST (both p < .05). Immediately following the respective exercise protocols all training interventions elicited significant increases in testosterone (p < .05). ST and END-ST resulted in greater increases in cortisol than ST-END (both p < .05). The testosterone:cortisol ratio was similar following the respective exercise protocols. Blood lactate concentrations post-training were greater following END-ST and ST than ST-END (both p < .05). Conducting endurance exercise prior to strength training resulted in impaired strength training performance. Blood cortisol and lactate concentrations were greater when endurance training was conducted prior to strength training than vice versa. As such, it may be suggested that conducting endurance prior to strength training may result in acute unfavourable responses to strength training when strength training is conducted with high loads

Performance and endocrine responses to differing ratios of concurrent strength and endurance training

The present study examined functional strength and endocrine responses to varying ratios of strength and endurance training in a concurrent training regimen. 30 resistance-trained men completed 6 weeks of 3 d·wk-1 of i) strength training (ST), ii) concurrent strength and endurance training ratio 3:1 (CT3), iii) concurrent strength and endurance training ratio 1:1 (CT1) or iv) no training (CON). Strength training was conducted using whole-body, multi-joint exercises, while endurance training consisted of treadmill running. Assessments of maximal strength, lower body power, and endocrine factors were conducted pre-training and following 3 and 6 weeks. Following the intervention ST and CT3 elicited similar increases in lower body strength; furthermore, ST resulted in greater increases than CT1 and CON (all p < 0.05). All training conditions resulted in similar increases in upper body strength following training. ST group observed greater increases in lower body power than all other conditions (all p < 0.05). Following the final training session, CT1 elicited greater increases in cortisol than ST (p = 0.008). When implemented as part of a concurrent training regimen, higher volumes of endurance training result in the inhibition of lower body strength, whereas low volumes do not. Lower body power was attenuated by high and low frequencies of endurance training. Higher frequencies of endurance training resulted in increased cortisol responses to training. These data suggest that if strength development is the primary focus of a training intervention, frequency of endurance training should remain low