Effect of Weight Training with Pelvic Floor Muscle Training in Elderly Women with Urinary Incontinence

Purpose: To determine if weight training combined with pelvic floor muscle training is more efficient than pelvic floor muscle training alone for the treatment of urinary incontinence (UI) symptoms in elderly women. Method: This was a two-arm, parallel, randomized controlled trial. Twenty-six women with stress UI participated in the study. The intervention group (IG) underwent training with moderate intensity weights combined with pelvic floor muscle training, whereas the control group (CG) only underwent pelvic floor muscle training. Intervention occurred twice a week over 12 weeks. The International Consultation on Incontinence Questionnaire–Short Form was used as the main measure. Scores of zero defined the absence of symptoms. The absence of symptoms was evaluated at 4 weeks, 12 weeks, and 1 month after the end of treatment. Moreover, activities related to UI and the use and change of daily protection were investigated. Results: The rate of absence of symptoms was significantly higher in IG after 4 weeks (58.3%) compared to CG (14.8%). The relative risk was 4.1 (95% confidence interval [CI] [1.08, 16.06]). Although no intention-to-treat analysis was performed, there was no difference in the evaluations after the interventions. Conclusion: Compared to pelvic floor muscle training alone, the combination of weight training and pelvic floor muscle training provided earlier improvement of UI in elderly women.     

Physical fitness predicts the academic achievement over one-school year follow-up period in adolescents

The purposes of this study were to examine how fitness at the baseline could predict both academic achievement and academic achievement changes one school year in advance. A total of 194 adolescents (mean age: 14.15 ± 0.97 years old, 112 boys) who attended secondary school participated in our study. Cardiorespiratory fitness was measured with the 20 m endurance shuttle-run test. We also assessed the lower-limbs muscular strength with the standing long jump test and flexibility with the sit-and-reach test. The academic achievement was assessed by school grades. We performed linear regression analyses. Additionally, we examined the relationship between fitness and changes in the academic performance following the same statistical methodology. Cardiorespiratory fitness was positively associated with mathematics one school year in advance (p = 0.025). Cardiorespiratory fitness was also positively associated with changes in Spanish language (p = 0.005), mathematics (p = 0.023), and the grade point average (p = 0.006). Muscular strength was also positively associated with changes in Spanish language (p = 0.040) and mathematics (p = 0.010), while flexibility was associated with changes in Spanish language (p = 0.039) and the grade point average (0.027). Our results suggest that cardiorespiratory fitness was positively associated with academic achievement in adolescents.     

Fatness and fitness in relation to functional movement quality in overweight and obese children

This study aimed to investigate the independent and combined associations between several fatness indicators and fitness components with functional movement quality in overweight/obese children. A total of 56 children (33 girls, aged 8–12) classified as overweight/obese according to the World Obesity Federation standard cut points, participated in this study. Participants underwent assessments of fatness [body mass index (BMI), waist circumference, and bioelectrical impedance measures], fitness [1 repetition maximum bench and leg press, and ALPHA test battery], and functional movement quality [4 tests from Functional Movement Screen ^TM (FMS)]. All fatness outcomes, except waist circumference, were negatively associated with total FMS score, after controlling for cardiorespiratory fitness. Cardiorespiratory fitness, lower limbs muscle strength, and speed-agility were positively associated with the total FMS score, regardless of BMI. Our results suggest that children with greater fatness indicators demonstrate lower functional movement quality independently of their fitness level, whereas children with better fitness level (i.e. cardiorespiratory fitness, lower limbs muscular strength, and speed-agility) demonstrate greater functional movement quality independently of their fatness level. However, children´s weight status seems to be more determinant than their fitness level in terms of functional movement quality, whereas being fit seems to moderately attenuate the negative influence of fatness.     

Assessing the effectiveness of the Eureka Program

The aim of this paper is to test whether participation in a European public initiative to support market-oriented R&D, such as the Eureka Program, has a positive impact on the performance of participating firms and, if so, how long it is before the impact becomes apparent. These issues are explored using a dynamic panel data model covering the period 1994–2003, for a sample of 866 European firms, 284 of which completed a Eureka project during the period of analysis. The results show how the completion of a Eureka project has a positive influence over firm performance measured as return over assets (ROA), although the effect does not manifest itself until a year after project completion. Nevertheless, when the sample is divided by sector, it is obtained that, while manufacturing firms follow the general pattern of a positive effect appearing a year after project completion, the effect in non-manufacturing firms is already apparent during the year of completion.     

Teaching-learning methods and their effect on professional development and the development of graduates’ competencies / Métodos de enseñanza-aprendizaje y su efecto en el desarrollo profesional y competencial de los egresados

This article analyses the effect of the teaching-learning methods used in Spanish universities on three measures of educational output: average mark, graduates’ assessment of their professional performance in different dimensions, and their assessment of the acquisition of professional competencies and skills. Multi-level models were used in which graduates (first level) are grouped by field of study (second level). The Class attendance and Written work methods have the most influence on the average mark but influence the graduates’ working future the least, as measured with assessments of professional aspects or competencies. In contrast, Problem-based learning, In-company internships and Practical and methodological knowledge are the methods that bear the most influence on the graduates’ professional careers and their development of specific professional competencies.     

Leading for social justice in challenging school contexts

This article is part of the International Successful School Principalship Project (ISSPP) and aims to analyse the success factors of two Spanish secondary school principals working in the line of social justice in challenging contexts. The factors are arranged in traits and beliefs of principals and in the strategies they used to bring successful leadership. The article concludes by showing a model of leadership that emphasizes both personal and professional characteristics of principals and their central role as agents of social change.     

A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?

Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed.     

Identification of a fungal community on gilded wood carved heritage

During restoration activities, a fungal reddish area was noted on a gilded wood carved ceiling decoration from a sacristy of a church in Aveiro, Portugal. The protocols used to identify the fungal community present in this wooden material included the classical culturing methods and a molecular biology protocol based on the ability of denaturing high performance liquid chromatography (DHPLC) to separate fungal DNA from several species. This last method complemented the results obtained with the traditional culturing method approach and the overall study revealed three fungal species: Serpula lacrymans (Wulfen) P. Karsten, Paecilomyces lilacinus (Thom) Samson and Penicillium chrysogenum Thom. This is, to the author's knowledge, the first documented case of S. lacrymans in Portuguese built cultural heritage. Despite the antifungal solution applied and the dryer environment recommended, the water activity (Aw) levels recorded on location are still dangerously high and may allow fungal regrowth. Periodic inspections were advised.     

Autistic traits and self-conscious emotions in early childhood

Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, M_age = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning.     

Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start

Early Childhood Education Journal - Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early...