Determining the minimum number of passive stretches necessary to alter musculotendinous stiffness

Abstract

In this study, we examined the minimum number of constant-torque passive stretches necessary to reduce musculotendinous stiffness. Thirteen healthy individuals (mean age 22 years, s = 3; stature 1.67 m, s = 0.1; mass 66 kg, s = 13 kg) volunteered to participate in the investigation and underwent four 30-s constant-torque passive stretches of the plantar flexor muscles. Musculotendinous stiffness was examined from the angle–torque curves generated prior to the passive stretches, at the beginning of each 30-s stretch, and immediately following the four 30-s passive stretches. The results indicated that musculotendinous stiffness of the plantar flexors was reduced following two 30-s constant-torque passive stretches (P < 0.05) compared with the pre- musculotendinous stiffness assessment. Musculotendinous stiffness remained depressed following the third and fourth stretches, but did not decrease further. These findings suggest that two 30-s bouts of constant-torque passive stretching may be necessary to cause a significant decrease in musculotendinous stiffness of the plantar flexor muscles.     

Appropriating professionalism: restructuring the official knowledge base of England’s ‘modernised’ teaching profession

The present paper examines efforts by government and government agencies in England to prescribe and control the knowledge base of a teaching profession that has, under successive New Labour administrations since 1997, been subjected to ‘modernisation’. A theoretical framework drawn from aspects of the work of Basil Bernstein, and of Rob Moore and Lynn Jones, is drawn upon to examine in some detail one key aspect of this ongoing process of governmental appropriation of professionalism: the specification by the Training and Development Agency for Schools of new ‘standards’ for both initial teacher training and teachers’ subsequent career progression. It is argued that although this enterprise represents itself as a species of purely common‐sense reform, it is in fact a mode of competency training that is rooted in selective appropriation of elements of post‐fordist management theory and a loose form of behaviourist psychology. The capacity of this training discourse to suppress awareness of its own presuppositions and of alternative or competing conceptions of professions and professionalism is explored.     

Continuous improvement in schools: Understanding the practice

This article investigates conceptually and practically what it means for schools to engage in the practice of continuous improvement. The analysis draws upon prior research and discussion to predict core elements of the practice of continuous improvement in schools. The predictions are then applied to a case study of continuous improvement efforts in a Pakistani secondary school that was involved in a 10-year school–university school improvement partnership. The article concludes with a set of eight empirically based propositions about the practice of continuous improvement schools.     

Mutation Analyses in Selected Exons of the MUT Gene in Indian Patients with Methylmalonic Acidemia

Deficiency or diminished activity of a cobalamin dependent enzyme methylmalonyl-CoA mutase causes inborn error of metabolism called methylmalonic acidemia (MMA). In this study we elucidated the spectrum of mutations in 21 Indian mut MMA patients by direct sequencing. Sequence analysis identified a total of 70 mutations in exon 2, 9, 11 and 12 of MUT gene. Out of which 26 mutations were predicted to be deleterious and rest were benign. The 23 novel mutations consist of four nonsense mutations (p.N6*, p.G539*, p.E609* and p.I671*), twelve missense mutations (p.K128I, p.N547T, p.D554Y, p.A558T, p.R559P, p.A631T, p.I647T, p.E656D, p.V657E, p.Q660H, p.K679N, and p.G696Y) and seven frame shift mutations (c.375_376insA, c.1642delA, c.1655delC, c.1825_1826insT, c.1957delGA, c.2014delA and c.2062_2063insGA). All of them are point mutations or micro rearrangements. Three of these mutations (p.K621N, p.G648D, p.G630E) have been previously reported; all of them are missense mutations. The mutations are distributed throughout the exon 2, 9, 11 and 12, 38.4 % mutation are located in exon 12.     

Serum Biomarker Based Algorithms in Diagnosis of Ovarian Cancer: A Review

Epithelial ovarian cancer accounts for more than 90% of ovarian tumours and continues as a leading cause of death from gynaecological malignancies. It is often difficult to differentiate a benign ovarian mass from malignant ones. Invasive histopathological biopsy is used as the gold standard diagnostic tool to diagnose cancer in patients with ovarian mass. A wide spectrum of Biomarkers were tried in various studies to develop a non invasive diagnostic tool, out of which HE4 and CA 125 remain the only clinically useful biomarker. Consequently various Biomarker based algorithms i.e. Risk of Malignancy Index, risk of ovarian cancer algorithm, OVA1, risk of malignancy algorithm were generated that have been developed to assess the risk of a mass being malignant. These algorithms help in timely triage of patients. Recently in 2016 FDA cleared Ova1 test (OVERA) with CA 125-II, HE4, apolipoprotein A-1, FSH, and transferring (Sensitivity 91% and Specificity 69%) as a referral or Triage test in patients presenting with ovarian mass. Combination of protein and circulating Micro RNA analysis in blood, could provide a comprehensive screening and diagnostic panel, in management of patients presenting with ovarian mass in one clinical setting.     

Reducing Inequality in Higher Education: The Link between Faculty Empowerment and Climate and Retention

Since 2001 the National Science Foundation’s ADVANCE program has distributed over $130 million in grants to improve work climate, enhance professional success, and increase recruitment and retention of female faculty in STEM fields. The process by which each institution designs and implements these interventions is seldom studied, however. Using climate surveys, administrative records, and a difference-in-differences regression approach, we assessed whether exposure to the design and implementation process helps explain improvements in climate and retention during the early years of ADVANCE implementation. We found that departments wherein at least one faculty member participated in ADVANCE committee work experienced significant improvements in job satisfaction among female faculty members and significant reduction in turnover among female full professors, suggesting that the ADVANCE design process was itself an intervention.     

The Power of Dialogue and Meaningful Connectedness: Conversations between Two Female Scholars

In this paper, the authors examine the power of dialogue and meaningful connectedness from their perspectives as female scholars of color. They draw from the feminist co-mentoring literature, which encourages equal balance of power among participants where each person takes on the role of teacher and learner, or mentor and mentee, since both have something significant to contribute. These contributions are rooted in critical dialogue, which places emphasis on humanizing and empowering those involved in the dialogue. Building community and fostering deeper connections and interactions among the co-mentors is also a key component of this framework. The findings revealed three major themes: (1) Developing an academic and scholarly identity; (2) Battling a sense of place and belonging, and; (3) Finding hope and regaining power and agency. This work is significant because it highlights the critical importance and value of mentoring for women of color in the academy, especially when authentic relationships are rooted in ethical care for one another. Additionally, this research further examines how relationships are created, developed, and sustained among scholars.     

Partnership Instability, School Readiness, and Gender Disparities

Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile Families and Child Wellbeing Study to examine associations between mothers' partnership instability and children's school readiness, differences between coresidential and dating transitions, and the moderating role of child gender. Mothers' partnership transitions are negatively associated with children's verbal ability and positively associated with boys' behavioral problems at age five. In general, coresidential and dating transitions have similar effects on school readiness. The findings have important implications for our understanding of the growing gender gap in educational attainment.     

Electronic resources preferred by pediatric hospitalists for clinical care

Objectives

There is little research on pediatric hospitalists'' use of evidence-based resources. The aim of this study was to determine the electronic resources that pediatric hospitalists prefer.

Methods

Using a web-based survey, the authors determined hospitalists'' preferred electronic resources, as well as their attitudes toward lifelong learning, practice, and experience characteristics.

Results

One hundred sixteen hospitalists completed the survey. The most preferred resource for general information, patient handouts, and treatment was UpToDate. Online search engines were ranked second for general information and patient handouts.

Conclusions

Pediatric hospitalists tend to utilize less rigorous electronic resources such as UpToDate and Google. These results can set a platform for discussing the quality of resources that pediatric hospitalists use.