Recovery of pulmonary diffusing capacity after maximal exercise.

Pulmonary diffusing capacity (DICO), together with spirometric variables, arterial oxygen tension (paO2) and cardiac output were determined before and at intervals after maximal arm cranking, treadmill running and ergometer rowing. Independent of the type of exercise, D1CO increased immediately post-exercise from a median 13.6 (range 7.3-16.3) to 15.1 (9.3-19.6) mmol min-1 kPa-1 (P < 0.01). However, it decreased to 11.6 (6.9-15.5) mmol min-1 kPa-1 (P < 0.01) after 24 h with cardiac output and paO2 at resting values, and D1CO normalized after 20 h. Thoracic electrical impedance at 2.5 and 100 kHz increased slightly post-exercise, indicating a decrease in thoracic fluid balance, and there were no echocardiographic signs of left ventricular failure at the time of the decrease in D1CO. Also, active muscle (limb) circumference and volume, and an increase in haematocrit from 43.8 (38.0-47.0) to 47.1 (42.7-49.8) (P < 0.01), had normalized at the time of the decrease in D1CO. Vital capacity, forced vital capacity, forced expiratory volume in 1 s, peak and peak mid-expiratory flows did not change. However, total lung capacity increased from 6.8 (5.0-7.6) to 7.0 (5.1-7.8) litres (P < 0.05) immediately after exercise and remained elevated at 6.9 (5.1-8.7) litres (P < 0.05) when a decrease in D1CO was noted. The results demonstrate that independent of the type of maximal exercise, an approximate 15% reduction in D1CO takes place 2-3 h post-exercise, which normalizes during the following day of recovery.     

Butterfly Power in the Art of Mentoring Deaf and Hard of Hearing College Students

This article describes the ways in which critical events in the lives of college students may contribute to their career development and personal well being. These critical events are referred to as 'butterflies', adopting as a metaphor that concept from chaos theory which states that relatively small events can have large effects. The study analyzes these events and their effects from the perspective of the students' mentors. Results of the study are related to other concepts from chaos theory including bifurcation points, autopoiesis and emergence. The study explores both the different kinds of critical events students experience as well as how mentoring may help students to deal with them. The role of the mentor as interpreter of events, as change agent and as intervener are identified. The article argues that mentors need to be aware of the potential power of critical events in the career development of college students.     

Start talking and stop misbehaving

Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.     

Qualitative review synthesis: the relationship between inattention and academic achievement

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.     

西行感悟(英文)

2007年,在甘肃省青少年发展基金会、甘肃子博公司的安排和资助下,爱华三次前往甘肃地区进行慈善活动,并给那里的希望小学送去《英语沙龙》杂志社赞助的棒棒英语教材。若非亲眼所见,一般人可能很难想象那里的缺水情况以及随之而来的各种困境。借此接受《英语沙龙》专访的机会,她表示:个人行动的能力是有限的,希望能有更多人用实际行动加入到慈善活动的行列。