Understanding Adult Lifelong Learning Participation as a Layered Problem

ERIC Educational Resources Information Center

Boeren, Ellen

2017-01-01

This paper discusses the layered nature of lifelong learning participation, bringing together fragmented insights in why adults do or do not participate in lifelong learning activities. The paper will discuss the roles and responsibilities of individual adults, education and training providers and countries' social education policies, often…

Benefits of music training are widespread and lifelong: a bibliographic review of their non-musical effects.

PubMed

Dawson, William J

2014-06-01

Recent publications indicate that musical training has effects on non-musical activities, some of which are lifelong. This study reviews recent publications collected from the Performing Arts Medicine Association bibliography. Music training, whether instrumental or vocal, produces beneficial and long-lasting changes in brain anatomy and function. Anatomic changes occur in brain areas devoted to hearing, speech, hand movements, and coordination between both sides of the brain. Functional benefits include improved sound processing and motor skills, especially in the upper extremities. Training benefits extend beyond music skills, resulting in higher IQs and school grades, greater specialized sensory and auditory memory/recall, better language memory and processing, heightened bilateral hand motor functioning, and improved integration and synchronization of sensory and motor functions. These changes last long after music training ends and can minimize or prevent age-related loss of brain cells and some mental functions. Early institution of music training and prolonged duration of training both appear to contribute to these positive changes.

"The Kings New Training Courses"--A Research Project: The New Clothes May Have a CBT Label, but Do They Really Promote Lifelong Learning?

ERIC Educational Resources Information Center

Barratt-Pugh, Llandis

This paper outlines the background and preliminary findings of a study currently in progress in Perth, Western Australia, to investigate the relationship between competence based training and the development of lifelong learning skills. The paper explores both the underlying aims of competency-based training (CBT) and the educational antecedents…

Lifelong Learning for the 21st Century.

ERIC Educational Resources Information Center

Goodnight, Ron

The Lifelong Learning Center for the 21st Century was proposed to provide personal renewal and technical training for employees at a major United States automotive manufacturing company when it implemented a new, computer-based Computer Numerical Controlled (CNC) machining, robotics, and high technology facility. The employees needed training for…

The effect of lifelong exercise frequency on arterial stiffness.

PubMed

Shibata, Shigeki; Fujimoto, Naoki; Hastings, Jeffrey L; Carrick-Ranson, Graeme; Bhella, Paul S; Hearon, Christopher; Levine, Benjamin D

2018-05-20

This study examined the effect of different 'doses' of lifelong (>25 years) exercise on arterial stiffening (a hallmark of vascular ageing) in older adults. There are clear dose-dependent effects of lifelong exercise training on human arterial stiffness that vary according to the site and size of the arteries. Similar to what we have observed previously with ventricular stiffening, 4-5 days week -1 of committed exercise over a lifetime are necessary to preserve 'youthful' vascular compliance, especially of the large central arteries. Casual exercise training of two to three times per week may be sufficient for middle-sized arteries like the carotid to minimize arterial stiffening with ageing. However, there is little effect of exercise training on the small-sized peripheral arteries at any dose. Central arterial stiffness increases with sedentary ageing. While near-daily, vigorous lifelong (>25 years) endurance exercise training prevents arterial stiffening with ageing, this rigorous routine of exercise training over a lifetime is impractical for most individuals. The aim was to examine whether a less frequent 'dose' of lifelong exercise training (four to five sessions per week for > 30 min) that is consistent with current physical activity recommendations elicits similar benefits on central arterial stiffening with ageing. A cross-sectional examination of 102 seniors (>60 years old) who had a consistent lifelong exercise history was performed. Subjects were stratified into four groups based on exercise frequency as an index of exercise 'dose': sedentary: fewer than two sessions per week; casual exercisers: two to three sessions per week; committed exercisers: four to five sessions per week; and Masters athletes: six to seven sessions per week plus regular competitions. Detailed measurements of arterial stiffness and left ventricular afterload were collected. Biological aortic age and central pulse wave velocity were younger in committed exercisers and

Stress (hypothalamic-pituitary-adrenal axis) and pain response in male rats exposed lifelong to high vs. low phytoestrogen diets.

PubMed

Lephart, Edwin D; Galindo, Edwardo; Bu, Li Hong

2003-05-15

Estrogens exhibit complex but beneficial effects on brain structure, function and behavior. Soy-derived dietary phytoestrogens protect against hormone-dependent and age-related diseases, due to their estrogen-like hormonal actions. However, the effects of phytoestrogens on brain and behavior are relatively unknown. This study examined the influence of exposing male Long-Evans rats (lifelong) to either a phytoestrogen-rich (Phyto-600) or a phytoestrogen-free (Phyto-free) diet on body weights, behavioral pain thresholds, the hypothalamic-pituitary-adrenal (HPA) hormonal stress response, hippocampal glucocorticoid receptor and brain neural cell adhesion molecules (NCAM) and synaptophysin levels using standard behavioral and biochemical techniques. Body weights were significantly decreased in Phyto-600 fed animals compared to Phyto-free values. There were no significant changes in behavioral pain thresholds, circulating corticosterone concentrations (after acute immobilization stress) or NCAM and synaptophysin levels in various brain regions by the diet treatments. However, Phyto-600 fed males displayed significantly higher plasma adrenocorticotrophin (ACTH) (post-stress) and hippocampal glucocorticoid receptor levels vs. Phyto-free values. These data suggest that (1) body weights are significantly reduced by soy-derived phytoestrogens, (2) behavioral pain thresholds (via heat stimuli) are not influenced by dietary phytoestrogens, but (3) these estrogenic molecules in the hippocampus enhance glucocorticoid receptor abundance and alter the negative feedback of stress hormones towards a female-like pattern of higher ACTH release after activation of the HPA stress axis. This study is the first to show that lifelong consumption of dietary phytoestrogens alters the HPA stress response in male rats.

Expanding the frontiers of national qualifications frameworks through lifelong learning

NASA Astrophysics Data System (ADS)

Owusu-Agyeman, Yaw

2017-10-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Lifelong Learning and Leadership. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1996

1996-01-01

This theme issue focuses on programs that promote lifelong learning through literacy education, parent empowerment, or parent leadership training. "Adult Literacy Outreach Innovations: Porque Significa Tanto" (Christie L. Goodman) describes a Texas outreach project that focuses on raising public awareness about adult education and…

Muscle Characteristics and Substrate Energetics in Lifelong Endurance Athletes

PubMed Central

Dubé, John J.; Broskey, Nicholas T.; Despines, Alex A.; Stefanovic-Racic, Maja; Toledo, Frederico G.S.; Goodpaster, Bret H.; Amati, Francesca

2015-01-01

Purpose The goal of this study was to explore the effect of lifelong aerobic exercise (i.e. chronic training) on skeletal muscle substrate stores (intramyocellular triglyceride [IMTG] and glycogen), skeletal muscle phenotypes, and oxidative capacity (ox), in older endurance-trained master athletes (OA) compared to non-competitive recreational younger (YA) athletes matched by frequency and mode of training. Methods Thirteen OA (64.8±4.9 yo) exercising ≥ 5 times/week were compared to 14 YA (27.8±4.9 yo) males and females. IMTG, glycogen, fiber types, succinate dehydrogenase (SDH) and capillarization were measured by immunohistochemistry in vastus lateralis biopsies. Fat-ox and carbohydrate (CHO)-ox were measured by indirect calorimetry before and after an insulin clamp and during a cycle ergometer graded maximal test. Results V̇O2peak was lower in OA than YA. OA had greater IMTG in all fiber types and lower glycogen stores than YA. This was reflected in greater proportion of type I and less type II fibers in OA. Type I fibers were similar in size, while type II fibers were smaller in OA compared to YA. Both groups had similar SDH content. Numbers of capillaries per fiber were reduced in OA but with a higher number of capillaries per area. Metabolic flexibility and insulin sensitivity were similar in both groups. Exercise metabolic efficiency was higher in OA. At moderate exercise intensities, CHO-ox was lower in OA but with similar Fatox. Conclusion Lifelong exercise is associated with higher IMTG content in all muscle fibers and higher metabolic efficiency during exercise that are not explained by differences in muscle fibers types and other muscle characteristics when comparing older to younger athletes matched by exercise mode and frequency. PMID:26460630

Lifelong learning of Chinese rural physicians: preliminary psychometrics and influencing factors.

PubMed

Li, Honghe; Wang, Ziwei; Jiang, Nan; Liu, Yang; Wen, Deliang

2015-10-30

There are more than 4.9 million rural health workers undertaking the health care need of rural population of over 629 million in China. The lifelong learning of physicians is vital in maintaining up-to-date and qualified health care, but rural physicians in many developing countries lack adequate medical professional developments. There has also been no empirical research focused on the lifelong learning of rural physician populations. The purpose of this study was to investigate the primary levels of lifelong learning of the rural physicians and to analyze group differences. We conducted a cross-sectional study on 1197 rural physicians using the Jefferson Scale of Physician Lifelong Learning (JSPLL). Cronbach's α coefficient, exploratory factor analysis, independent sample t-test, and one-way ANOVA followed by Student-Newman-Keuls test were performed to analyze the data. For Chinese rural physicians, the JSPLL was reliable (Cronbach's α coefficient = 0.872) and valid, with exploratory factor analysis fitting a 3-factor model and accounting for a total of 60.46 % of the variance. The mean lifelong learning score was 45.56. Rural physicians generally performed worse in the technical skills in seeking information domain. Rural physicians with 21-30 working years have a lower score of lifelong learning (P < 0.05) than other phases of working years. Career satisfaction and professional titles had a significantly positive influence on physicians' orientation towards lifelong learning (P < 0.05). The overall lifelong learning scores of physicians who received more training after completion of medical school were higher than those with less additional post-medical school training (P <0.05). The JSPLL is effective for the Chinese rural physician population. In order to cope with impacting factors on rural physicians' lifelong learning, the results of the study reinforced the importance of continuing medical education and career satisfaction for lifelong

Vocational Studies, Lifelong Learning and Social Values: Investigating Education, Training and NVQs under the New Deal. Monitoring Change in Education [Series].

ERIC Educational Resources Information Center

Hyland, Terry

This book examines the New Labour policy on lifelong learning in Great Britain. Special attention is paid to developments surrounding the University for Industry and the New Deal initiatives and the issue of upgrading the British vocational education and training (VET) system to match those of Britain's European competitors. The following are…

From Residency to Lifelong Learning.

PubMed

Brandt, Keith

2015-11-01

The residency training experience is the perfect environment for learning. The university/institution patient population provides a never-ending supply of patients with unique management challenges. Resources abound that allow the discovery of knowledge about similar situations. Senior teachers provide counseling and help direct appropriate care. Periodic testing and evaluations identify deficiencies, which can be corrected with future study. What happens, however, when the resident graduates? Do they possess all the knowledge they'll need for the rest of their career? Will medical discovery stand still limiting the need for future study? If initial certification establishes that the physician has the skills and knowledge to function as an independent physician and surgeon, how do we assure the public that plastic surgeons will practice lifelong learning and remain safe throughout their career? Enter Maintenance of Certification (MOC). In an ideal world, MOC would provide many of the same tools as residency training: identification of gaps in knowledge, resources to correct those deficiencies, overall assessment of knowledge, feedback about communication skills and professionalism, and methods to evaluate and improve one's practice. This article discusses the need; for education and self-assessment that extends beyond residency training and a commitment to lifelong learning. The American Board of Plastic Surgery MOC program is described to demonstrate how it helps the diplomate reach the goal of continuous practice improvement.

Changing Lives through Lifelong Learning Accounts

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning (NJ1), 2007

2007-01-01

As conceived by the Council for Adult and Experiential Learning (CAEL), Lifelong Learning Accounts (LiLAs[SM]) are employer-matched, portable individual accounts used to finance employee education and training. They provide employees with an affordable means of upgrading their skills and knowledge, while helping to meet the needs of employers and…

One session of high-intensity interval training (HIIT) every 5 days, improves muscle power but not static balance in lifelong sedentary ageing men

PubMed Central

Sculthorpe, Nicholas F.; Herbert, Peter; Grace, Fergal

2017-01-01

Abstract Background: Declining muscle power during advancing age predicts falls and loss of independence. High-intensity interval training (HIIT) may improve muscle power, but remains largely unstudied in ageing participants. Methods: This randomized controlled trial (RCT) investigated the efficacy of a low-frequency HIIT (LfHIIT) intervention on peak muscle power (peak power output [PPO]), body composition, and balance in lifelong sedentary but otherwise healthy males. Methods: Thirty-three lifelong sedentary ageing men were randomly assigned to either intervention (INT; n = 22, age 62.3 ± 4.1 years) or control (n = 11, age 61.6 ± 5.0 years) who were both assessed at 3 distinct measurement points (phase A), after 6 weeks of conditioning exercise (phase B), and after 6 weeks of HIIT once every 5 days in INT (phase C), where control remained inactive throughout the study. Results: Static balance remained unaffected, and both absolute and relative PPO were not different between groups at phases A or B, but increased significantly in INT after LfHIIT (P < 0.01). Lean body mass displayed a significant interaction (P < 0.01) due to an increase in INT between phases B and C (P < 0.05). Conclusions: 6 weeks of LfHIIT exercise feasible and effective method to induce clinically relevant improvements in absolute and relative PPO, but does not improve static balance in sedentary ageing men. PMID:28178145

The Effects of Backwards Running Training on Forward Running Economy in Trained Males.

PubMed

Ordway, Jason D; Laubach, Lloyd L; Vanderburgh, Paul M; Jackson, Kurt J

2016-03-01

Backwards running (BR) results in greater cardiopulmonary response and muscle activity compared with forward running (FR). BR has traditionally been used in rehabilitation for disorders such as stroke and lower leg extremity injuries, as well as in short bursts during various athletic events. The aim of this study was to measure the effects of sustained backwards running training on forward running economy in trained male athletes. Eight highly trained, male runners (26.13 ± 6.11 years, 174.7 ± 6.4 cm, 68.4 ± 9.24 kg, 8.61 ± 3.21% body fat, 71.40 ± 7.31 ml·kg(-1)·min(-1)) trained with BR while harnessed on a treadmill at 161 m·min(-1) for 5 weeks following a 5-week BR run-in period at a lower speed (134 m·min(-1)). Subjects were tested at baseline, postfamiliarized, and post-BR training for body composition, a ramped VO2max test, and an economy test designed for trained male runners. Subjects improved forward running economy by 2.54% (1.19 ± 1.26 ml·kg(-1)·min(-1), p = 0.032) at 215 m·min(-1). VO2max, body mass, lean mass, fat mass, and % body fat did not change (p > 0.05). Five weeks of BR training improved FR economy in healthy, trained male runners without altering VO2max or body composition. The improvements observed in this study could be a beneficial form of training to an already economical population to improve running economy.

The Lifelong Learner.

ERIC Educational Resources Information Center

Gross, Ronald

Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be…

One session of high-intensity interval training (HIIT) every 5 days, improves muscle power but not static balance in lifelong sedentary ageing men: A randomized controlled trial.

PubMed

Sculthorpe, Nicholas F; Herbert, Peter; Grace, Fergal

2017-02-01

Declining muscle power during advancing age predicts falls and loss of independence. High-intensity interval training (HIIT) may improve muscle power, but remains largely unstudied in ageing participants. This randomized controlled trial (RCT) investigated the efficacy of a low-frequency HIIT (LfHIIT) intervention on peak muscle power (peak power output [PPO]), body composition, and balance in lifelong sedentary but otherwise healthy males. Thirty-three lifelong sedentary ageing men were randomly assigned to either intervention (INT; n = 22, age 62.3 ± 4.1 years) or control (n = 11, age 61.6 ± 5.0 years) who were both assessed at 3 distinct measurement points (phase A), after 6 weeks of conditioning exercise (phase B), and after 6 weeks of HIIT once every 5 days in INT (phase C), where control remained inactive throughout the study. Static balance remained unaffected, and both absolute and relative PPO were not different between groups at phases A or B, but increased significantly in INT after LfHIIT (P < 0.01). Lean body mass displayed a significant interaction (P < 0.01) due to an increase in INT between phases B and C (P < 0.05). 6 weeks of LfHIIT exercise feasible and effective method to induce clinically relevant improvements in absolute and relative PPO, but does not improve static balance in sedentary ageing men.

Foreign Language and Business. A Lifelong Experience.

ERIC Educational Resources Information Center

Fryer, T. Bruce

The Masters Degree in International Business Program at the University of South Carolina, begun in June 1974, has as its unique feature the emphasis on "lifelong experience." This emphasis affects both the student and the department. From the first year of the program (the basic features of which are intensive training in language,…

Specific Physical Training in Elite Male Team Handball.

PubMed

Wagner, Herbert; Gierlinger, Manuel; Adzamija, Nermin; Ajayi, Samuel; Bacharach, David W; von Duvillard, Serge P

2017-11-01

Wagner, H, Gierlinger, M, Adzamija, N, Ajayi, S, Bacharach, DW, and von Duvillard, SP. Specific physical training in elite male team handball. J Strength Cond Res 31(11): 3083-3093, 2017-Specific physical training in elite team handball is essential for optimal player's performance; however, scientific knowledge is generally based on temporary training studies with subelite athletes. Therefore, the aim of the study was to analyze the effects of specific physical training in an elite male handball team over the entire season. Twelve players of a male handball team from the First Austrian Handball League conducted a 1-year specific physical training program in addition to their normal (team handball techniques and tactics) weekly training. Performance was measured with 5 general and 4 specific tests as well as game statistics during competition. Repeated measures analysis of variances and paired sample t-test were used to analyze differences in performance during training. We found a significant increase in oxygen uptake, offense time, defense time, fast break time, and jump height in the specific tests. Game performance statistics revealed a lower throwing percentage in the hosting team (59%) compared with the rival teams (63%). Our results indicated that specific endurance and agility are an acceptable modality in elite male team handball. However, performance in competition is strongly influenced by specific techniques and tactics. We recommend to strength and conditioning professionals that they tailor strength and power training, coordination and endurance as specific as possible, using free weights, agility exercises that include change in direction and jumps as well as short (10-15 seconds) high-intensity intervals.

Policies, Politics and the Future of Lifelong Learning. The Future of Education from 14+ Series.

ERIC Educational Resources Information Center

Hodgson, Ann, Ed.

This document contains 13 papers on the policies, politics, and future of lifelong learning in the United Kingdom (UK) and Europe. The following papers are included: "An International and Historical Context for Recent Policy Approaches to Lifelong Learning in the UK" (Ann Hodgson); "The Vocational Training Policy of the European…

Lifelong learning along the education and career continuum: meta-analysis of studies in health professions

PubMed Central

BABENKO, OKSANA; KOPPULA, SUDHA; DANIELS, LIA; NADON, LINDSEY; DANIELS, VIJAY

2017-01-01

Introduction: Lifelong learning is an integral part of health professionals’ maintenance of competence. Several studies have examined the orientation toward lifelong learning at various stages of the education and career continuum; however, none has looked at changes throughout training and practice. The objective of the present study was to determine if there are differences between groups defined by their places on the education and career continuum. Methods: The authors performed a group-level meta-analysis on studies that used the 14-item Jefferson Scale of Physician Lifelong Learning or its variants. Eleven published articles, which reported on studies with post-secondary health professions students, residents, and practicing health professionals met the inclusion criteria. In total, there were 12 independent data sets, with four data sets per group. Results: In total, over seven thousand students, residents, and practicing health professionals responded to the Jefferson Scale (N=7.269). Individual study means tendency to be high, suggesting a high orientation toward lifelong learning among the trainees (students and residents) and practicing health professionals. Meta-analysis results indicated that the orientation toward lifelong learning tended to increase gradually along the education and career continuum. Significant differences in the group means were found between the trainees and practicing health professionals. Conclusion: In the reviewed studies, the orientation toward lifelong learning among students, residents, and practicing professionals was high. Nonetheless, although based on separate cohorts, it appears that the orientation toward lifelong learning continues to develop even after the completion of formal training. PMID:28979909

Learning Habitus and the Dynamics of Lifelong Learning

ERIC Educational Resources Information Center

Herzberg, Heidrun

2006-01-01

In this article, the thesis is posited that Bourdieu's concept of habitus, if used in the analysis of lifelong (biographical) learning and training processes, requires reformulation in terms of biographical theory. In the light of this suggestion, the author presents her own concept of a biographical learning habitus. In an intergenerational study…

Lifelong Learning.

ERIC Educational Resources Information Center

Learning Quarterly, 1998

1998-01-01

The theme of this issue is lifelong learning. Contents include a message introducing the publisher's Chief Executive Officer, Devron Gaber, and letters to the editor. A guest editorial, "Lifelong Learning For All: A National, Social, Corporate, and Personal Imperative for the Knowledge-Based 21st Century" (Ron Faris), considers how…

Integrating Lifelong Learning Perspectives.

ERIC Educational Resources Information Center

Medel-Anonuevo, Carolyn, Ed.

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies"…

La necessite d'un apprentissage tout au long de la vie (The Need for Lifelong Learning).

ERIC Educational Resources Information Center

Marchand, Louise

2000-01-01

In the past, adult education focused on basic training, providing general skills that lasted a lifetime. Today social and economic pressures are pushing adults into lifelong learning. For lifelong learning to become a reality, a system is needed that allows individuals to further their learning, with regular periodic breaks, without penalties or…

Lifelong Learning: Proceedings of a Symposium. 16 May 2002

ERIC Educational Resources Information Center

Selby Smith, Chris, Ed.; Ferrier, Fran, Ed.

2003-01-01

The Educational Research Centre for the Economics of Education and Training (CEET) conducted a survey focusing on lifelong learning and the world of work, particularly on the need for retraining and upgrading of skills and knowledge. The survey involved five different approaches: surveys of the available quantitative and qualitative material; a…

Issues of Identity and Knowledge in the Schooling of VET: A Case Study of Lifelong Learning

ERIC Educational Resources Information Center

Tennant, Mark; Yates, Lyn

2005-01-01

This article discusses two school-based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of "lifelong learning". Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners…

Who Is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

ERIC Educational Resources Information Center

Uggla, Bengt Kristensson

2008-01-01

The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of…

Financing Lifelong Learning for All: An International Perspective. Working Paper.

ERIC Educational Resources Information Center

Burke, Gerald

Recent international discussions provide information on various countries' responses to lifelong learning, including the following: (1) existing unmet needs and emerging needs for education and training; (2) funds required compared with what was provided; and (3) methods for acquiring additional funds, among them efficiency measures leading to…

Comparisons of voice onset time for trained male singers and male nonsingers during speaking and singing.

PubMed

McCrea, Christopher R; Morris, Richard J

2005-09-01

This study was designed to examine the temporal acoustic differences between male trained singers and nonsingers during speaking and singing across voiced and voiceless English stop consonants. Recordings were made of 5 trained singers and 5 nonsingers, and acoustically analyzed for voice onset time (VOT). A mixed analysis of variance showed that the male trained singers had significantly longer mean VOT than did the nonsingers during voiceless stop production. Sung productions of voiceless stops had significantly longer mean VOTs than did the spoken productions. No significant differences were observed for the voiced stops, nor were any interactions observed. These results indicated that vocal training and phonatory task have a significant influence on VOT.

The pathophysiology of lifelong premature ejaculation

PubMed Central

2016-01-01

For many decades it has been thought that lifelong premature ejaculation (PE) is only characterized by persistent early ejaculations. Despite enormous progress of in vivo animal research, and neurobiological, genetic and pharmacological research in men with lifelong PE, our current understanding of the mechanisms behind early ejaculations is far from complete. The new classification of PE into four PE subtypes has shown that the symptomatology of lifelong PE strongly differs from acquired PE, subjective PE and variable PE. The phenotype of lifelong PE and therefore also the pathophysiology of lifelong PE is much more complex. A substantial number of men with lifelong PE not only have PE, but also premature erection and premature penile detumescence as part of an acute hypertonic or hypererotic state when engaged in an erotic situation or when making love. As both erectio praecox, ejaculatio praecox, detumescentia praecox, and the hypererotic state are part of the phenotype lifelong PE, it is argued that lifelong PE is not only a disturbance of the timing of ejaculation but also a disturbance of the timing of erection, detumescence and arousal. Since 1998, the pathophysiology of lifelong PE was thought to be mainly mediated by the central serotonergic system in line with genetic polymorphisms of specific serotonergic genes. However, by accepting that lifelong PE is characterized by the reversible hypertonic state the hypothesis of mainly serotonergic dysfunction is no longer tenable. Instead, it has been postulated that the pathophysiology of lifelong PE is mediated by a very complex interplay of central and peripheral serotonergic, dopaminergic, oxytocinergic, endocrinological, genetic and probably also epigenetic factors. Progress in research of lifelong PE can only be accomplished when a stopwatch is used to measure the IELT and the cut-off point of 1 minute for the definition of lifelong PE is maintained. Current use of validated questionnaires, neglect of

Effects of Plymetrics Training and Weight Training on selected Motor Ability Components among University Male Students

NASA Astrophysics Data System (ADS)

Shaikh, Alauddin; Mallick, Nazrul Islam

2012-11-01

Introduction: The aim of this study was to find out the effects of plyometrics training and weight training among university male students.Procedure: 60 male students from the different colleges of the Burdwan University were randomly selected as subjects and their age were 19-25 years served as Weight training Group (WTG), second group served as Plyometric Training Group (PTG) and the third group served as Control Group (CT). Eight weeks weight training and six weeks plyometric training were given for experiment accordingly. The control group was not given any training except of their routine. The selected subjects were measured of their motor ability components, speed, endurance, explosive power and agility. ANCOVA was calculation for statistical treatment.Finding: Plyometric training and weight training groups significantly increase speed, endurance, explosive power and agility.Conclusion: The plyometric training has significantly improved speed, explosive power, muscular endurance and agility. The weight training programme has significantly improved agility, muscular endurance, and explosive power. The plometric training is superior to weight training in improving explosive power, agility and muscular endurance.

New Technology and Lifelong Learning.

ERIC Educational Resources Information Center

Thorpe, Mary

Key issues related to the relationship between new technology and lifelong learning in the United Kingdom and elsewhere were identified through reviews of the literature on information and communications technology (ICT) and the literature on lifelong learning. Two overarching issues related to the interplay of new technology and lifelong learning…

Lifelong Learning: Capabilities and Aspirations

ERIC Educational Resources Information Center

Ilieva-Trichkova, Petya

2016-01-01

The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The…

The Success of Vocationally Trained Women in Traditionally Male Occupations.

ERIC Educational Resources Information Center

Pucel, David J.

A study was conducted to examine the ability of women who enroll in traditionally male occupations to receive equal training and equal employment benefits to those of males enrolled in the same programs. (A traditionally male occupation was defined as an occupation which employed 80% or more males.) The eight programs included in the study were…

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

ERIC Educational Resources Information Center

Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

Severe Secondary Polycythemia in a Female-to-Male Transgender Patient While Using Lifelong Hormonal Therapy: A Patient's Perspective.

PubMed

Ederveen, Ellen G T; van Hunsel, Florence P A M; Wondergem, Marielle J; van Puijenbroek, Eugène P

2018-02-02

After a registered drug is available on the market and used in everyday circumstances, hitherto unknown adverse drug reactions (ADRs) may occur. Furthermore, the patient can experience a previously unknown course of a known ADR. Voluntary reports by patients play an important role in gaining knowledge about ADRs in daily practice. The Netherlands Pharmacovigilance Centre Lareb received a report from a 55-year-old female-to-male transgender patient who experiences secondary polycythemia while using lifelong testosterone therapy. The onset age of the symptoms was 38 years. The symptoms appeared gradually and after approximately 1 year it was clear that the patient's hemoglobin and hematocrit had started to increase. A Naranjo assessment score of 6 was obtained, indicating a probable relationship between the patient's polycythemia and use of the suspect drug. Polycythemia is a known ADR in testosterone treatment, but little attention has been paid to the possible severity and complications of these symptoms as well as the impact on the patient's well-being.

A Living Example of Lifelong Learning: Prof. Dr. Necmettin Tozlu

ERIC Educational Resources Information Center

Gürbüz, Fatih; Töman, Ufuk

2016-01-01

The purpose of this study is to propound the views, thoughts and suggestions of Prof. Dr. Necmettin Tozlu related to lifelong learning. He is an academician and a doyen in education and philosophy fields who teaches in many universities of our country training students in the four corners of the country and is awarded by the Writers Union of…

Changing Notions of Lifelong Education and Lifelong Learning

NASA Astrophysics Data System (ADS)

Tuijnman, Albert; Boström, Ann-Kristin

2002-03-01

Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

Lifelong learning of human actions with deep neural network self-organization.

PubMed

Parisi, German I; Tani, Jun; Weber, Cornelius; Wermter, Stefan

2017-12-01

Lifelong learning is fundamental in autonomous robotics for the acquisition and fine-tuning of knowledge through experience. However, conventional deep neural models for action recognition from videos do not account for lifelong learning but rather learn a batch of training data with a predefined number of action classes and samples. Thus, there is the need to develop learning systems with the ability to incrementally process available perceptual cues and to adapt their responses over time. We propose a self-organizing neural architecture for incrementally learning to classify human actions from video sequences. The architecture comprises growing self-organizing networks equipped with recurrent neurons for processing time-varying patterns. We use a set of hierarchically arranged recurrent networks for the unsupervised learning of action representations with increasingly large spatiotemporal receptive fields. Lifelong learning is achieved in terms of prediction-driven neural dynamics in which the growth and the adaptation of the recurrent networks are driven by their capability to reconstruct temporally ordered input sequences. Experimental results on a classification task using two action benchmark datasets show that our model is competitive with state-of-the-art methods for batch learning also when a significant number of sample labels are missing or corrupted during training sessions. Additional experiments show the ability of our model to adapt to non-stationary input avoiding catastrophic interference. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Exploring Academic Achievement in Males Trained in Self-Assessment Skills

ERIC Educational Resources Information Center

McDonald, Betty

2009-01-01

This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school…

Community Capacity Building in Regional VET: Small Business and Developing an Integrated Lifelong Learning Community.

ERIC Educational Resources Information Center

Plane, Karen

In a competitive market training economy, vocational education and training (VET) and small business in Australia face a number of challenges. They need to qualify the extent of lifelong learning skills being used in the small firm workplace, define the range of learning partnerships both within VET and the wider informal learning community in…

Effects of 12 Weeks Resistance Training on Serum Irisin in Older Male Adults.

PubMed

Zhao, Jiexiu; Su, Zhongjun; Qu, Chaoyi; Dong, Yanan

2017-01-01

Background: To assess the effects of resistance training on circulating irisin concentration in older male adults, and to investigate the association between resistance training induced alteration of irisin and body fat. Methods: Seventeen older adults (mean age is 62.1 years old) were randomized into old control group (male, n = 7), and old training group (male, n = 10). The control group has no any exercise intervention. The resistance training group underwent leg muscle strength and core strength training program two times/wk, 55 min/class for 12 weeks. Before and after the intervention, we evaluated serum irisin level and body composition. Results: Serum irisin level was significantly increased in the resistance training group after the 12 weeks intervention period ( P < 0.01), but not in the control group. In the resistance training group, the reduction in whole-body fat percent was negatively correlated with the increase in serum irisin level ( r = -0.705, P < 0.05). Conclusion: After the 12 weeks intervention, circulating irisin levels were significantly elevated in the older adults. In summary, serum irisin may be involved in the regulation of body fat in older male adults.

Effects of arachidonic acid supplementation on training adaptations in resistance-trained males

PubMed Central

Roberts, Michael D; Iosia, Mike; Kerksick, Chad M; Taylor, Lem W; Campbell, Bill; Wilborn, Colin D; Harvey, Travis; Cooke, Matthew; Rasmussen, Chris; Greenwood, Mike; Wilson, Ronald; Jitomir, Jean; Willoughby, Darryn; Kreider, Richard B

2007-01-01

Background To determine the impact of AA supplementation during resistance training on body composition, training adaptations, and markers of muscle hypertrophy in resistance-trained males. Methods In a randomized and double blind manner, 31 resistance-trained male subjects (22.1 ± 5.0 years, 180 ± 0.1 cm, 86.1 ± 13.0 kg, 18.1 ± 6.4% body fat) ingested either a placebo (PLA: 1 g·day-1 corn oil, n = 16) or AA (AA: 1 g·day-1 AA, n = 15) while participating in a standardized 4 day·week-1 resistance training regimen. Fasting blood samples, body composition, bench press one-repetition maximum (1RM), leg press 1RM and Wingate anaerobic capacity sprint tests were completed after 0, 25, and 50 days of supplementation. Percutaneous muscle biopsies were taken from the vastus lateralis on days 0 and 50. Results Wingate relative peak power was significantly greater after 50 days of supplementation while the inflammatory cytokine IL-6 was significantly lower after 25 days of supplementation in the AA group. PGE2 levels tended to be greater in the AA group. However, no statistically significant differences were observed between groups in body composition, strength, anabolic and catabolic hormones, or markers of muscle hypertrophy (i.e. total protein content or MHC type I, IIa, and IIx protein content) and other intramuscular markers (i.e. FP and EP3 receptor density or MHC type I, IIa, and IIx mRNA expression). Conclusion AA supplementation during resistance-training may enhance anaerobic capacity and lessen the inflammatory response to training. However, AA supplementation did not promote statistically greater gains in strength, muscle mass, or influence markers of muscle hypertrophy. PMID:18045476

Lifelong Learning: Emergent Enactments

ERIC Educational Resources Information Center

Edwards, Richard

2010-01-01

This article represents four emergences through which to explore the significance of lifelong learning. Drawing in particular on complexity theory and actor-network theory, it seeks to develop an understanding of the reductions and emergences, and purifications and translations to which lifelong learning is subject. To do this, the article also…

Lifelong Learning Policies, Paradoxes and Possibilities

ERIC Educational Resources Information Center

Tett, Lyn

2014-01-01

This paper argues that there are many ways of conceptualising lifelong learning and examines EU and Scottish lifelong learning policies in order to identify their underlying assumptions. Through an analysis of these policies, it is demonstrated that they draw on a number of inter-related fallacies that prioritise lifelong learning mainly in…

Lifelong Learning--A Public Library Perspective.

ERIC Educational Resources Information Center

Kahlert, Maureen

This paper presents a public library perspective on lifelong learning. The first section discusses the lifelong learning challenge, including the aims of the Australian National Marketing Strategy for Skills and Lifelong Learning, and findings of a national survey related to the value of and barriers to learning. The second section addresses the…

Lifelong Learning: Policies, Practices, and Programs.

ERIC Educational Resources Information Center

Hatton, Michael J., Ed.

The 26 articles in this book focus on lifelong learning policies, practices, and programs in 13 Asia Pacific countries. The following papers are included: "Half a Revolution: A Brief Survey of Lifelong Learning in New Zealand" (P. Methven and J. Hansen); "HRD in a Multicultural Workplace: The Need for Lifelong Learning" (M.…

Lifelong learning in nursing: a Delphi study.

PubMed

Davis, Lisa; Taylor, Heidi; Reyes, Helen

2014-03-01

In order to foster a culture of lifelong learning in nursing, it is important to identify what the concept means in the nursing profession as well as the characteristics of a lifelong learner. The purpose of this Delphi study was to conceptualize lifelong learning from the perspective of nursing, and to identify characteristics and essential elements of lifelong learning. A Delphi Study technique in three phases was completed using an online survey tool. Data were analyzed for conceptual description, ratings of characteristics and attributes, and expert consensus in these three phases. An online survey tool was used in this study. Recognized experts in nursing education, administration and public policy participated in this study. Lifelong learning in nursing is defined as a dynamic process, which encompasses both personal and professional life. This learning process is also both formal and informal. Lifelong learning involves seeking and appreciating new worlds or ideas in order to gain a new perspective as well as questioning one's environment, knowledge, skills and interactions. The most essential characteristics of a lifelong learner are reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge, and engaging in learning by actively seeking learning opportunities. Keeping the mind active is essential to both lifelong learning and being able to translate knowledge into the capacity to deliver high quality nursing care. It is hoped that a clearer understanding of lifelong learning in nursing will foster more discussion and research about intentional, active inclusion of lifelong learning behaviors in nursing curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

Lifelong Education and Lifelong Learning with Chinese Characteristics: A Critical Policy Discourse Analysis

ERIC Educational Resources Information Center

Shan, Hongxia

2017-01-01

Researchers in China have keenly explored how lifelong education and lifelong learning, as imports from "the West," may become localized in China, although a small chorus has also tried to revitalize Confucianism to bear on the field. This paper adds to this domain of discussion with a critical discourse analysis of Chinese lifelong…

Lifelong endurance training attenuates age-related genotoxic stress in human skeletal muscle.

PubMed

Cobley, James N; Sakellariou, George K; Murray, Scott; Waldron, Sarah; Gregson, Warren; Burniston, Jatin G; Morton, James P; Iwanejko, Lesley A; Close, Graeme L

2013-07-12

The aim of the present study was to determine the influence of age and habitual activity level, at rest and following a single bout of high-intensity exercise, on the levels of three proteins poly(ADP-ribose) polymerase-1 (PARP-1), cleaved-PARP-1 and poly(ADP-ribose) glycohydrolase (PARG), involved in the DNA repair and cell death responses to stress and genotoxic insults. Muscle biopsies were obtained from the vastus lateralis of young trained (22 ± 3 years, n = 6), young untrained (24 ± 4 years, n = 6), old trained (64 ± 3 years, n = 6) and old untrained (65 ± 6 years, n = 6) healthy males before, immediately after and three days following a high-intensity interval exercise bout. PARP-1, which catalyzes poly(ADP-ribosyl)ation of proteins and DNA in response to a range of intrinsic and extrinsic stresses, was increased at baseline in old trained and old untrained compared with young trained and young untrained participants (P ≤ 0.05). Following exercise, PARP-1 levels remained unchanged in young trained participants, in contrast to old trained and old untrained where levels decreased and young untrained where levels increased (P ≤ 0.05). Interestingly, baseline levels of the cleaved PARP-1, a marker of apoptosis, and PARG, responsible for polymer degradation, were both significantly elevated in old untrained compared with old trained, young trained and young untrained (P ≤ 0.05). Despite this baseline difference in PARG, there was no change in any group following exercise. There was a non-significant statistical trend (P = 0.072) towards increased cleaved-PARP-1 expression post-exercise in younger but not old persons, regardless of training status. Collectively, these results show that exercise slows the progression towards a chronically stressed state but has no impact on the age-related attenuated response to acute exercise. Our findings provide valuable insight into how habitual exercise training could protect skeletal muscle from chronic damage to

Competence-Related Metadata for Educational Resources that Support Lifelong Competence Development Programmes

ERIC Educational Resources Information Center

Sampson, Demetrios G.

2009-01-01

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects--as a…

Using the Internet To Support Lifelong Learning: The Role of the Librarian.

ERIC Educational Resources Information Center

Newton, Robert; Marcella, Rita; MacLennan, Alan; Middleton, Iain

This paper illustrates practical situations in which librarians are beginning to have an impact on developments on the Internet and ultimately have an impact on lifelong learning by providing organized interfaces to resources. In the area of information skills training, it is argued that the librarian must contribute actively by developing these…

International Perspectives on Lifelong Learning.

ERIC Educational Resources Information Center

Holford, John, Ed.; Jarvis, Peter, Ed.; Griffin, Colin, Ed.

This book contains 30 papers providing international perspectives on lifelong learning. The following papers are included: "Edgar Faure after 25 Years" (Roger Boshier); "Public Rhetoric and Public Policy" (Colin Griffin); "Lifelong Learning and the European Union" (Barry J. Hake); "Critical Perspectives and New…

The Routledge International Handbook of Lifelong Learning

ERIC Educational Resources Information Center

Jarvis, Peter, Ed.

2010-01-01

As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The "Routledge International Handbook of Lifelong Learning" provides a disciplined and complete overview of lifelong learning internationally. The theoretical structure puts the learner at the centre and the book emanates from there,…

Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective

NASA Astrophysics Data System (ADS)

Hanemann, Ulrike

2015-06-01

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire basic competencies through formal schooling. Within a lifelong learning framework, literacy and numeracy are viewed as foundation skills which are the core of basic education and indispensable to full participation in society. This article discusses recent developments in conceptualising literacy as a foundation of lifelong learning. Starting from the evolving notions of adult literacy, the author identifies some current trends, the most important being that literacy is now perceived as a learning continuum of different proficiency levels. Dichotomous states of being either "literate" or "illiterate" no longer apply. She analyses (1) findings extracted from UNESCO Member States' national reports submitted to the UNESCO Institute for Lifelong Learning (UIL) for the 2nd Global Report on Adult Learning and Education; (2) a desk study of national literacy campaigns and programmes as well as (3) some recent developments in formal education. Her suggested three-dimensional analytical framework considers literacy as a lifelong and life-wide learning process and as part of lifelong learning systems. She draws a number of conclusions for policy and practice of literacy as a foundation of lifelong learning. These conclusions are a timely contribution to the ongoing post-2015 education debate, in particular to the challenge of how to mainstream youth and adult literacy into the implementation of the sustainable development agenda for 2015-2030.

Program Evaluation for U.S. Army Lifelong Learning Centers (LLCs): Extension to Military Operational Speciality (MOS)-Based LLCs

DTIC Science & Technology

2008-05-01

oriented training ARI U.S. Army Research Institute for the Behavioral and Social Sciences ATRRS Army Training Requirements and Resources System AUTOGEN ...Manager Director Training and Leader Development Technical review by Kimberly A. Metcalf, U.S. Army Research Institute Kathleen A. Quinkert, U.S. Army...Leaming Centers (LLCs) are the physical instentiation of the Army Training and Doctrine Command’s (TRADOC’s) lifelong leaming concept. Previous research by

Theoretical Analysis of Canadian Lifelong Education Development

ERIC Educational Resources Information Center

Mukan, Natalia; Barabash, Olena; Busko, Maria

2014-01-01

In the article, the problem of Canadian lifelong education development has been studied. The main objectives of the article are defined as theoretical analysis of scientific and pedagogical literature which highlights different aspects of the research problem; periods of lifelong education development; and determination of lifelong learning role…

Strategic Issues for Training.

ERIC Educational Resources Information Center

Pollitt, David, Ed.

1998-01-01

Includes 21 short articles on a variety of subjects: Internet for management development, lifelong learning in virtual universities, high performance organizations, National Vocational Qualifications, cost effectiveness and training effectiveness, mind maps, Generation X training, Japanese vocational training, management development in Libya, and…

Lifelong Learning and the New Educational Order.

ERIC Educational Resources Information Center

Field, John

This document explores the sudden increase in interest in lifelong learning among policymakers in Great Britain and elsewhere; existing patterns of participation in lifelong learning; the measures being developed to promote lifelong learning; and the prospects of achieving a viable learning society. The following are among the topics discussed in…

Comparison of anthropometric and training characteristics between recreational male marathoners and 24-hour ultramarathoners.

PubMed

Rüst, Christoph Alexander; Knechtle, Beat; Knechtle, Patrizia; Rosemann, Thomas

2012-01-01

Of the anthropometry and training variables used to predict race performance in a 24-hour ultrarun, the personal best marathon time is the strongest predictor in recreational male 24-hour ultramarathoners. This finding raises the question of whether similarities exist between male recreational 24-hour ultramarathoners and male recreational marathoners. The association between age, anthropometric variables (ie, body mass, body height, body mass index, percent body fat, skeletal muscle mass, limb circumference, and skinfold thickness at the pectoral, mid axillary, triceps, subscapular, abdominal, suprailiac, front thigh, and medial calf sites), previous experience and training characteristics (ie, volume, speed, and personal best time), and race time for 79 male recreational 24-hour ultramarathoners and 126 male recreational marathoners was investigated using bivariate and multivariate analysis. The 24-hour ultramarathoners were older (P < 0.05), had a lower circumference at both the upper arm (P < 0.05) and thigh (P < 0.01), and a lower skinfold thickness at the pectoral, axillary, and suprailiac sites (P < 0.05) compared with the marathoners. During training, the 24-hour ultramarathoners were running for more hours per week (P < 0.001) and completed more kilometers (P < 0.001), but were running slower (P < 0.01) compared with the marathoners. In the 24-hour ultramarathoners, neither anthropometric nor training variables were associated with kilometers completed in the race (P > 0.05). In the marathoners, percent body fat (P < 0.001) and running speed during training (P < 0.0001) were related to marathon race times. In summary, differences in anthropometric and training predictor variables do exist between male recreational 24-hour ultramarathoners and male recreational marathoners for race performance.

Comparison of anthropometric and training characteristics between recreational male marathoners and 24-hour ultramarathoners

PubMed Central

Rüst, Christoph Alexander; Knechtle, Beat; Knechtle, Patrizia; Rosemann, Thomas

2012-01-01

Background Of the anthropometry and training variables used to predict race performance in a 24-hour ultrarun, the personal best marathon time is the strongest predictor in recreational male 24-hour ultramarathoners. This finding raises the question of whether similarities exist between male recreational 24-hour ultramarathoners and male recreational marathoners. Methods The association between age, anthropometric variables (ie, body mass, body height, body mass index, percent body fat, skeletal muscle mass, limb circumference, and skinfold thickness at the pectoral, mid axillary, triceps, subscapular, abdominal, suprailiac, front thigh, and medial calf sites), previous experience and training characteristics (ie, volume, speed, and personal best time), and race time for 79 male recreational 24-hour ultramarathoners and 126 male recreational marathoners was investigated using bivariate and multivariate analysis. Results The 24-hour ultramarathoners were older (P < 0.05), had a lower circumference at both the upper arm (P < 0.05) and thigh (P < 0.01), and a lower skinfold thickness at the pectoral, axillary, and suprailiac sites (P < 0.05) compared with the marathoners. During training, the 24-hour ultramarathoners were running for more hours per week (P < 0.001) and completed more kilometers (P < 0.001), but were running slower (P < 0.01) compared with the marathoners. In the 24-hour ultramarathoners, neither anthropometric nor training variables were associated with kilometers completed in the race (P > 0.05). In the marathoners, percent body fat (P < 0.001) and running speed during training (P < 0.0001) were related to marathon race times. Conclusion In summary, differences in anthropometric and training predictor variables do exist between male recreational 24-hour ultramarathoners and male recreational marathoners for race performance. PMID:24198595

Lifelong Education: A Stocktaking. UIE Monographs, 8.

ERIC Educational Resources Information Center

Cropley, A. J., Ed.; And Others

Seven internationally known educators were asked to assess lifelong learning especially in relation to lifelong education and (1) revision of educational thinking and (2) educational practice. The authors addressed several key questions on lifelong education: For and by whom? Of and for what? How can it be achieved? The editor's overview and…

Inspiratory muscle performance in endurance-trained elderly males during incremental exercise.

PubMed

Chlif, Mehdi; Keochkerian, David; Temfemo, Abdou; Choquet, Dominique; Ahmaidi, Said

2016-07-01

The aim of this study was to compare the inspiratory muscle performance during an incremental exercise of twelve fit old endurance-trained athletes (OT) with that of fit young athletes (YT) and healthy age-matched controls (OC). The tension-time index (TT0.1) was determined according to the equation TT0.1=P0.1/PImax×ti/ttot, where P0.1 is the mouth occlusion pressure, PImax the maximal inspiratory pressure and ti/ttot the duty cycle. For a given VCO2, OT group displayed P0.1, P0.1/PImax ratio, TT0.1 and effective impedance of the respiratory muscle values which were lower than OC group and higher than YT group. At maximal exercise, P0.1/PImax ratio and TT0.1 was still lower in the OT group than OC group and higher than YT group. This study showed lower inspiratory muscle performance attested by a higher (TT0.1) during exercise in the OT group than YT group, but appeared to be less marked in elderly men having performed lifelong endurance training compared with sedentary elderly subjects. Copyright © 2016 Elsevier B.V. All rights reserved.

Towards a Conceptual Understanding of Lifelong Learning.

ERIC Educational Resources Information Center

McCannon, Roger S.

Despite the lengthy existence of the concept of lifelong learning, there is still no one generally accepted theory of education as a lifelong process. More than an extension of adult education, lifelong learning rests on the belief that learning occurs throughout life, in different ways and through different processes. The key notion in lifelong…

Lifelong Learning in Singapore: Where Are We?

ERIC Educational Resources Information Center

Sung, Johnny; Freebody, Simon

2017-01-01

Lifelong learning policy came and went in many countries in the last few decades. Much of the lifelong learning policy experience has been either ineffective or drifting in and out of policy discussions unnoticed. Yet, in 2015, Singapore launched a new policy initiative known as SkillsFuture, which brought lifelong learning back into mainstream…

Running speed during training and percent body fat predict race time in recreational male marathoners

PubMed Central

Barandun, Ursula; Knechtle, Beat; Knechtle, Patrizia; Klipstein, Andreas; Rüst, Christoph Alexander; Rosemann, Thomas; Lepers, Romuald

2012-01-01

Background Recent studies have shown that personal best marathon time is a strong predictor of race time in male ultramarathoners. We aimed to determine variables predictive of marathon race time in recreational male marathoners by using the same characteristics of anthropometry and training as used for ultramarathoners. Methods Anthropometric and training characteristics of 126 recreational male marathoners were bivariately and multivariately related to marathon race times. Results After multivariate regression, running speed of the training units (β = −0.52, P < 0.0001) and percent body fat (β = 0.27, P < 0.0001) were the two variables most strongly correlated with marathon race times. Marathon race time for recreational male runners may be estimated to some extent by using the following equation (r2 = 0.44): race time ( minutes) = 326.3 + 2.394 × (percent body fat, %) − 12.06 × (speed in training, km/hours). Running speed during training sessions correlated with prerace percent body fat (r = 0.33, P = 0.0002). The model including anthropometric and training variables explained 44% of the variance of marathon race times, whereas running speed during training sessions alone explained 40%. Thus, training speed was more predictive of marathon performance times than anthropometric characteristics. Conclusion The present results suggest that low body fat and running speed during training close to race pace (about 11 km/hour) are two key factors for a fast marathon race time in recreational male marathoner runners. PMID:24198587

Running speed during training and percent body fat predict race time in recreational male marathoners.

PubMed

Barandun, Ursula; Knechtle, Beat; Knechtle, Patrizia; Klipstein, Andreas; Rüst, Christoph Alexander; Rosemann, Thomas; Lepers, Romuald

2012-01-01

Recent studies have shown that personal best marathon time is a strong predictor of race time in male ultramarathoners. We aimed to determine variables predictive of marathon race time in recreational male marathoners by using the same characteristics of anthropometry and training as used for ultramarathoners. Anthropometric and training characteristics of 126 recreational male marathoners were bivariately and multivariately related to marathon race times. After multivariate regression, running speed of the training units (β = -0.52, P < 0.0001) and percent body fat (β = 0.27, P < 0.0001) were the two variables most strongly correlated with marathon race times. Marathon race time for recreational male runners may be estimated to some extent by using the following equation (r (2) = 0.44): race time ( minutes) = 326.3 + 2.394 × (percent body fat, %) - 12.06 × (speed in training, km/hours). Running speed during training sessions correlated with prerace percent body fat (r = 0.33, P = 0.0002). The model including anthropometric and training variables explained 44% of the variance of marathon race times, whereas running speed during training sessions alone explained 40%. Thus, training speed was more predictive of marathon performance times than anthropometric characteristics. The present results suggest that low body fat and running speed during training close to race pace (about 11 km/hour) are two key factors for a fast marathon race time in recreational male marathoner runners.

Federal Programs Supporting Lifelong Learning.

ERIC Educational Resources Information Center

Christoffel, Pam, Comp.

Approximately 275 Federal programs support some form of lifelong learning. While the majority of the lifelong learning programs are administered by the various agencies within HEW, a significant number of programs are run by such Federal agencies as the Department of Justice, the National Foundation on the Arts and Humanities, and the Smithsonian…

Monitoring Training Load in Indian Male Swimmers

PubMed Central

MAJUMDAR, PRALAY; SRIVIDHYA, SRI

2010-01-01

The present study was initiated to monitor the training load with the magnitude of impact on the hormone concentrations such as testosterone, cortisol and T/C (Testosterone/Cortisol) ratio during the three phases of training (i.e. preparatory, pre-competitive, and competitive phases) in Indian male swimmers preparing for the 2010 Commonwealth Games. Blood samples were collected at the end of each training phase and hormone concentration was determined by ELISA. Our results reveal that testosterone concentration and the T/C ratio significantly decreased and the cortisol concentration increased in the subsequent periodized cycle. Change in hormone concentration was associated with the intensity and duration of individual exercise sessions. The greatest performance enhancement was realized with the lowest plasma cortisol, highest testosterone, and a high T/C ratio. Monitoring of these hormones also have implications for identifying and preventing overreaching in swimmers. PMID:27182335

Youth and Lifelong Education: After-School Programmes as a Vital Component of Lifelong Education Infrastructure

ERIC Educational Resources Information Center

Lauzon, Allan C.

2013-01-01

This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview…

A Comparison of Training and Competition Demands in Semiprofessional Male Basketball Players

ERIC Educational Resources Information Center

Fox, Jordan L.; Stanton, Robert; Scanlan, Aaron T.

2018-01-01

Purpose: The purpose of this study was to quantify and compare training and competition demands in basketball. Methods: Fifteen semiprofessional male basketball players wore microsensors during physical conditioning training (PCT), games-based training (GBT), and competition to measure absolute and relative (·min[superscript -1]) PlayerLoad™ (PL)…

Lifelong Learning in Action: Hong Kong Practitioners' Perspectives.

ERIC Educational Resources Information Center

Cribbin, John, Ed.; Kennedy, Peter, Ed.

This document consists of 32 papers presenting Hong Kong practitioners' perspectives on lifelong learning. The following papers are included: "Lifelong Learning" (Albert Tuijnman); "Growth and Development of Lifelong Learning in Hong Kong " (John Cribbin); "Competition and Collaboration" (John Cribbin); "A…

Contingency Training Alters Neurobiological Components of Emotional Resilience in Male and Female Rats.

PubMed

Kent, M; Scott, S; Lambert, S; Kirk, E; Terhune-Cotter, B; Thompson, B; Neal, S; Dozier, B; Bardi, M; Lambert, K

2018-06-19

Prior research with a rat model of behavioral therapy [i.e., effort-based reward (EBR) contingency training] suggests that strengthened associations between physical effort and desired outcomes enhance neurobiological indices of resilience. In the current study, male and female Long-Evans rats were exposed to either six weeks of EBR training or noncontingent training prior to 10 days of exposure to chronic unpredictable stress (CUS). Subsequently, all animals were exposed to a problem-solving task and then trained in a spatial learning/foraging task, the Dry Land Maze (DLM). Following habituation training and test trials, rats were assessed in a probe trial that generated a prediction error (cognitive uncertainty). Results indicated that, during CUS exposure, contingency-training enhanced dehydroepiandrosterone/corticosterone ratios (consistent with healthier stress responses), especially in male rats. Additionally, contingency training increased exploratory behaviors in the probe trial as well as differentially influenced on-task problem-solving performance in males and females. Following the probe trial, brains were exposed to histological analyses to determine the effects of sex and contingency training on various neurobiological markers. Contingency training decreased BDNF-immunoreactivity (ir) in the hippocampus CA1 and lateral habenula, implicating differential neuroplasticity responses in the training groups. Further, coordinated fos-ir activation in areas associated with emotional resilience (i.e., motivation-regulation) was observed in contingent-trained animals. In sum, the current findings confirm that behavioral training is associated with neurobiological markers of emotional resilience; however, further assessments are necessary to more accurately determine the therapeutic potential for the EBR contingency training model. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Lifelong-RL: Lifelong Relaxation Labeling for Separating Entities and Aspects in Opinion Targets.

PubMed

Shu, Lei; Liu, Bing; Xu, Hu; Kim, Annice

2016-11-01

It is well-known that opinions have targets. Extracting such targets is an important problem of opinion mining because without knowing the target of an opinion, the opinion is of limited use. So far many algorithms have been proposed to extract opinion targets. However, an opinion target can be an entity or an aspect (part or attribute) of an entity. An opinion about an entity is an opinion about the entity as a whole, while an opinion about an aspect is just an opinion about that specific attribute or aspect of an entity. Thus, opinion targets should be separated into entities and aspects before use because they represent very different things about opinions. This paper proposes a novel algorithm, called Lifelong-RL , to solve the problem based on lifelong machine learning and relaxation labeling . Extensive experiments show that the proposed algorithm Lifelong-RL outperforms baseline methods markedly.

A Correlational Study of the Factors that Influence Lifelong Learning in the Army Civilian Corps

ERIC Educational Resources Information Center

Godinez, Eileen U.

2010-01-01

The purpose of this qualitative, correlational study was to determine if a relationship existed between employee value for learning, supervisor support for training, education, and leader development, perceived access to learning opportunities, demographic characteristics, and pursuit of lifelong learning. A researcher-generated survey was used to…

Lifelong learning strategies in nursing: A systematic review.

PubMed

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Lifelong learning strategies in nursing: A systematic review

PubMed Central

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-01-01

Background Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. Objective The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. Methods In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. Results In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Conclusion Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care. PMID:29238496

Recruitment and Rotation of the Trainers in the Lifelong Learning Context

NASA Astrophysics Data System (ADS)

Mamaqi, Xhevrie; Rubio, Pilar Olave; Alvarez, Jesús Miguel

The workplace of today is characterized by rapid changes in work processes, in competition, in customer demands, and in work practices. To keep abreast of these rapid changes employers and employees must be committed to lifelong learning in order to keep ahead. One of the most important actors in the lifelong learning development process are the trainers, whose professional characteristics needs meeting new skills and adapting an varied and specific contents of the current labour market. Affected by the discontinuity and a high rate of job rotation, the recognition of it labour status and basic competence and skills, forms part of the Bologna Process recognized as Vocational Education Training (VET). Sixty in-depth interviews realized to managers of the centres of formation, are used as tools to obtain information about following topics: recruitment strategies, conventional and not conventional routes of the recruitment, rate rotation, qualification and training of the Spanish trainers. The transcription of the interviews achieve that not always exist a previous plan of recruitment, except that it is a question as big centers of formation. Also, the obtained information indicates a high rate of rotation that affects the trainers ones as professionals since there exists the discontinuity of the formative offer on the labour market.

Changes in Stress and Appetite Responses in Male Power-Trained Athletes during Intensive Training Camp.

PubMed

Oshima, Satomi; Takehata, Chisato; Sasahara, Ikuko; Lee, Eunjae; Akama, Takao; Taguchi, Motoko

2017-08-21

An intensive consecutive high-volume training camp may induce appetite loss in athletes. Therefore, this study aimed to investigate the changes in stress and appetite responses in male power-trained athletes during an intensive training camp. The measurements at Day 2 and at the end of a 9-day intensive training camp (Camp1 and Camp2, respectively) were compared with those of the resting period (Rest) and the regular training period (Regular; n = 13). The stress state was assessed based on plasma cortisol level, salivary immunoglobulin A level, and a profile of mood states score. The sensation of appetite was assessed using visual analog scale scores, and fasting plasma acylated ghrelin, insulin, and glucose were measured. The cortisol concentrations were significantly higher at Camp2 (466.7 ± 60.7 nmol∙L -1 ) than at Rest (356.3 ± 100.9 nmol∙L -1 ; p = 0.002) or Regular (361.7 ± 111.4 nmol∙L -1 ; p = 0.003). Both prospective and actual food consumption significantly decreased at Camp2, and acylated ghrelin concentration was significantly lower at Camp1 (34.2 ± 8.0 pg∙mL -1 ) and Camp2 (32.0 ± 8.7 pg∙mL -1 ) than at Rest (47.2 ± 11.2 pg∙mL -1 ) or Regular (53.4 ± 12.6 pg∙mL -1 ). Furthermore, the change in acylated ghrelin level was negatively correlated with the change in cortisol concentration. This study's findings suggest that an early-phase physiological stress response may decrease the acylated ghrelin level in male power-trained athletes during an intensive training camp.

Changes in Stress and Appetite Responses in Male Power-Trained Athletes during Intensive Training Camp

PubMed Central

Oshima, Satomi; Takehata, Chisato; Sasahara, Ikuko; Lee, Eunjae; Akama, Takao; Taguchi, Motoko

2017-01-01

An intensive consecutive high-volume training camp may induce appetite loss in athletes. Therefore, this study aimed to investigate the changes in stress and appetite responses in male power-trained athletes during an intensive training camp. The measurements at Day 2 and at the end of a 9-day intensive training camp (Camp1 and Camp2, respectively) were compared with those of the resting period (Rest) and the regular training period (Regular; n = 13). The stress state was assessed based on plasma cortisol level, salivary immunoglobulin A level, and a profile of mood states score. The sensation of appetite was assessed using visual analog scale scores, and fasting plasma acylated ghrelin, insulin, and glucose were measured. The cortisol concentrations were significantly higher at Camp2 (466.7 ± 60.7 nmol∙L−1) than at Rest (356.3 ± 100.9 nmol∙L−1; p = 0.002) or Regular (361.7 ± 111.4 nmol∙L−1; p = 0.003). Both prospective and actual food consumption significantly decreased at Camp2, and acylated ghrelin concentration was significantly lower at Camp1 (34.2 ± 8.0 pg∙mL−1) and Camp2 (32.0 ± 8.7 pg∙mL−1) than at Rest (47.2 ± 11.2 pg∙mL−1) or Regular (53.4 ± 12.6 pg∙mL−1). Furthermore, the change in acylated ghrelin level was negatively correlated with the change in cortisol concentration. This study’s findings suggest that an early-phase physiological stress response may decrease the acylated ghrelin level in male power-trained athletes during an intensive training camp. PMID:28825668

Development, content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents.

PubMed

Hulteen, Ryan M; Barnett, Lisa M; Morgan, Philip J; Robinson, Leah E; Barton, Christian J; Wrotniak, Brian H; Lubans, David R

2018-03-28

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the "Lifelong Physical Activity Skills Battery". Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72-0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4-5.0) and proportional bias (r = -0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.

Undergraduate College Students, Laptop Computers, and Lifelong Learning

ERIC Educational Resources Information Center

Tan, Chong Leng; Morris, John S.

2006-01-01

Many universities and colleges list the development of lifelong learning skills as a curriculum objective and have adopted laptop programs that may enable lifelong learning. The purpose of this research is to address the effectiveness of a technology-based and computer-mediated learning environment in achieving lifelong learning skills from the…

Conceptualising Lifelong Learning: A Reflection on Lifelong Learning at Lund University (Sweden) and Middlesex University (UK)

ERIC Educational Resources Information Center

Abukari, Abdulai

2005-01-01

Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it…

Where's the Learning in Lifelong Participation?

ERIC Educational Resources Information Center

Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour's policies in relation to lifelong learning. New Labour's plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in…

Economics and Finance of Lifelong Learning.

ERIC Educational Resources Information Center

Verry, Donald

This book represents one result of the international conference on "Lifelong Learning as an Affordable Investment," held December 6-8, 2000 in Ottawa, Canada. It examines the economic and financial issues that arise in implementing lifelong learning and considers how the public and private sectors are actually addressing or might address…

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

PubMed Central

Koh, Jansen

2016-01-01

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

The Nordic Model of Lifelong Learning

ERIC Educational Resources Information Center

Rubenson, Kjell

2006-01-01

This article explores how the so called Nordic welfare state, with its specific institutional make up, handles Lifelong Learning in a time characterised by the challenges of economic globalisation and the hegemonic impact of the neo-liberal agenda. The analysis reveals a high participation in the Nordic countries in Lifelong Learning and, in…

A National Strategy for Lifelong Learning.

ERIC Educational Resources Information Center

Coffield, Frank, Ed.

The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this…

Lifelong Learning in Policy and Practice: The Case of Sweden

ERIC Educational Resources Information Center

Boström, Ann-Kristin

2017-01-01

This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning…

Postprandial metabolism in resistance-trained versus sedentary males.

PubMed

Thyfault, John P; Richmond, Scott R; Carper, Michael J; Potteiger, Jeffrey A; Hulver, Matthew W

2004-04-01

This investigation examined if postprandial metabolism differed between resistance-trained [(RT), N = 12] and sedentary [(SED), N = 12] males. A secondary objective was to determine whether different resistance-training programs [bodybuilding (BB), N = 8 and power/weight-lifting (PL), N = 8] resulted in disparate effects on postprandial energy metabolism. Moderate fat [(MF), 37% carbohydrate, 18% protein, and 45% fat] and high carbohydrate [(HC), 79% carbohydrate, 20% protein, and 1% fat] meals were randomly administered, and postprandial metabolism was measured for 240 min. Carbohydrate oxidation, fat oxidation, diet-induced thermogenesis (DIT), and glucose and insulin areas under the curve (AUC) were calculated. Fat oxidization/lean body mass (LBM) was significantly greater in SED after the HC (RT, 0.27 +/- 0.02 g vs SED, 0.33 +/- 0.02 g, P = 0.017) and MF (RT, 0.34 +/- 0.02 g vs SED, 0.39 +/- 0.02 g, P = 0.036) meals. Carbohydrate oxidation/LBM was significantly greater in RT after the HC meal (RT, 0.87 +/- 0.03 g vs SED, 0.74 +/- 0.04 g, P = 0.017) only. DIT and DIT/LBM were significantly greater in RT compared with SED after the HC meal (DIT: RT, 351 +/- 21 kJ vs SED, 231 +/- 23 kJ, P = 0.001; DIT/LBM: RT, 5.25 +/- 0.028 kJ vs SED, 3.92 +/- 0.37 kJ, P = 0.009). The AUC for both glucose and insulin were significantly greater in SED compared with RT in response to the HC meal but not the MF meal. There were no differences in the BB and PL groups for any measured variables in response to either the HC or MF meals. These data indicate that postprandial metabolism is different between resistance-trained and sedentary males but that no such differences exist with different resistance training styles.

Volunteering as a community mother--a pathway to lifelong learning.

PubMed

Molloy, Mary

2007-05-01

This paper describes a study that was undertaken to investigate the effects of participating in a community volunteering programme (the Community Mothers Programme) on volunteers (Community Mothers). The aim of the study was to investigate if volunteering in this programme acted as a pathway to lifelong learning; did the volunteers recognise the learning of new knowledge and/or skills, and did their participation in the programme trigger them to progress to further education in other settings? A self-administered questionnaire method was used for data collection: 115 questionnaires being distributed to volunteers, with a response rate of eighty-two (71 per cent). Findings show that the majority of the respondents cited the learning of new knowledge and/or skills as a result of their participation in the Community Mothers Programme. Learning appeared to stem from the various training and activities, suggesting an educational process within the volunteer setting. Findings also show that the majority of respondents had progressed to further education. In this instance, therefore, volunteering did appear to act as a pathway to lifelong learning.

Marathon performance in relation to body fat percentage and training indices in recreational male runners.

PubMed

Tanda, Giovanni; Knechtle, Beat

2013-01-01

The purpose of this study was to investigate the effect of anthropometric characteristics and training indices on marathon race times in recreational male marathoners. Training and anthropometric characteristics were collected for a large cohort of recreational male runners (n = 126) participating in the Basel marathon in Switzerland between 2010 and 2011. Among the parameters investigated, marathon performance time was found to be affected by mean running speed and the mean weekly distance run during the training period prior to the race and by body fat percentage. The effect of body fat percentage became significant as it exceeded a certain limiting value; for a relatively low body fat percentage, marathon performance time correlated only with training indices. Marathon race time may be predicted (r = 0.81) for recreational male runners by the following equation: marathon race time (minutes) = 11.03 + 98.46 exp(-0.0053 mean weekly training distance [km/week]) + 0.387 mean training pace (sec/km) + 0.1 exp(0.23 body fat percentage [%]). The marathon race time results were valid over a range of 165-266 minutes.

Facilitators and barriers to uptake and adherence to lifelong antiretroviral therapy among HIV infected pregnant women in Uganda: a qualitative study.

PubMed

Buregyeya, Esther; Naigino, Rose; Mukose, Aggrey; Makumbi, Fred; Esiru, Godfrey; Arinaitwe, Jim; Musinguzi, Joshua; Wanyenze, Rhoda K

2017-03-21

In 2012, Uganda started implementing lifelong antiretroviral therapy (ART) for prevention of mother to child transmission (PMTCT) in line with the WHO 2012 guidelines. This study explored experiences of HIV infected pregnant and breastfeeding women regarding barriers and facilitators to uptake and adherence to lifelong ART. This was a cross-sectional qualitative study conducted in three districts (Masaka, Mityana and Luwero) in Uganda, between February and May 2014. We conducted in-depth interviews with 57 pregnant and breastfeeding women receiving care in six health facilities, who had been on lifelong ART for at least 6 months. Data analysis was done using a content thematic approach with Atlas-ti software. Initiation of lifelong ART was done the same day the mother tested HIV positive. Several women felt the counselling was inadequate and had reservations about taking ART for life. The main motivation to initiate and adhere to ART was the desire to have an HIV-free baby. Adherence was a challenge, ranging from not taking the drugs at the right time, to completely missing doses and clinic appointments. Support from their male partners and peer family support groups enhanced good adherence. Fear to disclose HIV status to partners, drug related factors (side effects and the big size of the tablet), and HIV stigma were major barriers to ART initiation and adherence. Transition from antenatal care to HIV chronic care clinics was a challenge due to fear of stigma and discrimination. In order to maximize the benefits of lifelong ART, adequate preparation of women before ART initiation and on-going support through family support groups and male partner engagement are critical, particularly after birth and cessation of breastfeeding.

A Critical Look at Lifelong Learning

ERIC Educational Resources Information Center

Kaya, H. Eylem

2014-01-01

Education, which is a fundamental right of human being, has been transformed into a kind of lifelong prisoning by marketing step by step under the name of lifelong learning. Adult education as one of the most crucial parts of the educational system has also been affected by the global trend of an international actor, the European Union through its…

Toward a Model of Lifelong Education.

ERIC Educational Resources Information Center

Knowles, Malcolm S.

Some of the criticisms that have been leveled at the educational establishment by social analysts are discussed. It is suggested that one of the new realities is that education must be a lifelong process in order to avoid the catastrophe of human obsolescence. The assumptions and elements for a new model of education as a lifelong process are…

Social Software for Life-Long Learning

ERIC Educational Resources Information Center

Klamma, Ralf; Chatti, Mohamed Amine; Duval, Erik; Hummel, Hans; Hvannberg, Ebba Thora; Kravcik, Milos; Law, Effie; Naeve, Ambjorn; Scott, Peter

2007-01-01

Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0.…

Worksite Training. ERIC Digest No. 109.

ERIC Educational Resources Information Center

Lankard, Bettina A.

Economic, social, and technological changes highlight the value of human resources and employee training. Acquiring the knowledge and skills demanded of today's workers represents a lifelong learning experience that must be nurtured through work-related learning activities and workplace training. For the employer, training supports organizational…

Lifelong Learning Strategies and Practice in Latvia and Thailand

ERIC Educational Resources Information Center

Luka, Ineta; Sungsri, Sumalee

2015-01-01

The importance of lifelong learning has been recognized for many years and consequently many countries, disregarding their geographical location, differences in education systems and traditions, have adopted their lifelong learning policies to develop the lifelong learning system. The goal of the present comparative research is to study the…

WTO and Lifelong Education Strategies for Teachers

ERIC Educational Resources Information Center

Wang, Zhi-guo; Zheng, Yu

2006-01-01

After China's entry into the World Trade Organization (WTO), teachers have been confronted with many opportunities and challenges. Lifelong education strategies are problems we should take into account carefully. This article expounds the objective demands, ideas, content, measures and functions of lifelong education.

Evidence for β-adrenergic modulation of sweating during incremental exercise in habitually trained males.

PubMed

Amano, Tatsuro; Shitara, Yosuke; Fujii, Naoto; Inoue, Yoshimitsu; Kondo, Narihiko

2017-07-01

The aim of the present study was to determine the β-adrenergic contribution to sweating during incremental exercise in habitually trained males. Nine habitually trained and 11 untrained males performed incremental cycling until exhaustion (20 W/min). Bilateral forearm sweat rates (ventilated capsule) were measured at two skin sites that were transdermally administered via iontophoresis with either 1% propranolol (Propranolol, a nonselective β-adrenergic receptor antagonist) or saline (Control). The sweat rate was evaluated as a function of both relative (percentage of maximum workload) and absolute exercise intensities. The sweat rate at the Propranolol site was lower than the control during exercise at 80 (0.57 ± 0.21 and 0.45 ± 0.19 mg·cm -2 ·min -1 for Control and Propranolol, respectively) and 90% (0.74 ± 0.22 and 0.65 ± 0.17 mg·cm -2 ·min -1 , respectively) of maximum workload in trained males (all P < 0.05). By contrast, no between-site differences in sweat rates were observed in untrained counterparts (all P > 0.05). At the same absolute intensity, higher sweat rates on the control site were observed in trained males relative to the untrained during exercise at 160 (0.23 ± 0.20 and 0.04 ± 0.05 mg·cm -2 ·min -1 for trained and untrained, respectively) and 180 W (0.40 ± 0.20 and 0.13 ± 0.13 mg·cm -2 ·min -1 , respectively) (all P < 0.05), whereas this between-group difference was not observed at the Propranolol site (all P > 0.05). We show that the β-adrenergic mechanism does modulate sweating during exercise at a submaximal high relative intensity in habitually trained males. The β-adrenergic mechanism may in part contribute to the greater sweat production in habitually trained males than in untrained counterparts during exercise. NEW & NOTEWORTHY We demonstrated for the first time that the β-adrenergic mechanism does modulate sweating (i.e., β-adrenergic sweating) during exercise using a localized �

Lifelong Learning in the Public Interest.

ERIC Educational Resources Information Center

Kurland, Norman D.

In this paper, the author notes that lifelong learning is at the confluence of a number of separate streams from the recent past, each of which flows into the broad concept of lifelong learning and brings its own set of concerns that have helped generate a need to consider where the streams are going. These streams, or educational areas, are…

The Perils of Confusing Lifelong Learning with Lifelong Education

ERIC Educational Resources Information Center

Billett, Stephen

2010-01-01

This article proposes lifelong learning as a socio-personal process and a personal fact. As such, it is conceptually distinct from an educational provision, which constitutes one kind of institutional fact. In making this distinction, this article seeks to elaborate a major flaw in the precepts for conceptualisation and enactment of the report…

The "Conveyor Belt Effect": A Re-Assessment of the Impact of National Targets for Lifelong Learning.

ERIC Educational Resources Information Center

Gorard, Stephen; Selwyn, Neil; Rees, Gareth

Although the National Targets for Education and Training in England and Wales include indicators for lifelong learning, and the progress towards the targets set for these indicators has been lauded by politicians and other observers, much of this apparent progress is actually accounted for by changes in these same indicators. However, once the…

Developing a culture of lifelong learning in a library environment.

PubMed Central

Giuse, N B; Kafantaris, S R; Huber, J T; Lynch, F; Epelbaum, M; Pfeiffer, J

1999-01-01

Between 1995 and 1996, the Annette and Irwin Eskind Biomedical Library (EBL) at Vanderbilt University Medical Center (VUMC) radically revised the model of service it provides to the VUMC community. An in-depth training program was developed for librarians, who began to migrate to clinical settings and establish clinical librarianship and information brokerage services beyond the library's walls. To ensure that excellent service would continue within the library, EBL's training program was adapted for library assistants, providing them with access to information about a wide variety of work roles and processes over a four to eight-month training period. Concurrently, customer service areas were reorganized so that any question--whether reference or circulation--could be answered at any of four service points, eliminating the practice of passing customers from person to person between the reference and circulation desks. To provide an incentive for highly trained library assistants to remain at EBL, management and library assistants worked together to redesign the career pathway based on defined stages of achievement, self-directed participation in library-wide projects, and demonstrated commitment to lifelong learning. Education and training were the fundamental principles at the center of all this activity. Images PMID:9934526

Marathon performance in relation to body fat percentage and training indices in recreational male runners

PubMed Central

Tanda, Giovanni; Knechtle, Beat

2013-01-01

Background The purpose of this study was to investigate the effect of anthropometric characteristics and training indices on marathon race times in recreational male marathoners. Methods Training and anthropometric characteristics were collected for a large cohort of recreational male runners (n = 126) participating in the Basel marathon in Switzerland between 2010 and 2011. Results Among the parameters investigated, marathon performance time was found to be affected by mean running speed and the mean weekly distance run during the training period prior to the race and by body fat percentage. The effect of body fat percentage became significant as it exceeded a certain limiting value; for a relatively low body fat percentage, marathon performance time correlated only with training indices. Conclusion Marathon race time may be predicted (r = 0.81) for recreational male runners by the following equation: marathon race time (minutes) = 11.03 + 98.46 exp(−0.0053 mean weekly training distance [km/week]) + 0.387 mean training pace (sec/km) + 0.1 exp(0.23 body fat percentage [%]). The marathon race time results were valid over a range of 165–266 minutes. PMID:24379719

The effect of lifelong exercise dose on cardiovascular function during exercise

PubMed Central

Carrick-Ranson, Graeme; Hastings, Jeffrey L.; Bhella, Paul S.; Fujimoto, Naoki; Shibata, Shigeki; Palmer, M. Dean; Boyd, Kara; Livingston, Sheryl; Dijk, Erika

2014-01-01

An increased “dose” of endurance exercise training is associated with a greater maximal oxygen uptake (V̇o2max), a larger left ventricular (LV) mass, and improved heart rate and blood pressure control. However, the effect of lifelong exercise dose on metabolic and hemodynamic response during exercise has not been previously examined. We performed a cross-sectional study on 101 (69 men) seniors (60 yr and older) focusing on lifelong exercise frequency as an index of exercise dose. These included 27 who had performed ≤2 exercise sessions/wk (sedentary), 25 who performed 2–3 sessions/wk (casual), 24 who performed 4–5 sessions/wk (committed) and 25 who performed ≥6 sessions/wk plus regular competitions (Masters athletes) over at least the last 25 yr. Oxygen uptake and hemodynamics [cardiac output, stroke volume (SV)] were collected at rest, two levels of steady-state submaximal exercise, and maximal exercise. Doppler ultrasound measures of LV diastolic filling were assessed at rest and during LV loading (saline infusion) to simulate increased LV filling. Body composition, total blood volume, and heart rate recovery after maximal exercise were also examined. V̇o2max increased in a dose-dependent manner (P < 0.05). At maximal exercise, cardiac output and SV were largest in committed exercisers and Masters athletes (P < 0.05), while arteriovenous oxygen difference was greater in all trained groups (P < 0.05). At maximal exercise, effective arterial elastance, an index of ventricular-arterial coupling, was lower in committed exercisers and Masters athletes (P < 0.05). Doppler measures of LV filling were not enhanced at any condition, irrespective of lifelong exercise frequency. These data suggest that performing four or more weekly endurance exercise sessions over a lifetime results in significant gains in V̇o2max, SV, and heart rate regulation during exercise; however, improved SV regulation during exercise is not coupled with favorable effects on LV

The Effect of Weight Training on the Self-Concept of Male Undergraduates.

ERIC Educational Resources Information Center

James, Richard; And Others

From ancient times, physical exercise has been linked to good mental health and positive self-concepts. To investigate the effects of weight training on self-concept, 62 college males participated in a one semester (40 hours) weight training, physical education course. Subjects were pre- and post-tested on subscales of the Tennessee Self Concept…

Lifelong Education: A Panacea for all Educational Ills?

ERIC Educational Resources Information Center

Cropley, A. J.

1974-01-01

Article presented an analytical summary of some of the main features of lifelong education (and the process of lifelong learning which it presumably facilitates), together with some critical review. (Author/RK)

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

PubMed

Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

2007-08-15

To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

Candlestick and Faces: Aspects of Lifelong Learning.

ERIC Educational Resources Information Center

Hunt, Cheryl

1999-01-01

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

Metabolic Effects of Chronic Heavy Physical Training on Male Age Group Swimmers.

ERIC Educational Resources Information Center

Caffrey, Garret P.; And Others

This study attempts to appraise the effectiveness of chronic heavy exercise on 13 male swimmers from 10 to 17 years of age. The experimental group trained six days a week, often with more than one workout per day. During this period, the principles of interval training were employed in conjunction with high-intensity swimming. At the completion of…

Critical Approaches to Lifelong Education

NASA Astrophysics Data System (ADS)

Preston, Rosemary

1999-11-01

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.

Pharmacists' Perceptions of Facilitators and Barriers to Lifelong Learning

PubMed Central

Bruskiewitz, Ruth H.; DeMuth, James E.

2007-01-01

Objectives To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. Methods A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. Results The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the “routine.” The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Conclusions Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure. PMID:17786254

Informal science education: lifelong, life-wide, life-deep.

PubMed

Sacco, Kalie; Falk, John H; Bell, James

2014-11-01

Informal Science Education: Lifelong, Life-Wide, Life-Deep Informal science education cultivates diverse opportunities for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often with the help of practicing scientists.

Lifelong Learning Policy in Two National Contexts

ERIC Educational Resources Information Center

Rasmussen, Palle

2014-01-01

This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the…

Supporting Lifelong Learning in the Information Age

ERIC Educational Resources Information Center

Zhou, Wei; Yasuda, Takami; Yokoi, Shigeki

2007-01-01

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in…

Lifelong Learning and the Absence of Gender

ERIC Educational Resources Information Center

Rogers, Alan

2006-01-01

This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning…

Comparison of stress fractures of male and female recruits during basic training in the Israeli anti-aircraft forces.

PubMed

Gam, Arnon; Goldstein, Liav; Karmon, Yuval; Mintser, Igor; Grotto, Itamar; Guri, Alex; Goldberg, Avishay; Ohana, Nissim; Onn, Erez; Levi, Yehezkel; Bar-Dayan, Yaron

2005-08-01

In military basic training, stress fractures are a common orthopedic problem. Female recruits have a significantly higher incidence of stress fractures than do male recruits. Because the Israeli Defense Forces opened traditionally male roles in combat units to female recruits, their high risk for stress fractures is of concern. To compare the prevalence of stress fractures during Israeli Defense Forces anti-aircraft basic training among otherwise healthy young male and female recruits, in terms of anatomic distribution and severity. Ten mixed gender batteries, including 375 male recruits and 138 female recruits, carried out basic training in the Israeli anti-aircraft corps between November 1999 and January 2003. Each battery was monitored prospectively for 10 weeks of a basic training course. During that time, recruits who were suspected of having an overuse injury went through a protocol that included an orthopedic specialist physical examination followed by a radionuclide technetium bone scan, which was assessed by consultant nuclear medicine experts. The assessment included the anatomic site and the severity of the fractures, labeled as either high severity or low severity. Stress fractures were significantly more common among female recruits than among male recruits. A total of 42 male (11.2%) and 33 female (23.91%) recruits had positive bone scans for stress fractures (female:male relative ratio, 2.13; p < 0.001). Pelvic, femur, and tibia fractures were significantly more common among female recruits than among male recruits (p < 0.005). Female recruits had significantly more severe fractures in the tibia (p < 0.05). However, there was no significant difference in the severity of stress fractures in the femur or metatarsals between male and female recruits, as assessed by radionuclide uptake. We recommend that different training programs be assigned according to gender, in which female recruits would have a lower level of target strain or a more moderate

Lifelong Learning: An Instrument for Improving School Education in Japan?

ERIC Educational Resources Information Center

Sawano, Yukiko

Although Japanese society has long valued and practiced lifelong learning, it has not yet been successful in building an ethic that prizes learning, teaches creativity, and includes everyone. Bureaucratic and legal mechanisms undertaken in Japan to promote lifelong learning have included the establishment of Lifelong Learning Councils, a system…

Higher Education and the Promotion of Lifelong Learning.

ERIC Educational Resources Information Center

Cropley, A. J.; Knapper, C. K.

1983-01-01

Definitions and goals of lifelong education are discussed, and how instructors in the colleges and universities of Great Britain could change their own instructional methods and course content to make them compatible with the promotion of lifelong learning is examined. (RM)

Are Male Judokas with Visual Impairments Training Properly? Findings from an Observational Study

ERIC Educational Resources Information Center

Gutierrez-Santiago, Alfonso; Cancela, Jose M.; Zubiaur, Marta; Ayan, Carlos

2012-01-01

Introduction: One aim of the study was to describe the temporal structure of judo combat among male judokas with visual impairments. Another aim was to determine the possible differences between the judokas with visual impairments and sighted male judokas to determine whether judokas with visual impairments need specific training to achieve their…

Bullet Train.

ERIC Educational Resources Information Center

Galagan, Patricia A.

1999-01-01

Knowledge Universe is a conglomerate that includes an assortment of training companies, a chain of child-care centers, a knowledge-management consulting business, and an educational toy maker. KU's mission includes building human capital from birth to post-retirement, providing lifelong learning opportunities, and helping businesses use the power…

The Application of Buddhist Principles to Lifelong Learning.

ERIC Educational Resources Information Center

Johnson, Ian

2002-01-01

Defining lifelong learning as conscious learning taking place throughout life, Buddhist meditation, contemplation, and mindfulnes are practices suitable to developing awareness of life experience. This broadens the concept of lifelong learning beyond the narrow vocationalism and economic determinism of much current discourse. (Contains 36…

The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 3

ERIC Educational Resources Information Center

Yang, Jin, Ed.; Schneller, Chripa, Ed.; Roche, Stephen, Ed.

2015-01-01

There is no doubt that universities have a vital role to play in promoting lifelong learning. This publication presents possible ways of expanding and transforming higher education to facilitate lifelong learning in different socio-economic contexts. Nine articles address the various dimensions of the role of higher education in promoting lifelong…

Comparison of Male vs Female Resident Milestone Evaluations by Faculty During Emergency Medicine Residency Training

PubMed Central

Dayal, Arjun; O’Connor, Daniel M.; Qadri, Usama

2017-01-01

Importance Although implicit bias in medical training has long been suspected, it has been difficult to study using objective measures, and the influence of sex and gender in the evaluation of medical trainees is unknown. The emergency medicine (EM) milestones provide a standardized framework for longitudinal resident assessment, allowing for analysis of resident performance across all years and programs at a scope and level of detail never previously possible. Objective To compare faculty-observed training milestone attainment of male vs female residency training Design, Setting, and Participants This multicenter, longitudinal, retrospective cohort study took place at 8 community and academic EM training programs across the United States from July 1, 2013, to July 1, 2015, using a real-time, mobile-based, direct-observation evaluation tool. The study examined 33 456 direct-observation subcompetency evaluations of 359 EM residents by 285 faculty members. Main Outcomes and Measures Milestone attainment for male and female EM residents as observed by male and female faculty throughout residency and analyzed using multilevel mixed-effects linear regression modeling. Results A total of 33 456 direct-observation evaluations were collected from 359 EM residents (237 men [66.0%] and 122 women [34.0%]) by 285 faculty members (194 men [68.1%] and 91 women [31.9%]) during the study period. Female and male residents achieved similar milestone levels during the first year of residency. However, the rate of milestone attainment was 12.7% (0.07 levels per year) higher for male residents through all of residency (95% CI, 0.04-0.09). By graduation, men scored approximately 0.15 milestone levels higher than women, which is equivalent to 3 to 4 months of additional training, given that the average resident gains approximately 0.52 levels per year using our model (95% CI, 0.49-0.54). No statistically significant differences in scores were found based on faculty evaluator gender

Understanding Lifelong Learning and Adult Education Policy in Estonia: Tendencies and Contradictions

ERIC Educational Resources Information Center

Jogi, Larissa

2012-01-01

There have been many theoretical and empirical analyses of lifelong learning policies and how to implement, develop, measure and facilitate lifelong learning and lifelong learning policy in order to cater for the needs and requirements of individuals as well as society in general. The particular slant on lifelong learning in different countries…

Lifelong Learning Key Competence Levels of Graduate Students

ERIC Educational Resources Information Center

Adabas, Abdurrahman; Kaygin, Hüseyin

2016-01-01

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…

Lifelong Adaptability: A Cultural Literacy Perspective (Revised Edition)

ERIC Educational Resources Information Center

Moyer, John Thayer

2011-01-01

This revised 1997 ex post facto study attempted to identify a lifelong adaptability curriculum from a cultural literacy perspective. It investigated students' lifelong adaptability ratings of 15 general school subjects as predicted by family structure, parental age, parental educational level, student cultural literacy, and student gender;…

Lifelong Learning in Transformation: Promising Practices in Southeast Asia. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 4

ERIC Educational Resources Information Center

Yorozu, Rika, Ed.

2017-01-01

Learning throughout life is the driving force for transforming the world to achieve the 2030 Agenda for Sustainable Development. Many countries and communities regard lifelong learning for all as essential to their education goals and development frameworks. This report is a compendium of country reports on good practice in lifelong learning in…

ICCE/ICCAI 2000 Full & Short Papers (Lifelong Learning).

ERIC Educational Resources Information Center

2000

This document contains the following full and short papers on lifelong learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong,…

Researching Lifelong Learning Participation through an Interdisciplinary Lens

ERIC Educational Resources Information Center

Boeren, Ellen

2017-01-01

This paper explores the interdisciplinary nature of studies in the field of lifelong learning participation. Until recently, participation studies have been presented in a rather fragmented way, often drawing on insights from separate disciplines such as sociology or psychology. The complex nature of lifelong learning participation, however, urges…

Lifelong consumption of sodium selenite: gender differences on blood-brain barrier permeability in convulsive, hypoglycemic rats.

PubMed

Seker, F Burcu; Akgul, Sibel; Oztas, Baria

2008-07-01

The aim of this study was to compare the effects of hypoglycemia and induced convulsions on the blood-brain barrier permeability in rats with or without lifelong administration of sodium selenite. There is a significant decrease of the blood-brain barrier permeability in three brain regions of convulsive, hypoglycemic male rats treated with sodium selenite when compared to sex-matched untreated rats (p<0.05), but the decrease was not significant in female rats (p>0.05). The blood-brain barrier permeability of the left and right hemispheres of untreated, moderately hypoglycemic convulsive rats of both genders was better than their untreated counterparts (p<0.05). Our results suggest that moderate hypoglycemia and lifelong treatment with sodium selenite have a protective effect against blood-brain barrier permeability during convulsions and that the effects of sodium selenite are gender-dependent.

The Evaluation of Strength Training and Body Plyometric Effects on the Male Basketball Players

ERIC Educational Resources Information Center

Bayram, Metin

2016-01-01

This research evaluated the effects of resistance training with upper body plyometric effects on the performance of male basketball players. Sixteen males in the physical education and sport science faculty of Ataturk University were randomly determined into two groups. The experimental group performed a combined strength and plyometric training…

Lifelong Learning: Conceptualizations in European Educational Policy Documents

ERIC Educational Resources Information Center

Alves, Mariana Gaio; Neves, Claudia; Gomes, Elisabete Xavier

2010-01-01

Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of…

Lifelong Learning, Lifelong Education and Adult Education in Higher Institutions of Learning in Eastern Africa: The Case of Makerere University Institute of Adult and Continuing Education

ERIC Educational Resources Information Center

Openjuru, George L.

2011-01-01

This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many…

Developing a Lifelong Learning System in Ethiopia: Contextual Considerations and Propositions

ERIC Educational Resources Information Center

Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

2014-01-01

Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national…

An Examination of Lifelong Learning Policy Rhetoric and Practice in Singapore

ERIC Educational Resources Information Center

Ng, Pak Tee

2013-01-01

Lifelong learning is now a recurring topic in national human resource, employment, entrepreneurship and educational reform discourse. In Singapore, the government urges citizens to be lifelong learners to enhance their employability and reminds them that lifelong learning is a survival strategy for the country. This paper presents and analyses…

Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.

ERIC Educational Resources Information Center

Brown, Tony, Ed.

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for…

Development of a Scale to Measure Lifelong Learning

ERIC Educational Resources Information Center

Kirby, John R.; Knapper, Christopher; Lamon, Patrick; Egnatoff, William J.

2010-01-01

Primary objective: to develop a scale to measure students' disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14-item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and…

TBI-ROC Part Six: Lifelong Living after TBI

ERIC Educational Resources Information Center

Boeing, Marianne; Barton, Barbara; Zinsmeister, Paula; Brouwers, Lynn; Trudel, Tina M.; Elias, Eileen; Weider, Katie

2010-01-01

This article is the sixth of a multi-part series on traumatic brain injury (TBI) and discusses lifelong living after TBI. Following TBI, lifelong outcomes vary depending on the individual affected, treatment provided and severity of injury. Fortunately, many individuals who experience mild concussions common to childhood have no lasting symptoms.…

The effect of preseason training on mucosal immunity in male basketball players.

PubMed

Azarbayjani, M; Nikbakht, H; Rasaee, M J

2011-12-01

This study examined the effects of pre season training on restring level and acute response of mucosal immunity in male basketball players. Twenty male basketball players performed 8 weeks progressive exercise training, consisting of interval and continuous parts. Five mL un-stimulated saliva was collected from each subject before, immediately and one hour after the end of one bout of exercise to exhaustion on treadmill at the beginning of the first week and end of 8 weeks to determine the acute responses. At the beginning of each 2 weeks (resting state) induced changes in basal mucosal immunity was evaluated. The concentration of sIgA and total protein was measured by the ELISA and Bradford methods respectively. One bout exercise training at beginning of first week decreased significantly sIgA level but not at the end of 8th week. Total protein did not change significantly at 1st week after exercise, but at eight week significantly increased and remained at high level until one hour after exercise. sIgA to total protein ratio at first week significantly decreased and remained constant one hour after exercise. At the eight week sIgA decreased significantly immediately after exercise and remained low until one hour after exercise. The comparison of sIgA and total protein levels indicates significant decrease after eight weeks training. These results suggest that repetition of single bout of exercise training have a cumulative effect on the mucosal immune system.

Confucian Educational Philosophy and Its Implication for Lifelong Learning and Lifelong Education

ERIC Educational Resources Information Center

Sun, Qi

2008-01-01

This paper, from historical and philosophical perspectives, presents Confucian education philosophy, a philosophy that is argued is a philosophy of lifelong learning. Examined and illustrated are the Confucian concepts of "Sage", a Confucian ideal human model, and "Jun Zi", a Confucian realistic educational result. Through "Sage", Confucius…

Lifelong Learning: Characteristics, Skills, and Activities for a Business College Curriculum

ERIC Educational Resources Information Center

Love, Douglas

2011-01-01

The literature places great importance on lifelong learning, but leaves its meaning open to a wide range of interpretations. Much is written about lifelong learning after leaving school with little about business college preparation of lifelong learners. This is the departure point for the study's providing one college's operational definition of…

Revisiting Lifelong Learning for the 21st Century.

ERIC Educational Resources Information Center

Medel-Anonuevo, Carolyn; Ohsako, Toshio; Mauch, Werner

Although lifelong learning is being increasingly cited as one of the key principles in the fields of education and development, shared understanding of the term's usage at the global level is lacking. Lifelong learning is closely tied to the challenge of openness and the changes with which modern individuals must cope in their lifetimes. Lifelong…

Lifelong Learning in Swedish Curricula. Didakometry No. 48.

ERIC Educational Resources Information Center

Fredriksson, Lennart; Gestrelius, Kurt

An examination of the lifelong learning aspect of the central and nationwide curricula in Sweden has been made by the UNESCO Institute for Education. The concept of lifelong learning is defined and criteria for developing positive attitudes and opportunities for its development are discussed. The analysis of the curricula in the basic and upper…

Lifelong Learning: Foundational Models, Underlying Assumptions and Critiques

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2015-01-01

Lifelong learning has become a catchword in almost all countries because of its growing influence on education policies in the globalised world. In the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU), the promotion of lifelong learning has been a strategy to speed up economic growth and become competitive.…

Lifelong learning: Foundational models, underlying assumptions and critiques

NASA Astrophysics Data System (ADS)

Regmi, Kapil Dev

2015-04-01

Lifelong learning has become a catchword in almost all countries because of its growing influence on education policies in the globalised world. In the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU), the promotion of lifelong learning has been a strategy to speed up economic growth and become competitive. For UNESCO and the World Bank, lifelong learning has been a novel education model to improve educational policies and programmes in developing countries. In the existing body of literature on the topic, various models of lifelong learning are discussed. After reviewing a number of relevant seminal texts by proponents of a variety of schools, this paper argues that the vast number of approaches are actually built on two foundational models, which the author calls the "human capital model" and the "humanistic model". The former aims to increase productive capacity by encouraging competition, privatisation and human capital formation so as to enhance economic growth. The latter aims to strengthen democracy and social welfare by fostering citizenship education, building social capital and expanding capability.

Learning to Live: The Relationship between Lifelong Learning and Lifelong Illness

ERIC Educational Resources Information Center

Jackson, Sue

2006-01-01

This paper explores the ways in which people with lifelong chronic illness engage with learning, and how learning impacts on the ways in which they learn to live with their illness. It considers their engagement with and changing focus of learning at different stages: prior to diagnosis, at about the time of diagnosis, and as their understanding…

Challenges in Evaluating the EU's Lifelong Learning Policies

ERIC Educational Resources Information Center

Clain, Alexandru

2016-01-01

Since the early 1990s, lifelong learning has become a major policy concern for the European Union, being seen as a means for enabling individuals to be more competitive in social and economic contexts that are continually changing. After a series of white papers and strategies in the field of lifelong learning, the EU launched the Lifelong…

Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002).

ERIC Educational Resources Information Center

2002

This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi…

The Effect of Astaxanthin and Regular Training on Dynamic Pattern of Oxidative Stress on Male under Strenuous Exercise

NASA Astrophysics Data System (ADS)

Sylviana, N.; Gunawan, H.; Lesmana, R.; Purba, A.; Akbar, I. B.

2017-03-01

Strenuous physical activity will induced higher Reactive Oxygen Species (ROS) level in human body that can be measured by serum Malondialdehyde (MDA) level. Malondialdehyde is product of lipid peroxidation process that define as oxidative damage of lipid biomolecule by reactivity of reactive oxygen species. Still, the dynamic pattern of Malondialdehyde (MDA) level under strenuous exercise is not fully understood. Potent antioxidant such as Astaxanthin and training may be altered the level of MDA. Thus, purpose of this study is to understand effect of astaxanthin to MDA dynamic pattern on training male after strenuous physical activity. It was a double blind, experimental study, conducted on thirty young male age, divided into untrained and trained groups. Supplement Astaxanthin was given to 15 subject as well as placebo for one week after supplementation, Subjects were tested with anaerobic strenuous physical activity. The values were analyzed with ANOVA test followed by Duncan test showed that in every groups, mean of MDA before test was similar, start increase significantly after tested, begin decrease at 6th hour post test and back to baseline at 24th hour post-test ( p<0.05), except for group of untrained male with placebo still increase twice from baseline. The lowest mean of MDA was found on group of trained male with Astaxanthin supplementation and the highest was found on group of untrained male with placebo (p<0.05). These findings support that Astaxanthin and training might has positive effect to oxidative stress condition without altered its dynamic pattern in male after strenuous physical activity

The EU "Memorandum on Lifelong Learning". Old Wine in New Bottles?

ERIC Educational Resources Information Center

Borg, Carmel; Mayo, Peter

2005-01-01

This paper provides a critical analysis of the EU's "Memorandum on lifelong learning" in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy-making in Europe as well as the…

Validity and Reliability of Field-Based Measures for Assessing Movement Skill Competency in Lifelong Physical Activities: A Systematic Review.

PubMed

Hulteen, Ryan M; Lander, Natalie J; Morgan, Philip J; Barnett, Lisa M; Robertson, Samuel J; Lubans, David R

2015-10-01

It has been suggested that young people should develop competence in a variety of 'lifelong physical activities' to ensure that they can be active across the lifespan. The primary aim of this systematic review is to report the methodological properties, validity, reliability, and test duration of field-based measures that assess movement skill competency in lifelong physical activities. A secondary aim was to clearly define those characteristics unique to lifelong physical activities. A search of four electronic databases (Scopus, SPORTDiscus, ProQuest, and PubMed) was conducted between June 2014 and April 2015 with no date restrictions. Studies addressing the validity and/or reliability of lifelong physical activity tests were reviewed. Included articles were required to assess lifelong physical activities using process-oriented measures, as well as report either one type of validity or reliability. Assessment criteria for methodological quality were adapted from a checklist used in a previous review of sport skill outcome assessments. Movement skill assessments for eight different lifelong physical activities (badminton, cycling, dance, golf, racquetball, resistance training, swimming, and tennis) in 17 studies were identified for inclusion. Methodological quality, validity, reliability, and test duration (time to assess a single participant), for each article were assessed. Moderate to excellent reliability results were found in 16 of 17 studies, with 71% reporting inter-rater reliability and 41% reporting intra-rater reliability. Only four studies in this review reported test-retest reliability. Ten studies reported validity results; content validity was cited in 41% of these studies. Construct validity was reported in 24% of studies, while criterion validity was only reported in 12% of studies. Numerous assessments for lifelong physical activities may exist, yet only assessments for eight lifelong physical activities were included in this review

Comparison of training and anthropometric characteristics between recreational male half-marathoners and marathoners.

PubMed

Zillmann, Teresa; Knechtle, Beat; Rüst, Christoph Alexander; Knechtle, Patrizia; Rosemann, Thomas; Lepers, Romuald

2013-06-30

Participation in endurance running such as half-marathon (21-km) and marathon (42-km) has increased over the last decades. We compared 147 recreational male half-marathoners and 126 recreational male marathoners to investigate similarities or differences in their anthropometric and training characteristics. The half-marathoners were heavier (P < 0.05), had longer legs (P < 0.001), thicker upper arms (P < 0.05), a thicker thigh (P < 0.01), a higher sum of skinfold thicknesses (P < 0.01), a higher body fat percentage (P < 0.05) and a higher skeletal muscle mass (P < 0.05) than the marathoners. They had fewer years of experience (P < 0.05), completed fewer weekly training kilometers (P < 0.001), and fewer weekly running hours (P < 0.01) compared to the marathoners. For half-marathoners, body mass index (P = 0.011), percent body fat (P = 0.036) and speed in running during training (P < 0.0001) were related to race time (r2 = 0.47). For marathoners, percent body fat (P = 0.001) and speed in running during training (P < 0.0001) were associated to race time (r2 = 0.47). When body mass index was excluded for the half-marathoners in the multi-variate analysis, r2 decreased to 0.45, therefore body mass index explained only 2% of the variance of half-marathon performance. Percent body fat was significantly and negatively related to running speed during training in both groups. To summarize, half-marathoners showed differences in both anthropometry and training characteristics compared to marathoners that could be related to their lower training volume, most probably due to the shorter race distance they intended to compete. Both groups of athletes seemed to profit from low body fat and a high running speed during training for fast race times.

Human Resource Development and Manpower Training. Paper Presentations: Session B.

ERIC Educational Resources Information Center

2000

This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training"…

Higher Education and Lifelong Learners: International Perspectives on Change.

ERIC Educational Resources Information Center

Schuetze, Hans G., Ed.; Slowey, Maria, Ed.

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An…

Nurses and Lifelong Learning: Creating "Makers and Shapers" or "Users and Choosers"?

PubMed

Butcher, Diane; Bruce, Anne

2016-04-01

How have the meaning and goals of lifelong learning for nurses shifted under neoliberal political policy? This article critically scrutinizes the political undercurrents of lifelong learning. While the original intent of lifelong learning was to foster intellectual, critical, social, and political citizen engagement (creating "makers and shapers" of social policy), instrumental learning-learning to meet practical economic ends-has taken priority and is instead creating marketable workers (creating "users and choosers"). International educational neoliberal policy reform has altered the very nature of education. Under pervasive neoliberal political influence, lifelong learning has become distorted as the goals of learning have shifted towards creating marketable workers who are expected, while unsupported, to engage in learning to ensure ongoing employability in an open market. By examining new understandings of lifelong learning, nurses can make informed choices as to whether they aspire to be a "user and chooser" or "maker and shaper" of lifelong learning in their workplaces. © 2015 Wiley Periodicals, Inc.

Innovative training strategy for higher education: the photonics training platform at University of Bordeaux

NASA Astrophysics Data System (ADS)

Vieules, Marie Bénédicte; Oberlé, Jean; Cormier, Eric

2017-08-01

The Photonics training platform of University of Bordeaux aims at renewing higher education offer by structuring training (initial and continuing) on a "sector-specific" approach. The initiative is organized around key professional sectors identified in collaboration with regional socio-economic partners as well as research and teaching teams from Bordeaux's higher education facilities. The training platform intends to improve the hiring potential of students through a better match between the initial training courses and the labor market needs and to develop lifelong training courses in the University of Bordeaux. It aims at organizing these courses according to an approach by field and to establish their position at national and international levels. The platform acts on three priority axes: training provision, national and international partnerships, pedagogical innovation as well as lifelong learning improvement. Its strategy is based on the latter priorities and consists in the development of the training offer on the application sectors in close connection with industrials and a significant involvement in internationalization. The Photonics training platform strives to become a collaborative lab of ideas to design innovative learning tools by revisiting teaching methods in relation with technological developments; create a community of education experts in the field of photonics to spread this key enabling technology around scientific thematic taught in university. This project provides resources available to all stakeholders for better efficiency in the design and management of training projects and will be engaged in a continuous improvement process to establish the continuity of projects and quality enhancement.

Investigation of the Lifelong Learning Tendency of College Students

ERIC Educational Resources Information Center

Aksoy, Hamit; Erbay, Hasan; Kör, Hakan; Engin, Melih

2017-01-01

The concept of "lifelong learning (LLL)" has emerged because of the necessity of renewing earlier and immemorial information in time. LLL is involved in a various kind of international foundations' works. European Union is perceived as more efficient in comparison with international companies in terms of lifelong learning practices.…

Propensity to Lifelong Learning: Reflections of a Research Student

ERIC Educational Resources Information Center

White, Robert D.

2007-01-01

The author's tertiary learning journey began as a research assistant reviewing educational literature. Among the mountain of lifelong learning literature, the author could find nothing that explained why people are or are not lifelong learners. Eventually he found the British work of Gorard and Selwyn (2005). Mindful of Osborne's (2002) caution…

Some Critical Reflections on Lifelong Learning Policy in Turkey

ERIC Educational Resources Information Center

Sayilan, Fevziye

2015-01-01

This paper discusses the Lifelong Learning Strategy document which was on the agenda during the European Union harmonization process of Turkey. The public policies in the document, regarding non-formal and adult education, will be analyzed. Lifelong Learning strategy became a current issue in the last stage of neoliberal transformation of…

"Running a Train": Adolescent Boys' Accounts of Sexual Intercourse Involving Multiple Males and One Female

ERIC Educational Resources Information Center

Rothman, Emily F.; Decker, Michele R.; Reed, Elizabeth; Raj, Anita; Silverman, Jay G.; Miller, Elizabeth

2008-01-01

The authors used qualitative research methods to explore the context and sexual risk behavior associated with sexual intercourse involving multiple males and one female, commonly called "running a train." Participants were 20 adolescent males aged 14 to 22 years who were either perpetrators of dating violence or perceived by teachers to…

Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education.

PubMed

Hilty, Donald M; Turvey, Carolyn; Hwang, Tiffany

2018-03-12

Psychiatric practice continues to evolve and play an important role in patients' lives, the field of medicine, and health care delivery. Clinicians must learn a variety of clinical care systems and lifelong learning (LLL) is crucial to apply knowledge, develop skills, and adjust attitudes. Technology is rapidly becoming a key player-in delivery, lifelong learning, and education/training. The evidence base for telepsychiatry/telemental health via videoconferencing has been growing for three decades, but a greater array of technologies have emerged in the last decade (e.g., social media/networking, text, apps). Clinicians are combining telepsychiatry and these technologies frequently and they need to reflect on, learn more about, and develop skills for these technologies. The digital age has solidified the role of technology in continuing medical education and day-to-day practice. Other fields of medicine are also adapting to the digital age, as are graduate and undergraduate medical education and many allied mental health organizations. In the future, there will be more online training, simulation, and/or interactive electronic examinations, perhaps on a monthly cycle rather than a quasi-annual or 10-year cycle of recertification.

Guidelines for Lifelong Education Management to Mobilize Learning Community

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida

2018-01-01

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

Making the Most of Education and Training: An Employer Perspective.

ERIC Educational Resources Information Center

Pollitt, David, Ed.

2002-01-01

Eleven articles focus on issues surrounding employer investment in training in Britain. Topics include employee induction, flexible lifelong learning, workplace learning partnerships, retention through training, management development, cooperation with competitors, technician career paths to management, online learning in small businesses, and…

Conceptions of Lifelong Learning in Confucian Culture: Their Impact on Adult Learners

ERIC Educational Resources Information Center

Zhang, Weiyuan

2008-01-01

The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of "education for all". However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning…

Invitation to Lifelong Learning.

ERIC Educational Resources Information Center

Gross, Ronald, Ed.

In this anthology of readings, 28 scholars and educators consider the theoretical and practical forces that shape the concept of lifelong learning. After Ronald Gross's introduction, the first section begins its consideration of the Western tradition in adult learning with Plato's metaphor of the cave and includes Pico della Mirandola's essay on…

An "education for life" requirement to promote lifelong learning in an internal medicine residency program.

PubMed

Panda, Mukta; Desbiens, Norman A

2010-12-01

Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning ("Education for Life" requirement), and to compare the modalities residents intended to use with their reported educational activities. Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive.

Re-Thinking Lifelong Learning

ERIC Educational Resources Information Center

Hinchliffe, Geoff

2006-01-01

The current dominant concept of lifelong learning has arisen from the pressures of globalisation, economic change and the needs of the "knowledge economy". Its importance is not disputed in this paper. However, its proponents often advocate it in a form which places unrealistic demands on the individual without at the same time addressing their…

Acceptability of lifelong treatment among HIV-positive pregnant and breastfeeding women (Option B+) in selected health facilities in Zimbabwe: a qualitative study.

PubMed

Chadambuka, Addmore; Katirayi, Leila; Muchedzi, Auxilia; Tumbare, Esther; Musarandega, Reuben; Mahomva, Agnes I; Woelk, Godfrey

2017-07-25

Zimbabwe's Ministry of Health and Child Care (MOHCC) adopted 2013 World Health Organization (WHO) prevention of mother-to-child HIV transmission (PMTCT) guidelines recommending initiation of HIV-positive pregnant and breastfeeding women (PPBW) on lifelong antiretroviral treatment (ART) irrespective of clinical stage (Option B+). Option B+ was officially launched in Zimbabwe in November 2013; however the acceptability of life-long ART and its potential uptake among women was not known. A qualitative study was conducted at selected sites in Harare (urban) and Zvimba (rural) to explore Option B+ acceptability; barriers, and facilitators to ART adherence and service uptake. In-depth interviews (IDIs), focus group discussions (FGDs) and key informant interviews (KIIs) were conducted with PPBW, healthcare providers, and community members. All interviews were audio-recorded, transcribed, and translated; data were coded and analyzed in MaxQDA v10. Forty-three IDIs, 22 FGDs, and five KIIs were conducted. The majority of women accepted lifelong ART. There was however, a fear of commitment to taking lifelong medication because they were afraid of defaulting, especially after cessation of breastfeeding. There was confusion around dosage; and fear of side effects, not having enough food to take drugs, and the lack of opportunities to ask questions in counseling. Participants reported the need for strengthening community sensitization for Option B+. Facilitators included receiving a simplified pill regimen; ability to continue breastfeeding beyond 6 months like HIV-negative women; and partner, community and health worker support. Barriers included distance of health facility, non-disclosure of HIV status, poor male partner support and knowing someone who had negative experience on ART. This study found that Option B+ is generally accepted among PPBW as a means to strengthen their health and protect their babies. Consistent with previous literature, this study demonstrated the

The politics of adjustment and lifelong education: The case of Argentina

NASA Astrophysics Data System (ADS)

Sirvent, Maria Teresa

1994-05-01

This article seeks to indicate some of the aspects of lifelong education in Argentina. Empirical evidence is found for the hypothesis that continuing education reproduces and reinforces social differences. Secondly, the article identifies some of the contradictions in the present socio-economic and political context of the country, which are posing new challenges to critical and participatory lifelong education. Educational practice is having to respond to a model of society which derives from neo-conservative practices in the economic, social and educational spheres. The article is fundamentally descriptive. Qualitative and quantitative data refer to potential demand, actual demand and social demand for lifelong education. The article concludes with some reflections on lifelong education as a global policy confronting a historical crisis situation.

Lifelong and Continuing Education. What Is a Learning Society? Monitoring Change in Education.

ERIC Educational Resources Information Center

Oliver, Paul, Ed.

The 14 chapters in this book explore the concept of lifelong learning and illustrate its application to specific situations. Titles and authors are as follows: "The Concept of Lifelong Learning" (Paul Oliver); "Degrees of Adult Participation: Lifelong Learning in European Universities" (Barbara Merrill); "Lifelong…

Lifelong Aerobic Exercise Reduces the Stress Response in Rats.

PubMed

Pietrelli, A; Di Nardo, M; Masucci, A; Brusco, A; Basso, N; Matkovic, L

2018-04-15

The aim of this study was to analyze the effects of lifelong aerobic exercise (AE) on the adaptive response of the stress system in rats. It is well known that hypothalamic-pituitary-adrenal axis (HPA) activity differs when triggered by voluntary or forced exercise models. Male Wistar rats belonging to exercise (E) or control (C) groups were subjected to chronic AE, and two cutoff points were established at 8 (middle age) and 18 months (old age). Behavioral, biochemical and histopathological studies were performed on the main components/targets of the stress system. AE increased adrenal sensitivity (AS), brain corticosterone (CORT) and corticotropin-releasing factor (CRF), but had no effect on the thymus, adrenal glands (AGs) weight or plasma CORT. In addition, AE exerted no effect on the sympathetic tone, but significantly reduced anxiety-related behavior and emotionality. Aging decreased AS and deregulated neuroendocrine feedback, leading to an anxiogenic state which was mitigated by AE. Histopathological and morphometric analysis of AGs showed no alterations in middle-aged rats but adrenal vacuolization in approximately 20% old rats. In conclusion, lifelong AE did not produce adverse effects related to a chronic stress state. On the contrary, while AE upregulated some components of the HPA axis, it generated an adaptive response to cumulative changes, possibly through different compensatory and/or super compensatory mechanisms, modulated by age. The long-term practice of AE had a strong positive impact on stress resilience so that it could be recommended as a complementary therapy in stress and depression disease. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Effects of resistance training on insulin sensitivity in overweight Latino adolescent males.

PubMed

Shaibi, Gabriel Q; Cruz, Martha L; Ball, Geoff D C; Weigensberg, Marc J; Salem, George J; Crespo, Noe C; Goran, Michael I

2006-07-01

Insulin resistance is thought to be a core defect in the pathophysiology of obesity-related comorbidities in children, such as type 2 diabetes. Exercise training is known to improve insulin resistance and reduce the risk of type 2 diabetes in adults. However, very little is known regarding the effects of exercise on insulin resistance in youth. Therefore, we examined the effects of a 16-wk resistance training exercise intervention on insulin sensitivity in youth at high risk for developing type 2 diabetes. Twenty-two overweight Latino adolescent males were randomly assigned to either a twice-per-week resistance training group (RT=11) or a nonexercising control group (C=11) for 16 wk. Strength was assessed by one-repetition maximum, body composition was quantified by dual-energy x-ray absorptiometry, and insulin sensitivity was determined by the frequently sampled intravenous glucose tolerance test with minimal modeling. Significant increases in upper- and lower-body strength were observed in the RT compared with the C group. The RT group significantly increased insulin sensitivity compared with the C group (P<0.05), and this increase remained significant after adjustment for changes in total fat mass and total lean tissue mass (P<0.05). Compared with baseline values, insulin sensitivity increased 45.1+/-7.3% in the RT group versus -0.9+/-12.9% in controls (P<0.01). A twice-per-week 16-wk resistance training program can significantly increase insulin sensitivity in overweight Latino adolescent males independent of changes in body composition.

Loans for Lifelong Learning.

ERIC Educational Resources Information Center

Fletcher, Mick, Ed.

This collection of eight papers looks at how a system of loans for lifelong learning in Great Britain and New Zealand might be positioned. It examines where such loans might work best and where they seem inappropriate. In particular, the collection assembles the available evidence about the role and impact of loans in the world of education and…

Low-Active Male Adolescents: A Dose Response to High-Intensity Interval Training.

PubMed

Logan, Greig Robert Melrose; Harris, Nigel; Duncan, Scott; Plank, Lindsay D; Merien, Fabrice; Schofield, Grant

2016-03-01

High-intensity interval training (HIIT) is a potential alternative to traditionally recommended steady state exercise for providing health benefits in adolescents, yet its dose-response relationship in this cohort remains unclear, as does its translatability to real-world, nonclinical settings. The present study adopts a novel dose-response design to investigate the effects of undertaking 8 wk of HIIT on the cardiometabolic health of low-active male adolescents. Twenty-six male adolescents (age 16 ± 1 yr), identified as low active by nonparticipation in structured sport and physical education classes, were randomly assigned to one of five treatment groups. Corresponding with their group numbers (1-5), participants completed a number of HIIT "sets," which consisted of 4 repeated bouts of 20-s near-maximal exertion interspersed with 10-s passive recovery. Participants performed two HIIT sessions and one resistance training session each week for 8 wk. Baseline and follow-up health measures consisted of peak oxygen uptake (V˙O2peak) with an incremental ramp test to volitional exhaustion; body composition (including visceral fat mass, body fat, and lean tissue mass) with dual-energy x-ray absorptiometry; and lipid profile, glucose, insulin, and interleukin-6 from blood analysis. All health outcomes were analyzed as percentage changes, and data were modeled using a quadratic function to explore dose-response relationships. Significant improvements were observed for V˙O2peak (∼6%), body fat percentage (∼4%), visceral fat mass (∼10%), and waist circumference-to-height ratio (∼3%), but there was no clear effect of dose across groups. Low-active adolescent males performing a single HIIT set twice weekly, in addition to one resistance training session, gained meaningful improvements in fitness and body composition. Performing additional HIIT sets provided no additional improvements to those of the lowest dose in this study.

Predictors of race time in male Ironman triathletes: physical characteristics, training, or prerace experience?

PubMed

Knechtle, Beat; Wirth, Andrea; Rosemann, Thomas

2010-10-01

The aim of the present study was to assess whether physical characteristics, training, or prerace experience were related to performance in recreational male Ironman triathletes using bi- and multivariate analysis. 83 male recreational triathletes who volunteered to participate in the study (M age 41.5 yr., SD = 8.9) had a mean body height of 1.80 m (SD = 0.06), mean body mass of 77.3 kg (SD = 8.9), and mean Body Mass Index of 23.7 kg/m2 (SD = 2.1) at the 2009 IRONMAN SWITZERLAND competition. Speed in running during training, personal best marathon time, and personal best time in an Olympic distance triathlon were related to the Ironman race time. These three variables explained 64% of the variance in Ironman race time. Personal best marathon time was significantly and positively related to the run split time in the Ironman race. Faster running while training and both a fast personal best time in a marathon and in an Olympic distance triathlon were associated with a fast Ironman race time.

Using VRML for Teaching and Training in Industry.

ERIC Educational Resources Information Center

Dorner, Ralph; Schafer, Arno; Elcacho, Colette; Luckas, Volker

This paper shows how World Wide Web-based technology using VRML (Virtual Reality Modeling Language) can be applied in an industrial education and training context. Following an introduction to the importance of lifelong learning and training in industry, the state of the art of VRML is discussed, including its features and integration into the Web…

HRD in a Multicultural Workplace: The Need for Lifelong Learning.

ERIC Educational Resources Information Center

Ogisu-Kamiya, Motoyo

Advocating the development of a new vision and strategies for lifelong learning in the multicultural workplace, this paper describes the influences of cultural issues on the human resource development (HRD) interface at a Japanese multinational firm operating in Canada. Following an introduction defining lifelong learning and related terms,…

Architecture for Implementation of a Lifelong Online Learning Environment (LOLE)

ERIC Educational Resources Information Center

Caron, Philippe; Beaudoin, Gregg; Leblanc, Frederic; Grant, Andrew

2007-01-01

This article describes an architecture for the implementation of a lifelong online learning environment (LOLE). The stakeholder independent architecture enables the development of a LOLE system to fulfill the complex requirements of the different actors involved in lifelong education. A particular emphasis is placed on the continuation of a…

Africa and International Policy Making for Lifelong Learning: Textual Revelations

ERIC Educational Resources Information Center

Preece, Julia

2013-01-01

This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international…

Older Lifelong Learners' Motivations for Participating in Formal Volunteer Activities in Urban Communities

ERIC Educational Resources Information Center

Yamashita, Takashi; López, Erick B.; Soligo, Marta; Keene, Jennifer R.

2017-01-01

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning…

Training Strategies for the Twenty-First Century: Using Recent Research on Learning To Enhance Training.

ERIC Educational Resources Information Center

Dwyer, Brian M.

2002-01-01

Discusses a new training model that takes into account the diversity of learners and the emotional, physical and social environmental conditions essential for lifelong learning. Considers how the brain learns and functions, brain-based learning, multiple intelligence, and emotional intelligence as well as personal reflection. (LRW)

Vulvar vestibulitis syndrome: an important factor in the evaluation of lifelong vaginismus?

PubMed

Ter Kuile, Moniek M; Van Lankveld, Jacques J D M; Vlieland, Corrie Vliet; Willekes, Christine; Weijenborg, Philomeen T M

2005-12-01

The aim of the study was to investigate the prevalence of vulvar vestibulitis syndrome (VVS) in a sample of women suffering from lifelong vaginismus (N=91). Lifelong vaginismus is defined as "having a history of never having been able to experience penile entry of the vagina". The results with respect to VVS are compared with the results of women who are suffering from pain during intercourse (superficial dyspareunia) (N=84). Both patients groups were recruited from two treatment outcome studies. Using a standard physical examination, erythema was found in 77%, pain "on touch" in 69% and erythema and pain on the same location was seen in 56% of the patients with lifelong vaginismus. Furthermore, it was found that erythema (94%), pain (98%) and erythema and pain on the same location (92%) were more frequently found in patients with dyspareunia compared to women with lifelong vaginismus. It is concluded that pain is an integral part of the experiences in the majority of women with lifelong vaginismus.

Pre-Service Teachers as Lifelong Learners: University Facilities for Promoting Their Professional Development

ERIC Educational Resources Information Center

Köksal, Necla; Çögmen, Suna

2013-01-01

Problem Statement: Many countries pay more attention to the modern concept of lifelong learning as an educational issue with the Bologna Process. As higher education has a significant role to play in the lifelong learning of teachers, pre-service teachers need supportive learning environments that foster the culture of lifelong learning at the…

Individual Learning Accounts and Other Models of Financing Lifelong Learning

ERIC Educational Resources Information Center

Schuetze, Hans G.

2007-01-01

To answer the question "Financing what?" this article distinguishes several models of lifelong learning as well as a variety of lifelong learning activities. Several financing methods are briefly reviewed, however the principal focus is on Individual Learning Accounts (ILAs) which were seen by some analysts as a promising model for…

The Design and Management of an Organisation's Lifelong Learning Curriculum

ERIC Educational Resources Information Center

Dealtry, Richard

2009-01-01

Purpose: The purpose of this paper is to examine the successful design and management of high performance work-based lifelong learning processes. Design: The paper summarises the process management practices and contextual parameters that are being applied in the successful design and management of high performance work based lifelong learning…

Learners or Participants? The Pros and Cons of "Lifelong Learning"

ERIC Educational Resources Information Center

Mantie, Roger

2012-01-01

Whereas adult education used to be the preferred concept for those studying adult music-making, there is now an increasing trend away from this and towards lifelong learning. Uncritically adopting government lifelong learning discourses, however, blurs the line between educational ideals and political ones. Although there may be merit in the…

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida; Henschke, John A.

2017-01-01

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance…

An “Education for Life” Requirement to Promote Lifelong Learning in an Internal Medicine Residency Program

PubMed Central

Panda, Mukta; Desbiens, Norman A.

2010-01-01

Background Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. Objectives To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning (“Education for Life” requirement), and to compare the modalities residents intended to use with their reported educational activities. Materials and Methods Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Results Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. Conclusion The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive. PMID:22132278

Pelvic floor muscle rehabilitation for patients with lifelong premature ejaculation: a novel therapeutic approach.

PubMed

Pastore, Antonio L; Palleschi, Giovanni; Fuschi, Andrea; Maggioni, Cristina; Rago, Rocco; Zucchi, Alessandro; Costantini, Elisabetta; Carbone, Antonio

2014-06-01

Premature ejaculation is the most common male sexual disorder. The aim of the study was to evaluate the possible therapeutic role of pelvic floor muscle rehabilitation in patients affected by lifelong premature ejaculation. We treated 40 men with lifelong premature ejaculation, reporting, a baseline intravaginal ejaculatory latency time (IELT) ≤ 1 min, with 12-week pelvic floor muscle rehabilitation. At the end of the rehabilitation, mean IELTs were calculated to evaluate the effectiveness of the therapy. At the end of the treatment, 33 (82.5%) of the 40 patients gained control of their ejaculatory reflex, with a mean IELT of 146.2 s (range: 123.6-152.4 s). A total of 13 out of 33 (39%) patients were evaluated at 6 months follow up, and they maintained a significant IELT (112.6 s) compared with their initial IELT (mean 39.8 s). The results obtained in our subjects treated with pelvic floor rehabilitation are promising. This therapy represents an important cost reduction compared with the standard treatment (selective serotonin reuptake inhibitors). Based on the present data, we propose pelvic floor muscle rehabilitation as a new, viable therapeutic option for the treatment of premature ejaculation.

Within-Season Distribution of External Training and Racing Workload in Professional Male Road Cyclists.

PubMed

Metcalfe, Alan J; Menaspà, Paolo; Villerius, Vincent; Quod, Marc; Peiffer, Jeremiah J; Govus, Andrew D; Abbiss, Chris R

2017-04-01

To describe the within-season external workloads of professional male road cyclists for optimal training prescription. Training and racing of 4 international competitive professional male cyclists (age 24 ± 2 y, body mass 77.6 ± 1.5 kg) were monitored for 12 mo before the world team-time-trial championships. Three within-season phases leading up to the team-time-trial world championships on September 20, 2015, were defined as phase 1 (Oct-Jan), phase 2 (Feb-May), and phase 3 (June-Sept). Distance and time were compared between training and racing days and over each of the various phases. Times spent in absolute (<100, 100-300, 400-500, >500 W) and relative (0-1.9, 2.0-4.9, 5.0-7.9, >8 W/kg) power zones were also compared for the whole season and between phases 1-3. Total distance (3859 ± 959 vs 10911 ± 620 km) and time (240.5 ± 37.5 vs 337.5 ± 26 h) were lower (P < .01) in phase 1 than phase 2. Total distance decreased (P < .01) from phase 2 to phase 3 (10911 ± 620 vs 8411 ± 1399 km, respectively). Mean absolute (236 ± 12.1 vs 197 ± 3 W) and relative (3.1 ± 0 vs 2.5 ± 0 W/kg) power output were higher (P < .05) during racing than training, respectively. Volume and intensity differed between training and racing over each of 3 distinct within-season phases.

Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea

ERIC Educational Resources Information Center

Kwon, In Tak; Kim, Junghwan; Lim, Doo Hun

2015-01-01

This paper is designed to explore Jeonju City's strategies to build a successful lifelong learning city by analyzing the practices for the Lifelong Learning City Movement (LLCM) and then draw the limitations and needed tasks for building a Lifelong Learning City at the local government level. As Cunningham (1993) pointed out, we found some gaps…

Development of a Global Lifelong Learning Index for Future Education

ERIC Educational Resources Information Center

Kim, JuSeuk

2016-01-01

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a…

Lifelong Learning. A Guide to Adult Education in the Church.

ERIC Educational Resources Information Center

Grothe, Rebecca, Ed.

This book contains eight papers about lifelong learning in the Christian church. The preface and foreword are written by Rebecca Groth and H. George Anderson, respectively. (1) "The Gospel Calls Us" (Margaret A. Krych) examines five theological themes of lifelong learning. Adult development and learning styles are considered in (2) "What Teachers…

Lifelong Learning as Transitional Learning

ERIC Educational Resources Information Center

Glastra, Folke J.; Hake, Barry J.; Schedler, Petra E.

2004-01-01

Globalization and individualization have radically changed both the economic system and the personal life world in industrial or postindustrial nation-states. To survive hypercompetition and volatile consumer choice, learning organizations and a workforce engaged in lifelong learning are needed. Constructing "the good life" has become an…

Developing Local Lifelong Guidance Strategies.

ERIC Educational Resources Information Center

Watts, A. G.; Hawthorn, Ruth; Hoffbrand, Jill; Jackson, Heather; Spurling, Andrea

1997-01-01

Outlines the background, rationale, methodology, and outcomes of developing local lifelong guidance strategies in four geographic areas. Analyzes the main components of the strategies developed and addresses a number of issues relating to the process of strategy development. Explores implications for parallel work in other localities. (RJM)

Effect of practice and training in spatial skills on embedded figures scores of males and females.

PubMed

Johnson, S; Flinn, J M; Tyer, Z E

1979-06-01

The effect of practice and training in spatial skills on scores obtained by male and female students on the Embedded Figures Test was examined. Forms A and B were administered 6 wk. apart to three groups of subjects (ns = 28, 27, 27) enrolled in drafting, mathematics, and liberal arts courses. During the pretest-posttest period the drafting students received training while the other two groups served as controls. Analysis indicated (1) no initial sex difference in test scores; (2) liberal arts students differed significantly from drafting and mathematics students, but there was no significant difference between the last two groups; (3) all groups improved with practice; (4) women receiving training improved more than women who did not; (5) there was a trend toward women receiving spatial training scoring more poorly than males receiving training on the pretest, but there was no significant difference on the posttest. These results suggest that sex differences in embedded-figures scores found by many previous experimenters may have been associated with differences in prior experience in spatial skills and by a confounding of sex with area of academic study.

Training practices and ergogenic aids used by male bodybuilders.

PubMed

Hackett, Daniel A; Johnson, Nathan A; Chow, Chin-Moi

2013-06-01

Bodybuilding involves performing a series of poses on stage where the competitor is judged on aesthetic muscular appearance. The purpose of this study was to describe training practices and ergogenic aids used by competitive bodybuilders and to determine whether training practices comply with current recommendations for muscular hypertrophy. A web-based survey was completed by 127 competitive male bodybuilders. The results showed that during the off-season phase of training (OFF), the majority of respondents performed 3-6 sets per exercise (95.3%), 7-12 repetition maximum (RM) per set (77.0%), and 61- to 120-seconds recovery between sets and exercises (68.6%). However, training practices changed 6 weeks before competition (PRE), where there was an increased number of respondents who reported undertaking 3-4 sets per exercise at the expense of 5-6 sets per exercise (p < 0.001), an increase in the number reporting 10-15RM per set from 7-9RM per set (p < 0.001), and an increase in the number reporting 30-60 seconds vs. 61-180 seconds recovery between sets and exercises (p < 0.001). Anabolic steroid use was high among respondents competing in amateur competitions (56 of 73 respondents), whereas dietary supplementation was used by all respondents. The findings of this study demonstrate that competitive bodybuilders comply with current resistance exercise recommendations for muscular hypertrophy; however, these changed before competition during which there is a reduction resistance training volume and intensity. This alteration, in addition to an increase in aerobic exercise volume, is purportedly used to increase muscle definition. However, these practices may increase the risk of muscle mass loss in natural compared with amateur bodybuilders who reportedly use drugs known to preserve muscle mass.

Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning

ERIC Educational Resources Information Center

Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara; Yndigegn, Carsten

2015-01-01

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the…

Lifelong Exercise Patterns and Cardiovascular Health.

PubMed

Maessen, Martijn F H; Verbeek, André L M; Bakker, Esmée A; Thompson, Paul D; Hopman, Maria T E; Eijsvogels, Thijs M H

2016-06-01

To determine the relationship between lifelong exercise dose and the prevalence of cardiovascular morbidity. From June 1, 2011, through December 31, 2014, 21,266 individuals completed an online questionnaire regarding their lifelong exercise patterns and cardiovascular health status. Cardiovascular disease (CVD) was defined as a diagnosis of myocardial infarction, stroke, or heart failure, and cardiovascular risk factors (CVRFs) were defined as hypertension, hypercholesterolemia, or type 2 diabetes. Lifelong exercise patterns were measured over a median of 32 years for 405 patients with CVD, 1379 patients with CVRFs, and 10,656 controls. Participants were categorized into nonexercisers and quintiles (Q1-Q5) of exercise dose (metabolic equivalent task [MET] minutes per week). The CVD/CVRF prevalence was lower for each exercise quintile compared with nonexercisers (CVD: nonexercisers, 9.6% vs Q1: 4.4%, Q2: 2.8%, Q3: 2.4%, Q4: 3.6%, Q5: 3.9%; P<.001; CVRF: nonexercisers, 24.6% vs Q1: 13.8%, Q2: 10.2%, Q3: 9.0%, Q4: 9.4%, Q5: 12.0%; P<.001). The lowest exercise dose (Q1) significantly reduced CVD and CVRF prevalence, but the largest reductions were found at 764 to 1091 MET-min/wk for CVD (adjusted odds ratio=0.31; 95% CI, 0.20-0.48) and CVRFs (adjusted odds ratio=0.36; 95% CI, 0.28-0.47). The CVD/CVRF prevalence did not further decrease in higher exercise dose groups. Exercise intensity did not influence the relationship between exercise patterns and CVD or CVRFs. These findings demonstrate a curvilinear relationship between lifelong exercise patterns and cardiovascular morbidity. Low exercise doses can effectively reduce CVD/CVRF prevalence, but engagement in exercise for 764 to 1091 MET-min/wk is associated with the lowest CVD/CVRF prevalence. Higher exercise doses do not yield additional benefits. Copyright © 2016 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Factors Contributing to Lifelong Science Learning: Amateur Astronomers and Birders

ERIC Educational Resources Information Center

Jones, M. Gail; Corin, Elysa Nicole; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur…

Lifelong Learning for All in Asian Communities: ICT Based Initiatives

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2011-01-01

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run…

The "Life-Long Draught": From Learning to Teaching and Back

ERIC Educational Resources Information Center

Gardner, Philip

2007-01-01

A significant but seldom explored feature of social change brought about by popular education in the modern period lies in its intimate and complex association with the humanizing idea of the "lifelong". At a moment when the idea of "lifelong learning" exercises a considerable policy influence, it is perhaps timely to reflect on the relation of…

Purpose of Lifelong Learning: Analysis from a Single Participant Interview

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2012-01-01

What should be goal of education in general? What type of education are we practicing in the name of lifelong learning? What perspective of lifelong learning is becoming more dominant? Should the education system of a nation fulfill the demand of the market or the demand of the society? In this short single participant interview research I have…

The Politics of 'Lifelong Learning' in Post-1997 Hong Kong

ERIC Educational Resources Information Center

Kennedy, Peter

2004-01-01

This article is concerned with the politics of lifelong learning policy in post-1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as 'lifelong learning', is to be the cornerstone of the post-Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents.…

Recent and lifelong sexual dysfunction in a female UK population sample: prevalence and risk factors.

PubMed

Burri, Andrea; Spector, Timothy

2011-09-01

To date, no studies have tried to explore the prevalence and risk factors of recent and lifelong female sexual dysfunction (FSD) in the United Kingdom using validated questionnaires for the assessment of symptom severity and levels of associated sexual distress. To estimate the prevalence and comorbidity of recent and lifelong FSD and to further identify potential psychosocial and behavioral risk factors in a nationally representative sample of UK women. One thousand four hundred eighty-nine unselected female twin individuals aged 18-85 years. Validated questionnaires, such as the Female Sexual Function Index (FSFI) and the Female Sexual Distress Scale, were used for the assessment of symptom severity and degree of sexual distress. Prevalence and comorbidity of recent and lifelong FSD according to the FSFI cutoff points and the existence of sexual distress. Lifelong FSD refers to an individual's average sexual function ever since they have been sexually active. We further calculated odds ratios (ORs) with 95% confidence interval for FSD. We found that 5.8% of women reported any recent sexual dysfunction and 15.5% reported any lifelong sexual dysfunction. Hyposexual desire was the most prevalent recent and lifelong sexual complaint (21.4% and 17.3%, respectively). High intercorrelations were found for both recent and lifelong FSD (r=0.3-0.7). The most common independent, clinical predictor of recent and lifelong FSD diagnosis was relationship dissatisfaction (OR 1.2-4.5). Experience of abuse (OR 1.6-2.1), increased anxiety, and obsessive compulsive behavior were the most common predictors for lifelong FSD. The study provides the first UK population-based assessment of recent and lifelong FSD using validated outcome measures and accounting for sexual distress. Our results indicate that FSD is common in the general population and is influenced by psychosocial factors with different pathoetiologies underlying recent and lifelong FSD. © 2011 International Society for

Training intensity and sagittal curvature of the spine in male and female artistic gymnasts.

PubMed

Sanz-Mengibar, Jose M; Sainz-de-Baranda, Pilar; Santonja-Medina, Fernando

2018-04-01

Specific adaptations of the spine in the sagittal plane have been described according to different sports disciplines. The goal of this study was to describe the integrative diagnosis of the sagittal morphotype of the spine in male and female artistic gymnasts. Forty-eight gymnasts were measured with an inclinometer. Thoracic and lumbar curves were quantified in standing position, in Sit and Reach and Slump Sitting in order to assess the sagittal spine posture and analyze if adaptations were related to training intensity. Correlation values of the sagittal plane spine measurements showed significantly increased thoracic kyphosis in men (-0.445, P<0.001). No significant correlations have been found between training hours per year or training volume and any measurements of the spine on the sagittal plane. When data from the two sitting tests were integrated, 62.5% of gymnasts had a functional thoracic kyphosis and 39.6% had lumbar kyphotic attitude. Our hypothesis has only been partially confirmed, because training intensity did not influence the sagittal curvatures in artistic gymnastics; however, this sport seems to cause specific adaptations in postural hypolordosis, functional thoracic kyphosis and lumbar kyphotic attitude during sitting and trunk flexion. The implications of the functional adaptations observed in our results may require a preventive intervention in male and female artistic gymnasts can be assessed with the integrative diagnosis of the sagittal morphotype of the spine.

A pilot study exploring the relationship between lifelong learning and factors associated with evidence-based medicine.

PubMed

Mi, Misa; Halalau, Alexandra

2016-07-03

To explore possible relationships between residents' lifelong learning orientation, skills in practicing evidence-based medicine (EBM), and perceptions of the environment for learning and practicing EBM. This was a pilot study with a cross-sectional survey design. Out of 60 residents in a medical residency program, 29 participated in the study. Data were collected using a survey that comprised three sections: the JeffSPLL Scale, EBM Environment Scale, and an EBM skill questionnaire. Data were analyzed using SPSS and were reported with descriptive and inferential statistics (mean, standard deviation, Pearson's correlation, and a two-sample t-test). Mean scores on the JeffSPLL Scale were significantly correlated with perceptions of the EBM Scale and use of EBM resources to keep up to date or solve a specific patient care problem. There was a significant correlation between mean scores on the EBM Scale and hours per week spent in reading medical literature to solve a patient care problem. Two-sample t-tests show that residents with previous training in research methods had significantly higher scores on the JeffSPLL Scale (p=0.04), EBM Scale (p=0.006), and self-efficacy scale (p =0.024). Given the fact that physicians are expected to be lifelong learners over the course of their professional career, developing residents' EBM skills and creating interventions to improve specific areas in the EBM environment would likely foster residents' lifelong learning orientation.

Life-Long Education in Israel.

ERIC Educational Resources Information Center

Yaron, Kalman, Ed.

The essays in this collection describe some of the main aspects--theories, programs and practices--of adult education in Israel. The 22 essays are: "Problems and Objectives of Adult Education," by Elad Peled; "The Principle of Dialogue in Education," by Martin Buber; "The Jewish Tradition of Life-long Learning," by…

The Promise of Lifelong Learning

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2017-01-01

This paper explores how Peter Jarvis's work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors--psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he…

Lifelong Learning and Teacher Development. Estonian Studies in Education. Volume 4

ERIC Educational Resources Information Center

Mikk, Jaan, Ed.; Veisson, Marika, Ed.; Luik, Piret, Ed.

2012-01-01

The papers in this collection contribute to the understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning--one, the impact of communities on professional learning among university…

Work-Related Lifelong Learning for Entrepreneurs in the Agri-Food Sector

ERIC Educational Resources Information Center

Lans, Thomas; Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin

2004-01-01

This article presents a study on work-related lifelong learning for entrepreneurs in the agri-food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepreneurial competencies will become of increasing…

Context matters when striving to promote active and lifelong learning in medical education.

PubMed

Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2018-01-01

WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self-regulated learning (SRL), as well as situated learning, workplace affordances, self-determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. ENTRY TO PRACTICE, VOCATIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT: Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self-regulated learning in undergraduate medical education

Electronic Education and Lifelong Learning

ERIC Educational Resources Information Center

Wang, Victor C. X.; Russo, Marianne Robin; Dennett, Susan

2013-01-01

Due to de-institutionalization and open system, it is inappropriate to equate education with youth education. In the new century, education has been delivered electronically to accommodate lifelong learning. It has become a reality that the four walled classrooms have been used to complement and supplement E-learning. No need to argue that…

Moderate association of anthropometry, but not training volume, with race performance in male ultraendurance cyclists.

PubMed

Knechtle, Beat; Wirth, Andrea; Knechtle, Patrizia; Rosemann, Thomas

2009-09-01

In 28 male Caucasian nonprofessional ultracyclists, we investigated whether anthropometry or training volume had an influence on race speed in the 600 km at the Swiss Cycling Marathon 2007. Anthropometric parameters (age, body mass, body height, skinfold thicknesses) were determined before the race to calculate body mass index and percent body fat. In addition, participants, using a training diary, recorded their training volume in hours and kilometers in the 3 months before the race. The influence of anthropometry and training volume on speed in the race as the dependent variable was investigated in a multiple linear regression model. Anthropometry showed a moderate association with speed in the race (r2 = .178, p < .05), whereas training volume showed no association (r2 = .000, p > .05). We concluded that anthropometry had a greater influence on race performance than training volume in recreational ultraendurance cyclists.

Continuing Education in a Lifelong Learning Society: The Hong Kong Model

ERIC Educational Resources Information Center

Young, Enoch C. M.

2008-01-01

This paper examines the role and position of continuing education in the lifelong learning society of Hong Kong. The first section describes the basic components of Hong Kong's lifelong learning system, which is composed of two interconnected sub-systems--namely, conventional education and continuing education--integrated under a common…

A Look at Lifelong Learning.

ERIC Educational Resources Information Center

Dutton, Donnie

Adults must continue to learn. The accelerating pace of cultural change has made today's knowledge and skills tomorrow's obsolescence. A society that makes its educational investment almost entirely in children and youth is on the way to becoming obsolete and is reducing its survival chances. To promote the cause of lifelong learning, we need to…

A Model for Lifelong Learning.

ERIC Educational Resources Information Center

Overly, Norman V.; And Others

Following an assessment of the present situation of lifelong learning, particularly in the U.S., a model is presented for the symtematic development of the concept and its implications for society. The basis presented for the model is the definition: ..."any purposeful learning that an individual (actor) engages in throughout the life span,"…

Habermas, Lifeworld and Rationality: Towards a Comprehensive Model of Lifelong Learning

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2017-01-01

Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model…

The EU as a Norm Entrepreneur: The Case of Lifelong Learning

ERIC Educational Resources Information Center

Kleibrink, Alexander

2011-01-01

The EU has become one of the most prominent promoters of lifelong learning policies. Inside the European single market, EU member states have strong incentives to adopt similar approaches to lifelong learning and recognition of educational attainments in order to foster labour mobility. More surprisingly, countries neighbouring the EU also develop…

How Social and Human Capital Predict Participation in Lifelong Learning: A Longitudinal Data Analysis

ERIC Educational Resources Information Center

Knipprath, Heidi; De Rick, Katleen

2015-01-01

Policy makers and researchers are increasingly showing interest in lifelong learning due to a rising unemployment rate in recent years. Much attention has been paid to determinants and benefits of lifelong learning but not to the impact of social capital on lifelong learning so far. In this article, we study how social and human capital can…

The effects of 16 weeks of intensive cycling training on seminal oxidants and antioxidants in male road cyclists.

PubMed

Maleki, Behzad Hajizadeh; Tartibian, Bakhtyar; Vaamonde, Diana

2014-07-01

To examine the effects of 16 weeks of intensive cycling training on seminal reactive oxygen species (ROS), malondialdehyde (MDA), superoxide dismutase (SOD), catalase, and total antioxidant capacity (TAC) in male road cyclists. Repeated measures design. The Exercise Physiology Laboratory of the Urmia University. Twenty-four healthy nonprofessional male road cyclists (aged 17-26 years) participated in this study. All subjects participated in 16 weeks of intensive cycling training. The semen samples were collected, respectively, at baseline (T1), immediately (T2), 12 (T3), and 24 (T4) hours after the last training session in week 8; immediately (T5), 12 (T6), and 24 (T7) hours after the last training session in week 16; and 7 (T8) and 30 (T9) days after the last training session in week 16. Total antioxidant capacity and SOD were measured by colorimetric assay. The levels of ROS were measured by a chemiluminescence assay. Malondialdehyde levels were measured by thiobarbituric acid reactive substance assay. Catalase was measured by monitoring the initial rate of disappearance of hydrogen peroxide (initial concentration 10 mM) at 240 nm. The levels of seminal ROS and MDA increased (P < 0.008) and remained high after 30 days of recovery. The levels of seminal SOD, catalase, and TAC decreased (P < 0.008) and remained low after 30 days of recovery (P < 0.008). Sixteen weeks of intensive cycling training may have deleterious consequences for spermatozoa and hence may affect sperm healthy parameters in male cyclists.

Organizational and Pedagogical Conditions for Training Teachers under Distance Education Framework

ERIC Educational Resources Information Center

Khuziakhmetov, Anvar N.; Suleymanova, Dilyara N.; Nasibullov, Ramis R.; Yarullin, Ilnar F.

2016-01-01

Distance education in a professional higher school is of particular importance in terms of fundamental changes in modern educational institutions. This form of training together with the expansion of information technologies can effectively solve the problem of training students and life-long learning. Distance education is able to solve the…

A Modular Training Project for Vocational Education and Improvement in Turkey

ERIC Educational Resources Information Center

Arslan, Ridvan; Tekin, Yucel; Yazici, Murat; Kus, Abdil; Kaynak, Z. Gokay

2009-01-01

Various vocational training methods, most of which overlap with lifelong learning programmes, are being used to address the problem of unemployment--an issue of vital importance, especially for developing countries. This article examines the introduction of a modular certification project in Turkey supported by EU training funds. The objective of…

Who Attends Work-Related Training Five Years after Graduation? A Comparison across European Countries

ERIC Educational Resources Information Center

Storen, Liv Anne

2013-01-01

What are the driving forces behind the unequal distribution of training after graduation among higher education graduates? Participation in lifelong learning is restricted here to work-related training. The paper aims at examining the mechanisms that cause variation in training rates, by taking into account fields of study, personal competency…

International Handbook of Lifelong Learning. Part One [and] Part Two. Kluwer International Handbooks of Education.

ERIC Educational Resources Information Center

Aspin, David, Ed.; Chapman, Judith, Ed.; Hatton, Michael, Ed.; Sawano, Yukiko, Ed.

These volumes contain 40 papers examining the principles, policies, structure, and practice of lifelong learning worldwide. The following are among the papers included: "Towards a Philosophy of Lifelong Learning" (David Aspin, Judith Chapman); "Locating Lifelong Learning and Education in Contemporary Currents of Thought and…

Lifelong Learning: Investing in a Better Society. Policy and Funding Proposals.

ERIC Educational Resources Information Center

Brown, Tony

Adult Learning in Australia (ALA), the lead organization in the field of adult learning in Australia and the national organization for adult learners in Australia, reviewed the current state of lifelong learning in Australia and identified why and how Australian policymakers should develop and finance a national strategy for lifelong learning. The…

What's Become of Lifelong Learning?

ERIC Educational Resources Information Center

Dainton, Sheila

2009-01-01

The author's father left school aged 13 at the start of the Great Depression. When he finally found work the wealth of educational opportunity he encountered inspired him with a lifelong love of learning. He signed up for evening classes and loved anything and everything to do with what he proudly called self-improvement. As a novice to retirement…

Lifelong Learning and Adult Education: Russia Meets the West

NASA Astrophysics Data System (ADS)

Zajda, Joseph

2003-03-01

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.

Pelvic floor muscle rehabilitation for patients with lifelong premature ejaculation: a novel therapeutic approach

PubMed Central

Palleschi, Giovanni; Fuschi, Andrea; Maggioni, Cristina; Rago, Rocco; Zucchi, Alessandro; Costantini, Elisabetta; Carbone, Antonio

2014-01-01

Objectives: Premature ejaculation is the most common male sexual disorder. The aim of the study was to evaluate the possible therapeutic role of pelvic floor muscle rehabilitation in patients affected by lifelong premature ejaculation. Methods: We treated 40 men with lifelong premature ejaculation, reporting, a baseline intravaginal ejaculatory latency time (IELT) ≤ 1 min, with 12-week pelvic floor muscle rehabilitation. Results: At the end of the rehabilitation, mean IELTs were calculated to evaluate the effectiveness of the therapy. At the end of the treatment, 33 (82.5%) of the 40 patients gained control of their ejaculatory reflex, with a mean IELT of 146.2 s (range: 123.6–152.4 s). A total of 13 out of 33 (39%) patients were evaluated at 6 months follow up, and they maintained a significant IELT (112.6 s) compared with their initial IELT (mean 39.8 s). Conclusions: The results obtained in our subjects treated with pelvic floor rehabilitation are promising. This therapy represents an important cost reduction compared with the standard treatment (selective serotonin reuptake inhibitors). Based on the present data, we propose pelvic floor muscle rehabilitation as a new, viable therapeutic option for the treatment of premature ejaculation. PMID:24883105

Lifelong Learning in Action: Transforming Education in the 21st Century.

ERIC Educational Resources Information Center

Longworth, Norman

This book presents key concepts in lifelong learning and case studies illustrating the impact of lifelong learning on schools throughout the world. The following are among the topics discussed in the book's 22 chapters: (1) the principle that learning is for the people; (2) educational decision making; (3) learning ownership and motivation; (4)…

Life-long spontaneous exercise does not prolong lifespan but improves health span in mice

PubMed Central

2013-01-01

Background Life expectancy at birth in the first world has increased from 35 years at the beginning of the 20th century to more than 80 years now. The increase in life expectancy has resulted in an increase in age-related diseases and larger numbers of frail and dependent people. The aim of our study was to determine whether life-long spontaneous aerobic exercise affects lifespan and healthspan in mice. Results Male C57Bl/6J mice, individually caged, were randomly assigned to one of two groups: sedentary (n = 72) or spontaneous wheel-runners (n = 72). We evaluated longevity and several health parameters including grip strength, motor coordination, exercise capacity (VO2max) and skeletal muscle mitochondrial biogenesis. We also measured the cortical levels of the brain-derived neurotrophic factor (BDNF), a neurotrophin associated with brain plasticity. In addition, we measured systemic oxidative stress (malondialdehyde and protein carbonyl plasma levels) and the expression and activity of two genes involved in antioxidant defense in the liver (that is, glutathione peroxidase (GPx) and manganese superoxide dismutase (Mn-SOD)). Genes that encode antioxidant enzymes are considered longevity genes because their over-expression may modulate lifespan. Aging was associated with an increase in oxidative stress biomarkers and in the activity of the antioxidant enzymes, GPx and Mn-SOD, in the liver in mice. Life-long spontaneous exercise did not prolong longevity but prevented several signs of frailty (that is, decrease in strength, endurance and motor coordination). This improvement was accompanied by a significant increase in the mitochondrial biogenesis in skeletal muscle and in the cortical BDNF levels. Conclusion Life-long spontaneous exercise does not prolong lifespan but improves healthspan in mice. Exercise is an intervention that delays age-associated frailty, enhances function and can be translated into the clinic. PMID:24472376

A Comparison of Anthropometric and Training Characteristics between Female and Male Half-Marathoners and the Relationship to Race Time

PubMed Central

Friedrich, Miriam; Rüst, Christoph A.; Rosemann, Thomas; Knechtle, Patrizia; Barandun, Ursula; Lepers, Romuald; Knechtle, Beat

2013-01-01

Purpose Lower limb skin-fold thicknesses have been differentially associated with sex in elite runners. Front thigh and medial calf skin-fold appear to be related to 1,500m and 10,000m time in men but 400m time in women. The aim of the present study was to compare anthropometric and training characteristics in recreational female and male half-marathoners. Methods The association between both anthropometry and training characteristics and race time was investigated in 83 female and 147 male recreational half marathoners using bi- and multi-variate analyses. Results In men, body fat percentage (β=0.6), running speed during training (β=-3.7), and body mass index (β=1.9) were related to half-marathon race time after multi-variate analysis. After exclusion of body mass index, r2 decreased from 0.51 to 0.49, but body fat percentage (β=0.8) and running speed during training (β=-4.1) remained predictive. In women, body fat percentage (β=0.75) and speed during training (β=-6.5) were related to race time (r2=0.73). For women, the exclusion of body mass index had no consequence on the predictive variables for half-marathon race time. Conclusion To summarize, in both female and male recreational half-marathoners, both body fat percentage and running speed during training sessions were related to half-marathon race times when corrected with co-variates after multi-variate regression analyses. PMID:24868427

A Comparison of Anthropometric and Training Characteristics between Female and Male Half-Marathoners and the Relationship to Race Time.

PubMed

Friedrich, Miriam; Rüst, Christoph A; Rosemann, Thomas; Knechtle, Patrizia; Barandun, Ursula; Lepers, Romuald; Knechtle, Beat

2014-03-01

Lower limb skin-fold thicknesses have been differentially associated with sex in elite runners. Front thigh and medial calf skin-fold appear to be related to 1,500m and 10,000m time in men but 400m time in women. The aim of the present study was to compare anthropometric and training characteristics in recreational female and male half-marathoners. The association between both anthropometry and training characteristics and race time was investigated in 83 female and 147 male recreational half marathoners using bi- and multi-variate analyses. In men, body fat percentage (β=0.6), running speed during training (β=-3.7), and body mass index (β=1.9) were related to half-marathon race time after multi-variate analysis. After exclusion of body mass index, r (2) decreased from 0.51 to 0.49, but body fat percentage (β=0.8) and running speed during training (β=-4.1) remained predictive. In women, body fat percentage (β=0.75) and speed during training (β=-6.5) were related to race time (r (2) =0.73). For women, the exclusion of body mass index had no consequence on the predictive variables for half-marathon race time. To summarize, in both female and male recreational half-marathoners, both body fat percentage and running speed during training sessions were related to half-marathon race times when corrected with co-variates after multi-variate regression analyses.

Lifelong Education--Permanent Education--Recurrent Education.

ERIC Educational Resources Information Center

Alanen, Aulis

1982-01-01

The author discussed the role of three international organizations--UNESCO, Council of Europe, and Organisation for Economic Cooperation and Development--in the development and diffusion of knowledge of educational thinking. Three conceptual models (lifelong education, permanent education, and recurrent education) associated with these agencies…

Effect of instructions on EMG during the bench press in trained and untrained males.

PubMed

Daniels, Rebecca J; Cook, Summer B

2017-10-01

Strength and rehabilitation professionals strive to emphasize certain muscles used during an exercise and it may be possible to alter muscle recruitment strategies with varying instructions. This study aimed to determine whether resistance trained and untrained males could selectively activate the pectoralis major or triceps brachii during the bench press according to various instructions. This study included 13 trained males (21.5±2.9years old, 178.7±7.0cm, 85.7±10.7kg) and 12 untrained males (20.3±1.6years old, 178.8±9.4cm, 74.6±17.3kg). Participants performed a bench press one-repetition maximum (1-RM) test, 3 uninstructed repetitions at 80% 1-RM and two more sets of three repetitions with instructions to isolate the chest or arm muscles. Electromyography (EMG) was obtained from the pectoralis major, anterior deltoid, and the long head and short head of the triceps brachii. Maximum EMG activity normalized to 1-RM for each muscle was averaged over the three repetitions for each set and compared between the uninstructed, chest-instructed and arm-instructed conditions among the groups. The trained participants had a greater 1-RM (126.2±30.6kg) than the untrained participants (61.6±14.8kg) (P<0.01). EMG activity was not different between the groups for any of the instructions (P>0.05). When the group data was combined, short head of the triceps activity was significantly lower in the chest instruction (80.1±19.3%) when compared to the uninstructed (85.6±23.3%; P=0.01) and arm-instructed (86.0±23.2; P=0.01) conditions. It can be concluded that instructions can affect muscle activation during the bench press, and this is not dependent on training status. Copyright © 2017 Elsevier B.V. All rights reserved.

Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

ERIC Educational Resources Information Center

Dollarhide, Colette T.; Mayes, Renae D.; Dogan, Sabri; Aras, Yahyahan; Edwards, Kaden; Oehrtman, J. P.; Clevenger, Adam

2018-01-01

In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can…

Influence of a preventive training program on lower limb kinematics and vertical jump height of male volleyball athletes.

PubMed

Leporace, Gustavo; Praxedes, Jomilto; Pereira, Glauber Ribeiro; Pinto, Sérgio Medeiros; Chagas, Daniel; Metsavaht, Leonardo; Chame, Flávio; Batista, Luiz Alberto

2013-02-01

To examine the influence of a preventative training program (PTP) on sagittal plane kinematics during different landing tasks and vertical jump height (VJH) in males. Six weeks prospective exercise intervention. Fifteen male volleyball athletes (13 ± 0.7 years, 1.70 ± 0.12 m, 60 ± 12 kg). PTP consisting of plyometric, balance and core stability exercises three times per week for six weeks. Bilateral vertical jumps with double leg (DL) and single leg (SL) landings were performed to measure the effects of training. Kinematics of the knee and hip before and after training and VJH attained during both tasks after training. The hypothesis was that the PTP would produce improvements in VJH, but would not generate great changes in biomechanical behavior. The only change identified for the SL was the longest duration of landing, which represents the time spent from initial ground contact to maximum knee flexion, after training, while increased angular displacement of the knee was observed during DL. The training did not significantly alter the VJH in either the SL (difference: 2.7 cm) or the DL conditions (difference: 3.5 cm). Despite the PTP's effectiveness in inducing some changes in kinematics, the changes were specific for each task, which highlights the importance of the specificity and individuality in selecting prevention injury exercises. Despite the absence of significant increases in the VJH, the absolute differences after training showed increases corroborating with the findings of statistically powerful studies that compared the results with control groups. The results suggest that short-term PTPs in low risk young male volleyball athletes may enhance performance and induce changes in some kinematic parameters. Copyright © 2012 Elsevier Ltd. All rights reserved.

High-Speed Imaging Analysis of Register Transitions in Classically and Jazz-Trained Male Voices.

PubMed

Dippold, Sebastian; Voigt, Daniel; Richter, Bernhard; Echternach, Matthias

2015-01-01

Little data are available concerning register functions in different styles of singing such as classically or jazz-trained voices. Differences between registers seem to be much more audible in jazz singing than classical singing, and so we hypothesized that classically trained singers exhibit a smoother register transition, stemming from more regular vocal fold oscillation patterns. High-speed digital imaging (HSDI) was used for 19 male singers (10 jazz-trained singers, 9 classically trained) who performed a glissando from modal to falsetto register across the register transition. Vocal fold oscillation patterns were analyzed in terms of different parameters of regularity such as relative average perturbation (RAP), correlation dimension (D2) and shimmer. HSDI observations showed more regular vocal fold oscillation patterns during the register transition for the classically trained singers. Additionally, the RAP and D2 values were generally lower and more consistent for the classically trained singers compared to the jazz singers. However, intergroup comparisons showed no statistically significant differences. Some of our results may support the hypothesis that classically trained singers exhibit a smoother register transition from modal to falsetto register. © 2015 S. Karger AG, Basel.

Education and Lifelong Learning in Romania--Perspectives of the Year 2020

ERIC Educational Resources Information Center

Popescu, Veronica Adriana; Popescu, Gheorghe N.; Popescu, Cristina Raluca

2012-01-01

Our research study focuses on the problems of education and lifelong learning in the Romanian society of the year 2020. Starting from the idea that lifelong learning represents the continuous building of skills and knowledge through the life of an individual, we believe that the process of continuous education is the key element that each and…

"In and Against" Lifelong Learning: Flexibility and the Corrosion of Character

ERIC Educational Resources Information Center

Crowther, Jim

2004-01-01

This paper argues against the dominant discourse of lifelong learning. It is primarily a mode of social control that acts as a new disciplinary technology to make people more compliant and adaptable for work in the era of flexible capitalism. Whilst the main reference point is trends in the UK, the argument has a wider resonance. Lifelong learning…

Proposal for a definition of lifelong premature ejaculation based on epidemiological stopwatch data.

PubMed

Waldinger, Marcel D; Zwinderman, Aeilko H; Olivier, Berend; Schweitzer, Dave H

2005-07-01

Consensus on a definition of premature ejaculation has not yet been reached because of debates based on subjective authority opinions and nonstandardized assessment methods to measure ejaculation time and ejaculation control. To provide a definition for lifelong premature ejaculation that is based on epidemiological evidence including the neurobiological and psychological approach. We used the 0.5 and 2.5 percentiles as accepted standards of disease definition in a skewed distribution. We applied these percentiles in a stopwatch-determined intravaginal ejaculation latency time (IELT) distribution of 491 nonselected men from five different countries. The practical consequences of 0.5% and 2.5% cutoff points for disease definition were taken into consideration by reviewing current knowledge of feelings of control and satisfaction in relation to ejaculatory performance of the general male population. Literature arguments to be used in a proposed consensus on a definition of premature ejaculation. The stopwatch-determined IELT distribution is positively skewed. The 0.5 percentile equates to an IELT of 0.9 minute and the 2.5 percentile an IELT of 1.3 minutes. However, there are no available data in the literature on feelings of control or satisfaction in relation to ejaculatory latency time in the general male population. Random male cohort studies are needed to end all speculation on this subject. Exact stopwatch time assessment of IELT in a multinational study led us to propose that all men with an IELT of less than 1 minute (belonging to the 0.5 percentile) have "definite" premature ejaculation, while men with IELTs between 1 and 1.5 minutes (between 0.5 and 2.5 percentile) have "probable" premature ejaculation. Severity of premature ejaculation (nonsymptomatic, mild, moderate, severe) should be defined in terms of associated psychological problems. We define lifelong premature ejaculation as a neurobiological dysfunction with an unacceptable increase of risk to

Vocational Education and Training for Life Long Learning in the Information Era. IVETA [International Vocational Education and Training Association] Conference Proceedings (Hong Kong, China, August 6-9, 2000).

ERIC Educational Resources Information Center

Vocational Training Council (Hong Kong).

This document contains 123 papers from an international conference on vocational education and training (VET) for lifelong learning in the information era. The papers focus on the following themes: (1) societal and ethical issues; (2) human resource development and personnel training; (3) international issues; (4) information technology in VET;…

Diverse Applications of the Unifying Principles of Lifelong Education to Teacher Preparation

ERIC Educational Resources Information Center

Buckley, Dennis L.

1978-01-01

Reports on procedures of teacher preparation for experimental lifelong education programs developed in Germany, Singapore, Hungary, Australia, and India. The programs were part of a research project employing principles of lifelong education including (1) horizontal integration of formal, nonformal, and informal learning, and (2) democratization…

Risk Management by a Neoliberal State: Construction of New Knowledge through Lifelong Learning in Japan

ERIC Educational Resources Information Center

Ogawa, Akihiro

2013-01-01

This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided…

Effects of High-Velocity Resistance Training on Athletic Performance in Prepuberal Male Soccer Athletes.

PubMed

Negra, Yassine; Chaabene, Helmi; Hammami, Mehréz; Hachana, Younés; Granacher, Urs

2016-12-01

Negra, Y, Chaabene, H, Hammami, M, Hachana, Y, and Granacher, U. Effects of high-velocity resistance training on athletic performance in prepuberal male soccer athletes. J Strength Cond Res 30(12): 3290-3297, 2016-The aim of this study was to assess the effectiveness of a 12-week in-season low-to-moderate load high-velocity resistance training (HVRT) in addition to soccer training as compared with soccer training only on proxies of athletic performance in prepubertal soccer players. Twenty-four male soccer players performed 2 different protocols: (a) regular soccer training with 5 sessions per week (n = 11; age = 12.7 ± 0.3 years) and (b) regular soccer training with 3 sessions per week and HVRT with 2 sessions per week (n = 13; age = 12.8 ± 0.2 years). The outcome measures included tests for the assessment of muscle strength (e.g., 1 repetition maximum [1RM] half-squat tests), jump ability (e.g., countermovement jump, squat jump [SJ], standing long jump [SLJ], and multiple 5-bound tests [MB5s]), linear speed (e.g., 5-, 10-, 20-, and 30-m sprint tests), and change of direction (e.g., T-test and Illinois change of direction test). Results revealed significant group × test interactions for the SJ test (p ≤ 0.05, d = 0.59) and the SLJ test (p < 0.01, d = 0.83). Post hoc tests illustrated significant pre-post changes in the HVRT group (SJ: [INCREMENT]22%, p < 0.001, d = 1.26; SLJ: [INCREMENT]15%, p < 0.001, d = 1.30) but not in the control group. In addition, tendencies toward significant interaction effects were found for the 1RM half-squat (p = 0.08, d = 0.54) and the 10-m sprint test (p = 0.06, d = 0.57). Significant pre-post changes were found for both parameters in the HVRT group only (1RM: [INCREMENT]25%, p < 0.001, d = 1.23; 10-m sprint: [INCREMENT]7%, p < 0.0001, d = 1.47). In summary, in-season low-to-moderate load HVRT conducted in combination with regular soccer training is a safe and feasible intervention that has positive effects on maximal strength

Effect of Sequencing Strength and Endurance Training in Young Male Soccer Players.

PubMed

Makhlouf, Issam; Castagna, Carlo; Manzi, Vincenzo; Laurencelle, Louis; Behm, David G; Chaouachi, Anis

2016-03-01

This study examined the effects of strength and endurance training sequence (strength before or after endurance) on relevant fitness variables in youth soccer players. Fifty-seven young elite-level male field soccer players (13.7 ± 0.5 years; 164 ± 8.3 cm; 53.5 ± 8.6 kg; body fat; 15.6 ± 3.9%) were randomly assigned to a control (n = 14, CG) and 3 experimental training groups (twice a week for 12 weeks) strength before (SE, n = 15), after (ES, n = 14) or on alternate days (ASE, n = 14) with endurance training. A significant (p = 0.001) intervention main effect was detected. There were only trivial training sequence differences (ES vs. SE) for all variables (p > 0.05). The CG showed large squat 1 repetition maximum (1RM) and medium sprint, change of direction ability, and jump improvements. ASE demonstrated a trivial difference in endurance performance with ES and SE (p > 0.05). Large to medium greater improvements for SE and ES were reported compared with ASE for sprinting over 10 and 30 m (p < 0.02). The SE squat 1RM was higher than in ASE (moderate, p < 0.02). Postintervention differences between ES and SE with CG fitness variables were small to medium (p ≤ 0.05) except for a large SE advantage with the Yo-Yo intermittent recovery test (p < 0.001, large). This study showed no effect of intrasession training sequence on soccer fitness-relevant variables. However, combining strength and endurance within a single training session provided superior results vs. training on alternate days. Concurrent training may be considered as an effective and safe training method for the development of the prospective soccer player.

Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

ERIC Educational Resources Information Center

Solmaz, Dilek Yaliz

2017-01-01

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

Training Participation and Gender: Analyzing Individual Barriers across Different Welfare State Regimes

ERIC Educational Resources Information Center

Massing, Natascha; Gauly, Britta

2017-01-01

Lifelong learning is becoming increasingly important in today's societies. Individuals need to develop their skills through training in order to be successfully integrated in the labor market. We use data from the Programme for the International Assessment of Adult Competencies to investigate gender differences in training across 12 countries. We…

Primary lifelong delayed ejaculation: characteristics and response to bupropion.

PubMed

Abdel-Hamid, Ibrahim A; Saleh, El-Sayed

2011-06-01

In contrast to premature ejaculation and secondary delayed ejaculation (DE), primary lifelong DE has not been studied extensively. In addition, there is no approved drug treatment. To explore the clinical and laboratory characteristics of a series of men complaining of lifelong DE and to report the response to bupropion. Nineteen consecutive men with primary lifelong DE were prospectively enrolled in this study. Study group was compared with an age-matched group of 19 healthy men. Both groups underwent history taking, physical examination, International Index of Erectile Function (IIEF), anxiety, and depression scores, ejaculation latency time (IELT) using stop watch and measurement of serum prolactin (PRL) and serum total testosterone (T). Patients received open-label bupropion-SR 150 mg/day for 2 months. Stopwatch-measured IELT values, global efficacy question, IIEF, anxiety, and depression scores. The mean age was 30.8 ± 5.5 year (range 25-42 years). Men with DE exhibited significantly higher masturbatory activity during marital period, lower night emissions, longer IELT, lower orgasmic, and intercourse satisfaction domains of IIEF, higher anxiety and depression scores compared with the controls (all P<0.05). Both serum T and PRL levels did not differ significantly between patients and controls (all P<0.05). Four DE patients (21%) showed history of infertility. The percentage of DE men rating control over ejaculation as "fair to good" increased from 0 to 21.1% after bupropion therapy. The fold decreases of the geometric mean IELT was 0.74 after treatment. The intercourse satisfaction and the orgasmic domains of IIEF and depression score were significantly improved from baseline in the bupropion group (all P<0.05). Lifelong DE is mainly associated with higher and idiosyncratic masturbatory activity, lower night emissions, infertility, longer IELT, lower orgasmic, and intercourse satisfaction domains of IIEF, higher anxiety and depression scores. Bupropion-SR in

Reflections on Lifelong Education and the School: Brief Papers and Notes Containing Some Thoughts on the Theory and Application of Lifelong Education as Seen in the Context of School Curriculum, Adult Education and Similar Areas.

ERIC Educational Resources Information Center

Dave, R. H., Ed.

The document contains reflections on the concept of lifelong education. Toward a Model of Lifelong Education (Malcolm S. Knowles) proposes a role competency model based on the assumption that the purpose of education is the development of competencies for performing various human roles. Lifelong Learning and Our Schools (Karl-Heinz Flechsig)…

The Philosophical Foundations of Lifelong Learning.

ERIC Educational Resources Information Center

Michopoulos, Aristotle

The current lifelong learning movement, the new force toward global education, owes much to the League of Nations and the United Nations that sponsored an expanded multiracial "polis." Its philosophical foundations go back, however, to ancient China, India, and especially Greece, where philosophers and scientists got their creative…

Dietary Microperiodization in Elite Female and Male Runners and Race Walkers During a Block of High Intensity Precompetition Training.

PubMed

Heikura, Ida A; Burke, Louise M; Mero, Antti A; Uusitalo, Arja Leena Tuulia; Stellingwerff, Trent

2017-08-01

We investigated one week of dietary microperiodization in elite female (n = 23) and male (n = 15) runners and race-walkers by examining the frequency of training sessions and recovery periods conducted with recommended carbohydrate (CHO) and protein availability. Food and training diaries were recorded in relation to HARD (intense or >90min sessions; KEY) versus RECOVERY days (other-than KEY sessions; EASY). The targets for amount and timing of CHO and protein around KEY sessions were based on current nutrition recommendations. Relative daily energy and CHO intake was significantly (p < .05) higher in males (224 ± 26 kJ/kg/d, 7.3 ± 1.4 g/kg/d CHO) than females (204 ± 29 kJ/kg/d, 6.2 ± 1.1 g/kg/d CHO) on HARD days. However, when adjusted for training volume (km), there was no sex-based difference in CHO intake daily (HARD: 0.42 ± 0.14 vs 0.39 ± 0.15 g/kg/km). Females appeared to periodize energy and protein intake with greater intakes on HARD training days (204 ± 29 vs 187 ± 35 kJ/kg/d, p = .004; 2.0 ± 0.3 vs 1.9 ± 0.3 g/kg/d protein, p = .013), while males did not periodize intakes. Females showed a pattern of periodization of postexercise CHO for KEY vs EASY (0.9 ± 0.4 vs 0.5 ± 0.3 g/kg; p < .05) while males had higher intakes but only modest periodization (1.3 ± 0.9 vs 1.0 ± 0.4; p = .32). There was only modest evidence from female athletes of systematic microperiodization of eating patterns to meet contemporary sports nutrition guidelines. While this pattern of periodization was absent in males, in general they consumed more energy and CHO daily and around training sessions compared with females. Elite endurance athletes do not seem to systematically follow the most recent sports nutrition guidelines of periodized nutrition.

The Influence of Resistance Training Experience on the Between-Day Reliability of Commonly Used Strength Measures in Male Youth Athletes.

PubMed

Weakley, Jonathon J S; Till, Kevin; Darrall-Jones, Joshua; Roe, Gregory A B; Phibbs, Padraic J; Read, Dale B; Jones, Ben L

2017-07-01

Weakley, JJS, Till, K, Darrall-Jones, J, Roe, GAB, Phibbs, PJ, Read, DB, and Jones, BL. The influence of resistance training experience on the between-day reliability of commonly used strength measures in male youth athletes. J Strength Cond Res 31(7): 2005-2010, 2017-The purpose of this study was to determine the between-day reliability of commonly used strength measures in male youth athletes while considering resistance training experience. Data were collected on 25 male athletes over 2 testing sessions, with 72 hours rest between, for the 3 repetition maximum (3RM) front squat, chin-up, and bench press. Subjects were initially categorized by resistance training experience (inexperienced; 6-12 months, experienced; >2 years). The assessment of the between-day reliability (coefficient of variation [CV%]) showed that the front squat (experienced: 2.90%; inexperienced: 1.90%), chin-up (experienced: 1.70%; inexperienced: 1.90%), and bench press (experienced: 4.50%; inexperienced: 2.40%) were all reliable measures of strength in both groups. Comparison between groups for the error of measurement for each exercise showed trivial differences. When both groups were combined, the CV% for the front squat, bench press, and chin-up were 2.50, 1.80, and 3.70%, respectively. This study provides scientists and practitioners with the between-day reliability reference data to determine real and practical changes for strength in male youth athletes with different resistance training experience. Furthermore, this study demonstrates that 3RM front squat, chin-up, and bench press are reliable exercises to quantify strength in male youth athletes.

Effects of in-season circuit training on physical abilities in male handball players.

PubMed

Hermassi, Souhail; Wollny, Rainer; Schwesig, René; Shephard, Roy J; Chelly, Mohamed Souhaiel

2017-10-07

This study analyzed the effects of a resistance-type circuit training program (RCT) (30-35 minutes, performed twice a week for 10 weeks) on male handball players. Twenty-two males were divided into experimental (E; age 20.3 ± 0.5 years) and control groups (C; age 20.1± 0.5 years). Measures before and after RCT included squat (SJ) and countermovement jumps (CMJ), one repetition maximum (1-RM) ofbench press, pull-over and back half-squats, throwing velocity (a 3-step throw with run (RT), and a jump throw (JT)), repeated-sprint ability (six 2 x 15-m shuttle sprints with recording of best time for a single trial), anthropometric estimates of leg and thigh muscle volumes and mean thigh cross-sectional area (CSA), and a test of agility. The agility T-half test showed a significant interaction effect (p=0.001; η=0.422), with an inter-group difference in effect size (d) of 1.27 (dTG=1.24 vs. dCG=-0.03). The SJ displayed no interaction effect. The interaction effects for half back-squat (d=2.73, η=0.740) and CMJ (d=3.76, η=0.700) were large, but that for RT was smaller (η=0.460) than that for JT (η=0.745). The throwing velocity of C decreased for both measures, with negative effect sizes (d=-0.18 and d=-0.93 respectively). Upper body, leg, and thigh muscle volumes and thigh CSA increased significantly after resistance training. However, repeated-sprint parameters showed no significant changes. During the competitive season, 10 weeks of RCT with only 2 training sessions per week improved numerous measures of athletic performance in handball players, and such conditioning can be highly recommended as part of the annual training program for elite handball players.

Lifelong Literacy: Some Trends and Issues in Conceptualising and Operationalising Literacy from a Lifelong Learning Perspective

ERIC Educational Resources Information Center

Hanemann, Ulrike

2015-01-01

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire…

Lifelong Persistence of Toxoplasma Cysts: A Questionable Dogma?

PubMed

Rougier, Solène; Montoya, Jose G; Peyron, François

2017-02-01

It is believed that infection by Toxoplasma gondii triggers a lifelong protective immunity due to the persistence of parasitic cysts which induce immunoprotection against reinfection. A review of the scientific literature since the 1950s did not yield any definitive data regarding the duration of cysts in the host or the presence of lifelong protective immunity, which led us to question this dogma. We put forward the hypothesis that sustained immunity to T. gondii requires repeated antigenic stimulations. The decline of seroprevalence recently observed in many countries might contribute to explain the loss of immunity. We address the potential consequences of this phenomenon, should it persist and worsen. Copyright © 2016 Elsevier Ltd. All rights reserved.

Lifelong Learning NCES Task Force: Final Report, Volume II. Working Paper Series.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

This document contains the eight appendixes from the National Center for Education Statistics's (NCES's) final report on lifelong learning in the United States. Appendix A discusses the considerations that entered into the formulation of the definition of lifelong learning adopted for the NCES study. Appendix B, "Literature Review on Lifelong…

Can Lifelong Learning Reshape Life Chances?

ERIC Educational Resources Information Center

Evans, Karen; Schoon, Ingrid; Weale, Martin

2013-01-01

Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too…

Flexible Querying of Lifelong Learner Metadata

ERIC Educational Resources Information Center

Poulovassilis, A.; Selmer, P.; Wood, P. T.

2012-01-01

This paper discusses the provision of flexible querying facilities over heterogeneous data arising from lifelong learners' educational and work experiences. A key aim of such querying facilities is to allow learners to identify possible choices for their future learning and professional development by seeing what others have done. We motivate and…

Credit for Lifelong Learning. Fourth Edition.

ERIC Educational Resources Information Center

Mann, Carolyn M.

This guide to developing a prior learning portfolio was prepared to assist students in the Credit for Lifelong Learning Program (CLLP) at Sinclair Community College (SCC) in Dayton, Ohio, through the process of identifying college-level prior learning, matching their learning to specific courses, and articulating and documenting their learning.…

Lifelong learning in the 21st century and beyond.

PubMed

Collins, Jannette

2009-01-01

Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies that people must possess. Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. For physicians, this will require less dependence on traditional educational venues, such as passive continuing medical education activities, and greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. Radiologists in an academic setting are exposed to multiple opportunities for practicing lifelong learning, such as teaching others, participating in multidisciplinary conferences and journal clubs, and engaging in research. All radiologists can participate in self-audits and group audits of performance and become active participants in national radiology societies, where they can learn from each other. Participation in the American Board of Radiology's Maintenance of Certification program reflects a commitment to actively engage in lifelong learning and is one way of demonstrating to the general public a commitment to maintaining competence. (c) RSNA, 2009.

Lifelong Learning: Distance Education and the Role of Family and Consumer Sciences

ERIC Educational Resources Information Center

Poley, Janet K.

2005-01-01

Lifelong learning is what happens after the formal schooling process is completed. Most of the individuals pursuing lifelong learning courses are older and are holding various jobs. Distance education offers flexibility and convenience for these individuals. On the other hand, innovation to create access to learning has always been the hallmark of…

Financing Lifelong Learning for All: An International Perspective. Working Paper No. 46

ERIC Educational Resources Information Center

Burke, Gerald

2002-01-01

Improvements in lifelong learning are necessary for a range of overlapping reasons, including changing needs of the labour force in a globalised economy, the aging of the population in high-income countries and inequalities in education, work and income. Increased lifelong learning, for all, is important for productivity, but also to support…

International Perspectives on Lifelong Learning: From Recurrent Education to the Knowledge Society.

ERIC Educational Resources Information Center

Istance, David, Ed.; Schuetze, Hans G., Ed.; Schuller, Tom, Ed.

This book, consisting of 17 chapters written by different authors, traces the progress that has been made in developing lifelong learning policies over the past 30 years and examines current challenges to lifelong learning policymakers. Focusing on a global agenda, the book is organized in six parts with thematic chapters following an introductory…

Lifelong Learning NCES Task Force: Final Report, Volume I. Working Paper Series.

ERIC Educational Resources Information Center

Binkley, Marilyn; Hudson, Lisa; Knepper, Paula; Kolstad, Andy; Stowe, Peter; Wirt, John

In September 1998, the National Center for Education Statistics (NCES) established a 1-year task force to review the NCES's role concerning lifelong learning. The eight-member task force established a working definition of lifelong learning ("a process or system through which individuals are able and willing to learn at all stages of life,…

Lifelong Education, Quality of Life and Self-Efficacy of Chinese Older Adults

ERIC Educational Resources Information Center

Leung, Dion S. Y.; Liu, Ben C. P.

2011-01-01

This study aimed to identify the relationships between lifelong learning, quality of life, and self-efficacy of older adults. One thousand and three participants of a lifelong educational program participated; the mean age was 50.6 (SD = 7.8, range: 18-78). Findings revealed that the patterns of study established a positive association with…

The New Phys Ed.: Dodgeball Is Passe; Schools Are Teaching Lifelong Fitness

ERIC Educational Resources Information Center

Schachter, Ron

2011-01-01

A growing number of physical education teachers are introducing a new kind of P.E. in schools, emphasizing lifelong activities such as running, cycling, yoga, and skateboarding, in an attempt to make exercise more engaging--and lifelong--for elementary and middle school students. The new generation of P.E. classes is introducing youngsters to…

Lifting the Hood: Lifelong Learning and Young, White, Provincial Working-Class Masculinities

ERIC Educational Resources Information Center

Quinn, Jocey; Thomas, Liz; Slack, Kim; Casey, Lorraine; Thexton, Wayne; Noble, John

2006-01-01

Young, white, provincial working-class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to drop out. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK-wide study of working-class "drop-out" to explore…

Have Lifelong Learning and Emancipation Still Something to Say to Each Other?

ERIC Educational Resources Information Center

Biesta, Gert

2012-01-01

In this paper I explore the relationships between lifelong learning and emancipation. On the one hand I raise critical questions about the idea of lifelong learning, particularly highlighting the tendency to turn social and political problems into learning problems and thus into issues that need to be resolved by individuals and their learning,…

Options for Lifelong Learners: The External Degree.

ERIC Educational Resources Information Center

Cowperthwaite, Gordon

1980-01-01

Suggests alternatives to traditional methods of "dispensing" higher education to lifelong learners, focusing on changing teacher responsibilities, older college students, crediting experiential learning, extending services to private and public agencies, and learning contracts. Cites two examples of using contract learning. (JM)

Profile of weekly training load in elite male professional basketball players.

PubMed

Manzi, Vincenzo; D'Ottavio, Stefano; Impellizzeri, Franco M; Chaouachi, Anis; Chamari, Karim; Castagna, Carlo

2010-05-01

The aim of this study was to examine the training load (TL) profile of professional elite level basketball players during the crucial parts of the competitive season (pre-play-off finals). Subjects were 8 full-time professional basketball players (age 28 +/- 3.6 years, height 199 +/-7.2 cm, body mass 102 +/- 11.5 kg, and body fat 10.4 +/- 1.5%) whose heart rate (HR) was recorded during each training session and their individual response to TL monitored using the session-rate of perceived exertion (RPE) method (200 training sessions). The association between the session-RPE method and training HR was used to assess the population validity of the session-RPE method. Significant relationships were observed between individual session-RPE and all individual HR-based TL (r values from 0.69 to 0.85; p < 0.001). Coaches spontaneously provided a tapering phase during the competitive weeks irrespective of the number of games played during it (i.e., 1 or 2 games). The individual weekly players' TL resulted in being not significantly different from each other (p > 0.05). Elite male professional basketball imposes great physiological and psychological stress on players through training sessions and official competitions (1-2 per week). Consequently, the importance of a practical and valid method to assess individual TL is warranted. In this research, we demonstrated that session-RPE may be considered as a viable method to asses TL without the use of more sophisticated tools (i.e., HR monitors). The session-RPE method enabled the detection of periodization patterns in weekly planning in elite professional basketball during the crucial part of the competitive season (1 vs. 2 weekly fixtures model).

Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century

ERIC Educational Resources Information Center

Dutta, Debasish; Patil, Lalit; Porter, James B., Jr.

2012-01-01

The Lifelong Learning Imperative (LLI) project was initiated to assess current practices in lifelong learning for engineering professionals, reexamine the underlying assumptions behind those practices, and outline strategies for addressing unmet needs. The LLI project brought together leaders of U.S. industry, academia, government, and…

Ensuring the Continuum of Learning: The Role of Assessment for Lifelong Learning

ERIC Educational Resources Information Center

Su, Yahui

2015-01-01

This article explores how assessment plays a role in helping learners to learn on a continuous, sustainable basis. It begins by exploring the paradigm of lifelong learning, which implies a shift in the way we think about learning and knowledge. Based on knowledge formation rooted in a flux of learning, lifelong learning assessment is not so much…

Escaping The Slums or Changing The Slums? Lifelong Learning and Social Transformation

ERIC Educational Resources Information Center

Rogers, Alan

2006-01-01

This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship. The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for…

Creating Environments Conducive for Lifelong Learning

ERIC Educational Resources Information Center

Derrick, M. Gail

2003-01-01

A technological transformation during the past decade has eliminated the boundaries between formal and informal learning. As people adapt to a knowledge-driven society, a cultural transformation is occurring. Lifelong learning is an essential goal of education as a means to improve the quality of life for an individual, a culture, or a society.…

Explaining Lifelong Loyalty: The Role of Identity Fusion and Self-Shaping Group Events

PubMed Central

Newson, Martha; Buhrmester, Michael; Whitehouse, Harvey

2016-01-01

Pledging lifelong loyalty to an ingroup can have far-reaching behavioural effects, ranging from ordinary acts of ingroup kindness to extraordinary acts of self-sacrifice. What motivates this important form of group commitment? Here, we propose one especially potent answer to this question–the experience of a visceral sense of oneness with a group (i.e., identity fusion). In a sample of British football fans, a population in which high levels of lifelong loyalty are thought to be common, we first examined the hypothesised relationship between fusion and perceptions of lifelong loyalty to one’s club. We further explored the hypothesis that fusion and lifelong loyalty are not merely a reflection of past time investment in a group, but also reflect a deeper, memory-based process of feeling personally shaped by key group events, both euphoric and dysphoric. We found broad support for these hypotheses. Results suggest that feeling personally self-shaped by club events (e.g., crucial wins and losses), rather than time invested in the club, leads to greater identity fusion to one’s club. In turn, fusion engenders a sense of lifelong club loyalty. We discuss our findings in relation to the growing literature on the experiential origins of intense social cohesion. PMID:27508386

Explaining Lifelong Loyalty: The Role of Identity Fusion and Self-Shaping Group Events.

PubMed

Newson, Martha; Buhrmester, Michael; Whitehouse, Harvey

2016-01-01

Pledging lifelong loyalty to an ingroup can have far-reaching behavioural effects, ranging from ordinary acts of ingroup kindness to extraordinary acts of self-sacrifice. What motivates this important form of group commitment? Here, we propose one especially potent answer to this question-the experience of a visceral sense of oneness with a group (i.e., identity fusion). In a sample of British football fans, a population in which high levels of lifelong loyalty are thought to be common, we first examined the hypothesised relationship between fusion and perceptions of lifelong loyalty to one's club. We further explored the hypothesis that fusion and lifelong loyalty are not merely a reflection of past time investment in a group, but also reflect a deeper, memory-based process of feeling personally shaped by key group events, both euphoric and dysphoric. We found broad support for these hypotheses. Results suggest that feeling personally self-shaped by club events (e.g., crucial wins and losses), rather than time invested in the club, leads to greater identity fusion to one's club. In turn, fusion engenders a sense of lifelong club loyalty. We discuss our findings in relation to the growing literature on the experiential origins of intense social cohesion.

On Predicting Success in Training for Males and Females: Marine Corps Clerical Specialties and ASVAB Forms 6 and 7.

ERIC Educational Resources Information Center

Dunbar, Stephen B.; Novick, Melvin R.

The presence of differences between prediction systems for males and females is investigated through a detailed study of clerical specialties in the Marine Corps. When various aptitude composites are used to predict success of recruits in training, sizeable differences in regression functions are found between male and female groups. The paper…

The motivation of lifelong mathematics learning

NASA Astrophysics Data System (ADS)

Hashim Ali, Siti Aishah

2013-04-01

As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course

ERIC Educational Resources Information Center

Moore, Tara; Shaffer, Suzanne C.

2017-01-01

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a…

Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

ERIC Educational Resources Information Center

Walters, Shirley; Yang, Jim; Roslander, Peter

2014-01-01

This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…

Moderate Association of Anthropometry, but Not Training Volume, with Race Performance in Male Ultraendurance Cyclists

ERIC Educational Resources Information Center

Knechtle, Beat; Wirth, Andrea; Knechtle, Patrizia; Rosemann, Thomas

2009-01-01

In 28 male Caucasian nonprofessional ultracyclists, we investigated whether anthropometry or training volume had an influence on race speed in the 600 km at the Swiss Cycling Marathon 2007. Anthropometric parameters (age, body mass, body height, skinfold thicknesses) were determined before the race to calculate body mass index and percent body…

Effects of ingesting a pre-workout dietary supplement with and without synephrine for 8 weeks on training adaptations in resistance-trained males.

PubMed

Jung, Y Peter; Earnest, Conrad P; Koozehchian, Majid; Cho, Minye; Barringer, Nick; Walker, Dillon; Rasmussen, Christopher; Greenwood, Mike; Murano, Peter S; Kreider, Richard B

2017-01-01

The purpose of this study was to examine whether ingesting a pre-workout dietary supplement (PWS) with and without synephrine (S) during training affects training responses in resistance-trained males. Resistance-trained males ( N  = 80) were randomly assigned to supplement their diet in a double-blind manner with either a flavored placebo (PLA); a PWS containing beta-alanine (3 g), creatine nitrate as a salt (2 g), arginine alpha-ketoglutarate (2 g), N-Acetyl-L-Tyrosine (300 mg), caffeine (284 mg), Mucuna pruiriens extract standardized for 15% L-Dopa (15 mg), Vitamin C as Ascorbic Acid (500 mg), niacin (60 mg), folate as folic acid (50 mg), and Vitamin B12 as Methylcobalamin (70 mg); or, the PWS supplement with Citrus aurantium extract containing 20 mg of synephrine (PWS + S) once per day for 8-weeks during training. Participants donated a fasting blood sample and had body composition (DXA), resting heart rate and blood pressure, cognitive function (Stroop Test), readiness to perform, bench and leg press 1 RM, and Wingate anaerobic capacity assessments determined a 0, 4, and 8-weeks of standardized training. Data were analyzed by MANOVA with repeated measures. Performance and cognitive function data were analyzed using baseline values as covariates as well as mean changes from baseline with 95% confidence intervals (CI). Blood chemistry data were also analyzed using Chi-square analysis. Although significant time effects were seen, no statistically significant overall MANOVA Wilks' Lambda interactions were observed among groups for body composition, resting heart and blood pressure, readiness to perform questions, 1RM strength, anaerobic sprint capacity, or blood chemistry panels. MANOVA univariate analysis and analysis of changes from baseline with 95% CI revealed some evidence that cognitive function and 1RM strength were increased to a greater degree in the PWS and/or PWS + S groups after 4- and/or 8-weeks compared to PLA responses

Alpha brain-wave neurofeedback training reduces psychopathology in a cohort of male and female Canadian aboriginals.

PubMed

Hardt, James V

2012-01-01

The study was conducted to determine if alpha brain-wave neurofeedback training can have positive psychological results by reducing anxiety and other psychopathology. The cohort participated in alpha brain-wave neurofeedback training for 76 minutes (day 1) to 120 or more minutes (days 5-7) daily for 7 days. Electroencephalogram (EEG) electrodes were attached to the head with conductive gel according to the 10-20 International Electrode Placement System. During training, participants were seated in a comfortable armchair within a soundproof and lightproof room. Brain-wave signals were amplified for processing by analog-to-digital converters and polygraphs, then filtered to the pure delta, theta, alpha, beta, and gamma bands as well as subbands of these bands of the EEG. For 2-minute epochs, trainees sat with their eyes closed in the dark listening to their feedback tones as the filtered alpha brain-wave EEG signals controlled the loudness of the tones. Then a "ding" sounded and the tones stopped. For 8 seconds, a monitor lit up with dimly illuminated, static numbers, indicating the strength of their alpha brain waves, after which the feedback tones resumed and the process was repeated. 40 adult volunteers were recruited from the aboriginal population (First Nations, Métis, and Inuit) of Canada. The cohort ranged in age from 25 to 60 years and included males and females. The study was conducted at Biocybernaut Institute of Canada in Victoria, British Columbia. Data was obtained to determine the effectiveness of this training by giving four psychological tests (Minnesota Multi-Phasic Personality Inventory, and the trait forms of the Multiple Affect Adjective Check List, Clyde Mood Scale, and Profile of Mood States) on the first day prior to commencing training and on the seventh day upon completion of the training. EEG data was also compiled throughout the training and analyzed as a factor of the training process. Postintervention data showed positive results with

Choosing Learning in Later Life: Constructions of Age and Identity among Lifelong Learners

ERIC Educational Resources Information Center

McWilliams, Summer

2013-01-01

Lifelong learning programs for older adults are expanding in university communities, given the growing emphasis on successful aging in our society. This dissertation consists of two articles that examine data from ethnographic research in a southeastern lifelong learning institute associated with a state university. Data include observations over…

Evaluation of a safer male circumcision training programme for traditional surgeons and nurses in the Eastern Cape, South Africa.

PubMed

Peltzer, Karl; Nqeketo, Ayanda; Petros, George; Kanta, Xola

2008-06-18

Training designed to improve circumcision knowledge, attitude and practice was delivered over 5 days to 34 traditional surgeons and 49 traditional nurses in the Eastern Cape, South Africa. Training included the following topics: initiation rites; statutory regulation of traditional male circumcision and initiation into Manhood (TCIM); structure and function of the male sex organs; procedure of safe circumcision, infection control; sexually transmitted infections (STIs); HIV/AIDS; infection control measures; aftercare of the initiate including after care of the circumcision wound and initiate as a whole; detection and early management of common complications of circumcision; nutrition and fluid management; code of conduct and ethics; and sexual health education. The evaluation of the training consisted of a prospective assessment of knowledge and attitude immediately prior to and after training. Significant improvement in knowledge and/or attitudes was observed in legal aspects, STI, HIV and environmental aspects, attitudes in terms of improved collaboration with biomedical health care providers, normal and abnormal anatomy and physiology, sexually transmitted infections and including HIV, circumcision practice and aftercare of initiates. We concluded that safer circumcision training can be successfully delivered to traditional surgeons and nurses.

Lifelong Learning in Higher Education. Third Edition.

ERIC Educational Resources Information Center

Knapper, Christopher K.; Cropley, Arthur J.

This book, which is intended for academics, educators, educational managers, and policymakers concerned with higher education, examines how universities and colleges can prepare their students for lifelong learning through continuing education, specialized courses for adults, and mainstream teaching programs geared toward traditional students. The…

Lifelong Learners in the Literature: Adventurers, Artists, Dreamers, Old Wise Men, Technologists, Unemployed, Little Witches, and Yuppies; A Bibliographical Survey.

ERIC Educational Resources Information Center

Giere, Ursula

1994-01-01

Discusses several models for lifelong learning, including permanent education, lifelong education, recurrent education, learning society, and deschooling society. Describes practices of lifelong education throughout the world. Includes a selected bibliography providing a chronological overview of works representing the lifelong education discourse…

Effects of Teacher-to-Student Relatedness on Adolescent Male Motivation in a Weight Training Class

ERIC Educational Resources Information Center

Beddoes, Zack; Prusak, Keven; Barney, David; Wilkinson, Carol

2016-01-01

The purpose of this study was to determine if the motivational profiles of male junior high weight training students differ across levels of teacher-to-student relatedness. One hundred and sixty six students participated in one of two units of instruction. Contextual motivation was measured using the Sport Motivation Scale II-Physical Education…

Towards social inclusion through lifelong learning in mental health: analysis of change in the lives of the EMILIA project service users.

PubMed

Ramon, Shulamit; Griffiths, Christopher A; Nieminen, Irja; Pedersen, Marialouise; Dawson, Ian

2011-05-01

The application of formal lifelong learning to enhance social inclusion in mental health is rarely investigated in terms of change in the lives of service users on a cross-country comparative scale. This study was aimed at examining changes in key areas of the lives of mental health service users across eight European mental health sites. A before and after case study design was applied. Users of mental health services who participated in the lifelong leaning interventions reviewed the changes in key areas of their lives at baseline and 10 months later, through the thematic analysis of qualitative data collected in semi-structured interviews (27 and 21, respectively) and self-reports (138 and 99, respectively). In-depth examples from one site are provided. Most users reported positive changes in the areas of training and social networks, with a sizeable minority moving onto unpaid and paid employment. In addition most users reported active planning for job search and other goals. Obstacles that were highlighted included the negative effects of having a mental illness, difficulties in close relationships and economic disadvantages. The lifelong learning intervention offered within an EU Framework 6 project to mental health service users in eight demonstration sites had a largely positive impact on key areas of their lives at 10 months, though obstacles remained which may be less amenable to change by social interventions.

Lifelong physical activity prevents an age-related reduction in arterial and skeletal muscle nitric oxide bioavailability in humans

PubMed Central

Nyberg, Michael; Blackwell, James R; Damsgaard, Rasmus; Jones, Andrew M; Hellsten, Ylva; Mortensen, Stefan P

2012-01-01

Ageing has been proposed to be associated with increased levels of reactive oxygen species (ROS) that scavenge nitric oxide (NO). In eight young sedentary (23 ± 1 years; Y), eight older lifelong sedentary (66 ± 2 years; OS) and eight older lifelong physically active subjects (62 ± 2 years; OA), we studied the effect of ROS on systemic and skeletal muscle NO bioavailability and leg blood flow by infusion of the antioxidant N-acetylcysteine (NAC). Infusion of NAC increased the bioavailability of NO in OS, as evidenced by an increased concentration of stable metabolites of NO (NOx) in the arterial and venous circulation and in the muscle interstitium. In OA, infusion of NAC only increased NOx concentrations in venous plasma whereas in Y, infusion of NAC did not affect NOx concentrations. Skeletal muscle protein levels of endothelial and neuronal NO synthase were 32% and 24% higher, respectively, in OA than in OS. Exercise at 12 W elicited a lower leg blood flow response that was associated with a lower leg oxygen uptake in OS than in Y. The improved bioavailability of NO in OS did not increase blood flow during exercise. These data demonstrate that NO bioavailability is compromised in the systemic circulation and in the musculature of sedentary ageing humans due to increased oxidative stress. Lifelong physical activity opposes this effect within the trained musculature and in the arterial circulation. The lower blood flow response to leg exercise in ageing humans is not associated with a reduced NO bioavailability. PMID:22890714

The virtues of the virtual world. Enhancing the technology/knowledge professional interface for life-long learning.

PubMed

Koerner, JoEllen Goertz

2003-01-01

Nurses are quintessential learners. Nested between the fields of science and technology, the professional mandate for life-long learning has never been greater. The expanding demands for performance and quality coupled with the reality of diminishing time and resources increasingly frustrate and challenge providers in the field. By blending the best of current training and education with the emerging potential of virtual learning, new models for enhancing clinical reasoning and performance will simplify the challenges of complexity, moving it to higher order. In this transition lies the key to restoring the joy and commitment of professional practice while enhancing the capacity to care with competence.

Preparation for Lifelong Learning Using ePortfolios

ERIC Educational Resources Information Center

Heinrich, E.; Bhattacharya, M.; Rayudu, R.

2007-01-01

Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one's professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate…

Measuring Lifelong Learning for the New Economy.

ERIC Educational Resources Information Center

Tuijnman, Albert

2003-01-01

Describes the challenges that research and statistical systems are faced with in the education sector. Argues these consequences are the result of decisions made for economically advanced countries to adopt a lifelong learning framework and strategy in response to the move toward the new global economy. (CAJ)

Adding a post-training FIFA 11+ exercise program to the pre-training FIFA 11+ injury prevention program reduces injury rates among male amateur soccer players: a cluster-randomised trial.

PubMed

Al Attar, Wesam Saleh A; Soomro, Najeebullah; Pappas, Evangelos; Sinclair, Peter J; Sanders, Ross H

2017-10-01

Does adding a post-training Fédération Internationale de Football Association (FIFA) 11+ exercise program to the pre-training FIFA 11+ injury prevention program reduce injury rates among male amateur soccer players? Cluster-randomised, controlled trial with concealed allocation. Twenty-one teams of male amateur soccer players aged 14 to 35 years were randomly assigned to the experimental group (n=10 teams, 160 players) or the control group (n=11 teams, 184 players). Both groups performed pre-training FIFA 11+ exercises for 20minutes. The experimental group also performed post-training FIFA 11+ exercises for 10minutes. The primary outcomes measures were incidence of overall injury, incidence of initial and recurrent injury, and injury severity. The secondary outcome measure was compliance to the experimental intervention (pre and post FIFA 11+ program) and the control intervention (pre FIFA 11+ program). During one season, 26 injuries (team mean=0.081 injuries/1000 exposure hours, SD=0.064) were reported in the experimental group, and 82 injuries were reported in the control group (team mean=0.324 injuries/1000hours, SD=0.084). Generalised Estimating Equations were applied with an intention-to-treat analysis. The pre and post FIFA 11+ program reduced the total number of injuries (χ 2 (1)=11.549, p=0.001) and the incidence of initial injury (χ 2 (2)=8.987, p=0.003) significantly more than the pre FIFA 11+ program alone. However, the odds of suffering a recurrent injury were not different between the two groups (χ 2 (1)=2.350, p=0.125). Moreover, the severity level of injuries was not dependent upon whether or not the pre and post FIFA 11+ program was implemented (χ 2 (1)=0.016, p=0.898). Implementation of the FIFA 11+ program pre-training and post-training reduced overall injury rates in male amateur soccer players more than the pre FIFA 11+ program alone. ACTRN12615001206516. [Al Attar WSA, Soomro N, Pappas E, Sinclair PJ, Sanders RH (2017) Adding a post-training

Age-Related Variation in Male Youth Athletes' Countermovement Jump After Plyometric Training: A Meta-Analysis of Controlled Trials.

PubMed

Moran, Jason J; Sandercock, Gavin R H; Ramírez-Campillo, Rodrigo; Meylan, César M P; Collison, Jay A; Parry, Dave A

2017-02-01

Moran, J, Sandercock, GRH, Ramírez-Campillo, R, Meylan, CMP, Collison, J, and Parry, DA. Age-related variation in male youth athletes' countermovement jump after plyometric training: A meta-analysis of controlled trials. J Strength Cond Res 31(2): 552-565, 2017-Recent debate on the trainability of youths has focused on the existence of periods of accelerated adaptation to training. Accordingly, the purpose of this meta-analysis was to identify the age- and maturation-related pattern of adaptive responses to plyometric training in youth athletes. Thirty effect sizes were calculated from the data of 21 sources with studies qualifying based on the following criteria: (a) healthy male athletes who were engaged in organized sport; (b) groups of participants with a mean age between 10 and 18 years; and (c) plyometric-training intervention duration between 4 and 16 weeks. Standardized mean differences showed plyometric training to be moderately effective in increasing countermovement jump (CMJ) height (Effect size = 0.73 95% confidence interval: 0.47-0.99) across PRE-, MID-, and POST-peak height velocity groups. Adaptive responses were of greater magnitude between the mean ages of 10 and 12.99 years (PRE) (ES = 0.91 95% confidence interval: 0.47-1.36) and 16 and 18 years (POST) (ES = 1.02 [0.52-1.53]). The magnitude of adaptation to plyometric training between the mean ages of 13 and 15.99 years (MID) was lower (ES = 0.47 [0.16-0.77]), despite greater training exposure. Power performance as measured by CMJ may be mediated by biological maturation. Coaches could manipulate training volume and modality during periods of lowered response to maximize performance.

Quality of Life--Lifelong Education Platform

ERIC Educational Resources Information Center

Radovanovic, Ivica; Bogavac, Dragana; Cvetanovic, Zorica; Kovacevic, Jasmina

2017-01-01

The aim of the research was to examine the quality of adolescents' lives in order to assess how much it serves the purpose of effective lifelong education. The sample consisted of 220 pupils from the first to the fourth grade of secondary school on the territory of Serbia. The quality of life of the respondents was assessed by means of a…

The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

ERIC Educational Resources Information Center

Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.

2013-01-01

Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…

Teachers' Lifelong Learning: Emerging Dialogues from Gert Biesta's Philosophical Views

ERIC Educational Resources Information Center

Guilherme, Alexandre; Steren dos Santos, Bettina; Spagnolo, Carla

2017-01-01

It is our contention in this article that lifelong learning for teachers is something that is essential and fundamental for the improvement of the teaching and learning processes in education. Here, we consider some aspects related to this important subject. First, we discuss official documents dealing with teachers' lifelong learning: that is, we…

Novel multi-system functional gains via task specific training in spinal cord injured male rats.

PubMed

Ward, Patricia J; Herrity, April N; Smith, Rebecca R; Willhite, Andrea; Harrison, Benjamin J; Petruska, Jeffrey C; Harkema, Susan J; Hubscher, Charles H

2014-05-01

Locomotor training (LT) after spinal cord injury (SCI) is a rehabilitative therapy used to enhance locomotor recovery. There is evidence, primarily anecdotal, also associating LT with improvements in bladder function and reduction in some types of SCI-related pain. In the present study, we determined if a step training paradigm could improve outcome measures of locomotion, bladder function, and pain/allodynia. After a T10 contusive SCI trained animals (adult male Wistar rats), trained animals began quadrupedal step training beginning 2 weeks post-SCI for 1 h/day. End of study experiments (3 months of training) revealed significant changes in limb kinematics, gait, and hindlimb flexor-extensor bursting patterns relative to non-trained controls. Importantly, micturition function, evaluated with terminal transvesical cystometry, was significantly improved in the step trained group (increased voiding efficiency, intercontraction interval, and contraction amplitude). Because both SCI and LT affect neurotrophin signaling, and neurotrophins are involved with post-SCI plasticity in micturition pathways, we measured bladder neurotrophin mRNA. Training regulated the expression of nerve growth factor (NGF) but not BDNF or NT3. Bladder NGF mRNA levels were inversely related to bladder function in the trained group. Monitoring of overground locomotion and neuropathic pain throughout the study revealed significant improvements, beginning after 3 weeks of training, which in both cases remained consistent for the study duration. These novel findings, improving non-locomotor in addition to locomotor functions, demonstrate that step training post-SCI could contribute to multiple quality of life gains, targeting patient-centered high priority deficits.

Fostering a Lifelong Love of Music: Instruction and Assessment Practices that Make a Difference

ERIC Educational Resources Information Center

Green, Susan K.; Hale, Connie L.

2011-01-01

Music educators can nurture students' lifelong musical involvement, both as consumers and as participants. Orienting musical instructional practices around classroom elements suggested by achievement goal theory can foster lifelong musical connections. Practices related to using meaningful and challenging tasks, evaluations that decrease emphasis…

Vocational Training and Professional Development: A Capability Perspective

ERIC Educational Resources Information Center

Lambert, Marion; Vero, Josiane; Zimmermann, Benedicte

2012-01-01

Lifelong learning has become one of the keys to making workers' career paths more secure at both the French and the European policy level. However, the implementation of these policy lines raises delicate questions as to how the responsibility for vocational training should be shared among employees, employers and public institutions. The…

The Impact of Lifelong Learning on Vocational Education and Training in Sweden.

ERIC Educational Resources Information Center

Lindell, Mats; Abrahamsson, Kenneth

In Sweden, initial vocational education (IVT) is financed by public money and is designed to provide basic skills and general qualifications to perform certain functions in an occupation. Continuing vocational training (CVT) is provided primarily by public school institutions, private enterprises, and training companies, trade unions, and employer…

Getting Closer: Workplace Guidance for Lifelong Learning

ERIC Educational Resources Information Center

Plant, Peter; Turner, Bob

2005-01-01

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co-operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about…

Wise Up. The Challenge of Lifelong Learning.

ERIC Educational Resources Information Center

Claxton, Guy

This book on lifelong learning has two overarching themes: the three Rs of learning power (resilience, resourcefulness, and reflectiveness) and a good learner's toolkit of learning strategies. An introduction previews the main conclusions. Chapter 1 explains how different communities can hold different beliefs about learning. Chapter 2 explores…

Lifelong Learning: Workforce Development and Economic Success.

ERIC Educational Resources Information Center

Lee, Alice

Lifelong learning through a strong, policy-supported information technology (IT) infrastructure is critical to the success of Asia Pacific Economic Cooperation (APEC) member economies. There is a great need to upgrade the quality of skills within the workforce, and there have been unprecedented investments in infrastructure and advanced…

Evaluation of Contribution of Local Newspapers to Lifelong Learning (Example of Bartin Province)

ERIC Educational Resources Information Center

Çuhadar, Elif; Ünal, Fatma

2018-01-01

In this study, while the definition of informal education, which displays the main features of lifelong learning, is made, it is also attempted to identify the contributions of the local newspapers, through which the society can reach its own unique and necessary information, to the lifelong learning of their readers. In the research, within this…

Therapist-Aided Exposure for Women with Lifelong Vaginismus: A Replicated Single-Case Design

ERIC Educational Resources Information Center

ter Kuile, Moniek M.; Bulte, Isis; Weijenborg, Philomeen T. M.; Beekman, Aart; Melles, Reinhilde; Onghena, Patrick

2009-01-01

Vaginismus is commonly described as a persistent difficulty in allowing vaginal entry of a penis or other object. Lifelong vaginismus occurs when a woman has never been able to have intercourse. A replicated single-case A-B-phase design was used to investigate the effectiveness of therapist-aided exposure for lifelong vaginismus. A baseline period…

Building A High Quality Oncology Nursing Workforce Through Lifelong Learning: The De Souza Model.

PubMed

Esplen, Mary Jane; Wong, Jiahui; Green, Esther; Richards, Joy; Li, Jane

2018-01-05

AbstractCancer is one of the leading causes of death in the world. Along with increased new cases, cancer care has become increasingly complex due to advances in diagnostics and treatments, greater survival, and new models of palliative care. Nurses are a critical resource for cancer patients and their families. Their roles and responsibilities are expanding across the cancer care continuum, calling for specialized training and support. Formal education prepares nurses for entry level of practice, however, it does not provide the specialized competencies required for quality care of cancer patients. There is urgent need to align the educational system to the demands of the health care system, ease transition from formal academic systems to care settings, and to instill a philosophy of lifelong learning. We describe a model of education developed by de Souza Institute in Canada, based on the Novice to Expert specialty training framework, and its success in offering structured oncology continuing education training to nurses, from undergraduate levels to continued career development in the clinical setting. This model may have global relevance, given the challenge in managing the demand for high quality care in all disease areas and in keeping pace with the emerging advances in technologies.

"Promotores'" Perspectives on a Male-to-Male Peer Network

ERIC Educational Resources Information Center

Macia, Laura; Ruiz, Hector Camilo; Boyzo, Roberto; Documet, Patricia Isabel

2016-01-01

Little documentation exists about male community health workers ("promotores") networks. The experiences of "promotores" can provide input on how to attract, train, supervise and maintain male "promotores" in CHW programs. We present the experience and perspectives of "promotores" who participated in a male…

Developing "Masterity": The "Habitus" of Lifelong Learning

ERIC Educational Resources Information Center

Chang, Wonsup; Koo, Yoojeong

2017-01-01

This paper considers "masters" as the ideal archetype of workers. Here, the term "master" includes not only those who are in traditional handcrafting or manufacturing industry, but also who work in various fields such as information technology, medicine, arts, and so on. To explore the lifelong learning of masters, we conducted…

Lifelong Education--Keystone to a New Society

ERIC Educational Resources Information Center

Literacy Work, 1974

1974-01-01

The merging of the concept of education into a worldwide pattern of lifelong learning is reviewed and implications explored in the areas of needs, costs, organizational aspects, directions for research, and elements for strategies. Summarized reports are presented of the experiences of Peru, Cuba, and Algeria with continuing education programs.…

The Waikiki Lifelong Learning Center. Final Report.

ERIC Educational Resources Information Center

Ching, Noelani; Mahuka, Ruth

The Waikiki Lifelong Learning Center (WLLC) project was undertaken to establish a literacy consortium of visitor industry businesses and the University of Hawaii at Manoa and to develop/implement an instructional program that included bilingual/English-as-a-second language (ESL) and General Educational Development (GED)/pre-GED components. After…

Curiosity: A Link to Assessing Lifelong Learning

ERIC Educational Resources Information Center

Fulcher, Keston H.

2008-01-01

Scores of colleges and universities have pledged to promote lifelong learning in their most central document, the mission statement. Moreover, "A Test of Leadership: Charting the Future of Higher Education," the report from the Secretary of Education's Commission on the Future of Higher Education (2006), stresses the importance of lifelong…

Life-Long Cyberlearning System: A Pilot Project for the "Learning Society" in the ROC.

ERIC Educational Resources Information Center

Han, Huei-Wen; Wang, Yen-Chao

1999-01-01

Provides an overview of the implementation of lifelong learning in Taiwan, Republic of China (ROC) as part of its educational reform policy and describes a pilot project, the Lifelong Cyberlearning System. Highlights include planning architecture, Web-based learning technology, professional education, industrial and corporate assistance, and…

Lifelong guidance: How guidance and counselling support lifelong learning in the contrasting contexts of China and Denmark

NASA Astrophysics Data System (ADS)

Zhang, Zhixin

2016-10-01

Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and interests meet labour market needs. In modern attempts to develop and implement institutional provision for lifelong learning, guidance and counselling play an important role. The current Danish guidance system is well-organised, highly structured and professionalised. By contrast, Chinese guidance is still fragmented and "sectorisational". This paper explores whether elements of the highly structured and professionalised Danish guidance system and practice might be applicable to the Chinese context. The author begins by outlining international and national factors which are affecting citizens' life and career planning. She then presents and discusses the evolution of guidance and the different elements of provision in each of the two countries. Next, She compares the concepts and goals of "lifelong guidance" in Denmark and China, pointing out their similarities and differences and their respective strengths and weaknesses. The paper concludes with some suggestions for the further development of guidance in China.

Cognitive-behavioral therapy for women with lifelong vaginismus: process and prognostic factors.

PubMed

ter Kuile, Moniek M; van Lankveld, Jacques J D M; de Groot, Ellen; Melles, Reinhilde; Neffs, Janneke; Zandbergen, Maartje

2007-02-01

Cognitive-behavioral therapy (CBT) seems an effective treatment of lifelong vaginismus, but mechanisms of action have not yet been established. The present study explored whether the effect of CBT for lifelong vaginismus is mediated by changes in fear of penetration and avoidance behavior, which CBT explicitly aims to alter. A second aim of this study was to predict treatment outcome on the basis of pre-treatment variables. Participants with lifelong vaginismus were allocated at random to a 3-months CBT (n=81) or a waiting-list control condition (n=36). Full vaginal penetration with the penis of the partner constituted the primary outcome measure. Change scores in successful 'non-coital penetrative-behavior' and 'fear of coitus' were used to measure the mediating variables. Treatment resulted in an increase of intercourse (outcome), a decrease in fear of coitus, and an enhancement of successful non-coital penetration behavior, compared with no treatment. Outcome (intercourse) was partly mediated by changes in fear of coitus and changes in avoidance behavior. No treatment predictors could be detected in this study sample. It is concluded that techniques such as gradual exposure, aimed at decreasing avoidance behavior and penetration fear, constitute an important avenue of change in the treatment of lifelong vaginismus.

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

PubMed

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Foundations of Life-Long Sexual Health Literacy

ERIC Educational Resources Information Center

Graf, Allyson Stella; Patrick, Julie Hicks

2015-01-01

Purpose: Sexual education in adolescence may represent the only formal sexual information individuals ever receive. It is unclear whether this early educational experience is sufficient to promote lifelong sexual health literacy. The purpose of this paper is to examine the influence of the timing and source of sexual knowledge on current safe sex…

Elders' Lifelong Connection with the Natural Environment

ERIC Educational Resources Information Center

Carman, Jack

2011-01-01

Our interaction with nature does not end just because we age. People have a lifelong connection with the outdoor environment in varying degrees. For some, this participation may be subtle by simply watching others interact with the outdoor environment. For others, there is a deeper connection with nature through gardening, birding, exercise,…

Lifelong Learning and the Limits of Tolerance

ERIC Educational Resources Information Center

Bagnall, Richard G.

2006-01-01

Lifelong education or learning theory is presented by its apologists as a universal normative ethic. That ethic may be understood as an aretaic ethic, embracing a number of ethical values or informed commitments and a teleology of optimising universal human flourishing through learning. In an effort to examine possible barriers to the universality…

Designing Instruction to Improve Lifelong Inquiry Learning

ERIC Educational Resources Information Center

Lin, Marcia C.; Eylon, Bat-Sheva; Rafferty, Anna; Vitale, Jonathan M.

2015-01-01

Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that engage students in realistic, personally relevant…

Lifelong Learning to Empowerment: Beyond Formal Education

ERIC Educational Resources Information Center

Carr, Alexis; Balasubramanian, K.; Atieno, Rosemary; Onyango, James

2018-01-01

This paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and…

Comparisons of Perceived Training Doses in Champion Collegiate-Level Male and Female Cross-country Runners and Coaches over the Course of a Competitive Season.

PubMed

Barnes, Kyle R

2017-10-17

Session rating of perceived exertion (sRPE) is a practical tool for coaches to assess internal training load of their athletes. In a sport like cross-country running, that is individual in nature, but has a team training and competition component, information about the association between external and internal load is lacking. Furthermore, there is a need for studies that examine perception of training doses across multiple training cycles including the competitive season as well as between male and female athletes. Session RPE, duration, and training load (TL RPE  = sRPE × duration) of 25 highly trained male and female cross-country runners and their coaches were recorded for every training session (110 days) throughout a collegiate cross-country season. Intensity (sRPE), duration, and TL RPE were compared between coaches and runners by gender separately. Training sessions were also analyzed by those intended by the coaches to be easy, moderate, and hard as well as by training period. Data from 3024 training sessions were collected, 62% of which were considered "easy," 18% "moderate," and 20% "hard." Men and women rated coach-intended easy sessions significantly harder during each month of the season (effect size (ES) > 2.9, p < 0.0001). Men rated moderate intensity sessions significantly higher than coaches (ES ≥ 1.0, p ≤ 0.002), whereas females rated hard intensity sessions significantly lower than coaches (ES > 0.5, p < 0.008). There was no difference between males and coach's hard sessions (ES < 0.07, p > 0.05) or females and coach's moderate sessions (ES < 0.18, p > 0.05). Training intensity and TL RPE tended to increase throughout the season (p > 0.05), with a significant increase in moderate and hard intensity sessions in the last training period (p < 0.001). The results indicate the male and female cross-country runners tend to regress to moderate intensity training throughout the cross-country season

Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

NASA Astrophysics Data System (ADS)

Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

2014-10-01

Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children's access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia's formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward.

Lifelong Learning Policy for the Elderly People: A Comparative Experience between Japan and Thailand

ERIC Educational Resources Information Center

Dhirathiti, Nopraenue

2014-01-01

This study examined and compared the legal inputs, structural settings and implementation process of lifelong learning policy in Thailand and Japan focusing on street-level agents. The findings demonstrated that while both countries had legal frameworks that provided a legislative platform to promote lifelong learning among the elderly based on a…

Rethinking Lifelong Learning through Online Distance Learning in Chinese Educational Policies, Practices and Research

ERIC Educational Resources Information Center

Yang, Min

2008-01-01

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of…

Institutionalization of Lifelong Learning in Europe and East Asia: From the Complexity Systems Perspective

ERIC Educational Resources Information Center

Han, SoongHee

2017-01-01

East Asia shows newly emerging experiments in lifelong learning that contrast with European experiences. The concepts and ideas share a similar platform, while the trajectories of institutionalization reveal great differences. It is because the idea of lifelong learning was coined by international agencies, like UNESCO, to share, it rather shows…

Flexible Studies as Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Bugge, Liv Susanne; Wikan, Gerd

2016-01-01

Many countries face a challenge in recruiting teachers. At the same time, the labour market is changing and the demand for re-education is increasing. In this situation, lifelong learning is seen as relevant and higher education institutions are asked to offer flexible and decentralised study programmes in order to accommodate the need for formal…

Ten weeks of capoeira progressive training improved cardiovascular parameters in male practitioners.

PubMed

Moreira, Sérgio R; Teixeira-Araujo, Alfredo A; Dos Santos, Aristeu O; Simões, Herbert G

2017-03-01

The present study analyzed the effects of ten weeks of Capoeira progressive training program on the cardiovascular parameters of male practitioners. Participants were assigned into two groups (capoeira, N.=10; 25.4±3.3 years; 24.2±2.2 kg.m2(-1) and Control, N.=08; 29.6±6.3 years; 26.4±4.4 kg.m2(-1)). The Capoeira group performed ten weeks of Capoeira progressive training program, being one session per week lasting 90 minutes each. The control group was instructed to avoid any exercise training program or intense physical activities during the experimental period. The blood pressure (BP), heart rate (HR), and rate pressure product (RPP), as well as HR variability (HRV) indicators were evaluated on resting, before and after intervention. A two-way ANOVA revealed a main effect of group by time interaction to HR (F=6.649, η2=0.379; P=0.02), and HRV indicators (RRi: F=5.752, η2=0.313; rMSSD: F=4.652, η2=0.283; SD1: F=4.694, η2=0.409, and pNN50: F=5.561, η2=0.360; P<0.05). A main effect of time condition was verified for capoeira group (P<0.05) on HR (∆=-6.6±6.0 bpm), RRi (∆=80.1±65.4 ms), rMSSD (∆=14.1±11.6 ms), SD1 (∆=10.0±8.2 ms), and pNN50 (∆=11.3±9.7%). The between groups analysis identified significant differences (P<0.05) for the HR after intervention (capoeira: -8.6±6.9% vs. -0.7±3.9%). The comparison between capoeira vs. control for HRV indicators (RRi: ∆=10.1±8.5% vs. 0.9±7.6%; rMSSD: ∆=37.8±32.9% vs. 2.9±31.3%; pNN50: ∆=96.2±78.7% vs. 0.3±54.1%; and SD1: ∆=37.7±32.9% vs. 6.5±24.4%; respectively) differed to each other (P<0.05). Our findings showed that ten weeks of capoeira progressive training program improves both autonomic and cardiovascular parameters in male practitioners.

Health service provider education and/or training in infant male circumcision to improve short- and long-term morbidity outcomes: protocol for systematic review.

PubMed

Gyan, Thomas; Strobel, Natalie; McAuley, Kimberley; Shannon, Caitlin; Newton, Sam; Tawiah-Agyemang, Charlotte; Amenga-Etego, Seeba; Owusu-Agyei, Seth; Forbes, David; Edmond, Karen

2016-03-01

There has been an expansion of circumcision services in Africa as part of a long-term HIV prevention strategy. However, the effect of infant male circumcision on morbidity and mortality still remains unclear. Acute morbidities associated with circumcision include pain, bleeding, swelling, infection, tetanus or inadequate skin removal. Scale-up of circumcision services could lead to a rise in these associated morbidities that could have significant impact on health service delivery and the safety of infants. Multidisciplinary training programmes have been developed to improve skills of health service providers, but very little is known about the effectiveness of health service provider education and/or training for infant male circumcision on short- and long-term morbidity outcomes. This review aims to evaluate the effectiveness of health service provider education and/or training for infant male circumcision on short- and long-term morbidity outcomes. The review will include studies comparing health service providers who have received education and/or training to improve their skills for infant male circumcision with those who have not received education and/or training. Randomised controlled trials (RCTs) and cluster RCTs will be included. The outcomes of interest are short-term morbidities of the male infant including pain, infection, tetanus, bleeding, excess skin removal, glans amputation and fistula. Long-term morbidities include urinary tract infection (UTI), HIV infection and abnormalities of urination. Databases such as MEDLINE (OVID), PsycINFO (OVID), EMBASE (OVID), CINAHL, Cochrane Library (including CENTRAL and DARE), WHO databases and reference list of papers will be searched for relevant articles. Study selection, data extraction and synthesis and risk of bias assessment using the Cochrane risk of bias assessment tool will be conducted. We will calculate the pooled estimates of the difference in means and risk ratios using random effects models. If

Disability Awareness and University Staff Training in Ireland (Practice Brief)

ERIC Educational Resources Information Center

Padden, Lisa; Ellis, Carol

2015-01-01

It is vital that all university staff have awareness of the difficulties that may be experienced by students with disabilities. Staff must be given the knowledge and resources to support these students effectively. University College Dublin (UCD) Access & Lifelong Learning has developed a communication and training strategy to improve…

Lifelong Bilingualism Contributes to Cognitive Reserve against White Matter Integrity Declines in Aging

PubMed Central

Gold, Brian T.; Johnson, Nathan F.; Powell, David K.

2013-01-01

Recent evidence suggests that lifelong bilingualism may contribute to cognitive reserve (CR) in normal aging. However, there is currently no neuroimaging evidence to suggest that lifelong bilinguals can retain normal cognitive functioning in the face of age-related neurodegeneration. Here we explored this issue by comparing white matter (WM) integrity and gray matter (GM) volumetric patterns of older adult lifelong bilinguals (N = 20) and monolinguals (N = 20). The groups were matched on a range of relevant cognitive test scores and on the established CR variables of education, socioeconomic status and intelligence. Participants underwent high-resolution structural imaging for assessment of GM volume and diffusion tensor imaging (DTI) for assessment of WM integrity. Results indicated significantly lower microstructural integrity in the bilingual group in several WM tracts. In particular, compared to their monolingual peers, the bilingual group showed lower fractional anisotropy and/or higher radial diffusivity in the inferior longitudinal fasciculus/inferior fronto-occipital fasciculus bilaterally, the fornix, and multiple portions of the corpus callosum. There were no group differences in GM volume. Our results suggest that lifelong bilingualism contributes to CR against WM integrity declines in aging. PMID:24103400

An Investigation of the Opinions of Pre-Service Midwives and Nurses Regarding Lifelong Learning

ERIC Educational Resources Information Center

Örs, Mukaddes; Kilinç, Mustafa

2017-01-01

The objective of this study is to determine the lifelong learning tendencies of students from the midwifery and nursing department at a Faculty of Health Sciences, and to reveal whether these tendencies differ with respect to the some variables. It further attempts to show some significant differences in the students' lifelong learning tendency…

Precision Strike Training in Lean Manufacturing: A Workplace Literacy Guidebook [and] Final Report on Precision Strike Workplace Literacy Training at CertainTeed Corporation.

ERIC Educational Resources Information Center

National Alliance of Business, Inc., Washington, DC.

CertainTeed's Precision Strike training program was designed to close the gaps between the current status of its workplace and where that work force needed to be to compete successfully in global markets. Precision Strike included Skills and Knowledge in Lifelong Learning (SKILL) customized, computerized lessons in basic skills, one-on-one…

Students' Plans for Lifelong Learning and Teaching

ERIC Educational Resources Information Center

Plavšic, Marlena; Dikovic, Marina

2015-01-01

One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

Visual Imagery, Lifecourse Structure and Lifelong Learning

ERIC Educational Resources Information Center

Schuller, Tom

2004-01-01

Imagery could add an extra dimension to analyses of lifelong learning, which need to draw on diverse sources and techniques. This article has two principal components. First I suggest that the use of images might be divided into three categories: as illustration; as evidence; and as heuristic. I go on to explore the latter two categories, first by…

Lifelong Learning in the People's Republic of China.

ERIC Educational Resources Information Center

Wu, Huiping; Ye, Qilian

Despite the relative novelty of lifelong learning in the People's Republic of China (PRC), significant achievements have been made, and China's potential for economic development and personal enrichment remains undisputed. Economic and social change, as well as technological advancements, have profoundly influenced educational development and…

Towards the Construction of Life-Long Education System.

ERIC Educational Resources Information Center

Moro-Oka, Kazufusa

Since the ideal of lifelong education is closely related to the reorganization of the entire educational system, it is necessary to recognize the distinction between education and its administration. Democratization, continuity, flexibility and freedom are principles related to planning and administration; active participation, initiative and…

Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

ERIC Educational Resources Information Center

Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

2016-01-01

The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

Effects of plyometric training on maximal-intensity exercise and endurance in male and female soccer players.

PubMed

Ramírez-Campillo, Rodrigo; Vergara-Pedreros, Marcelo; Henríquez-Olguín, Carlos; Martínez-Salazar, Cristian; Alvarez, Cristian; Nakamura, Fábio Yuzo; De La Fuente, Carlos I; Caniuqueo, Alexis; Alonso-Martinez, Alicia M; Izquierdo, Mikel

2016-01-01

In a randomised controlled trial design, effects of 6 weeks of plyometric training on maximal-intensity exercise and endurance performance were compared in male and female soccer players. Young (age 21.1 ± 2.7 years) players with similar training load and competitive background were assigned to training (women, n = 19; men, n = 21) and control (women, n = 19; men, n = 21) groups. Players were evaluated for lower- and upper-body maximal-intensity exercise, 30 m sprint, change of direction speed and endurance performance before and after 6 weeks of training. After intervention, the control groups did not change, whereas both training groups improved jumps (effect size (ES) = 0.35-1.76), throwing (ES = 0.62-0.78), sprint (ES = 0.86-1.44), change of direction speed (ES = 0.46-0.85) and endurance performance (ES = 0.42-0.62). There were no differences in performance improvements between the plyometric training groups. Both plyometric groups improved more in all performance tests than the controls. The results suggest that adaptations to plyometric training do not differ between men and women.

Partnership for Vocational Education and Training. Paper Presentations: Session E.

ERIC Educational Resources Information Center

2000

This document contains 18 papers from the partnership for vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following are papers are included: "School, TAFE (Technical and Further Education), and University Links, in Pursuit of a Seamless Pathway"…

Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists.

PubMed

van der Burgt, Stéphanie M E; Kusurkar, Rashmi A; Wilschut, Janneke A; Tjin A Tsoi, Sharon L N M; Croiset, Gerda; Peerdeman, Saskia M

2018-05-22

Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning. An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach. Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile. Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work

Psychological well-being and social support in chronic myeloid leukemia patients receiving lifelong targeted therapies.

PubMed

Efficace, Fabio; Breccia, Massimo; Cottone, Francesco; Okumura, Iris; Doro, Maribel; Riccardi, Francesca; Rosti, Gianantonio; Baccarani, Michele

2016-12-01

The main objective of this study was to investigate whether social support is independently associated with psychological well-being in chronic myeloid leukemia (CML) patients. Secondary objectives were to compare the psychological well-being profile of CML patients with that of their peers in general population and to examine possible age- and sex-related differences. Analysis was performed on 417 patients in treatment with lifelong molecularly targeted therapies. Mean age of patients analyzed was 56 years (range 19-87 years) and 247 (59 %) were male and 170 (41 %) were female. Social support was assessed with the Multidimensional Scale of Perceived Social Support and psychological well-being was evaluated with the short version of the Psychological General Well-Being Index. Descriptive statistics and multivariate logistic regression analyses were used. Multivariate logistic regression analysis revealed that a greater social support was independently associated with lower anxiety and depression, as well as with higher positive well-being, self-control, and vitality (p < 0.001). Female patients reported statistically significant worse outcomes in all dimensions of psychological well-being. Age- and sex-adjusted comparisons with population norms revealed that depression (ES = -0.42, p < 0.001) and self-control (ES = -0.48, p < 0.001) were the two main impaired psychological dimensions. This study indicates that social support is a critical factor associated with psychological well-being of CML patients treated with modern lifelong targeted therapies.

An evidence-based unified definition of lifelong and acquired premature ejaculation: report of the second International Society for Sexual Medicine Ad Hoc Committee for the Definition of Premature Ejaculation.

PubMed

Serefoglu, Ege Can; McMahon, Chris G; Waldinger, Marcel D; Althof, Stanley E; Shindel, Alan; Adaikan, Ganesh; Becher, Edgardo F; Dean, John; Giuliano, Francois; Hellstrom, Wayne J G; Giraldi, Annamaria; Glina, Sidney; Incrocci, Luca; Jannini, Emmanuele; McCabe, Marita; Parish, Sharon; Rowland, David; Segraves, R Taylor; Sharlip, Ira; Torres, Luiz Otavio

2014-06-01

The International Society for Sexual Medicine (ISSM) Ad Hoc Committee for the Definition of Premature Ejaculation developed the first evidence-based definition for lifelong premature ejaculation (PE) in 2007 and concluded that there were insufficient published objective data at that time to develop a definition for acquired PE. The aim of this article is to review and critique the current literature and develop a contemporary, evidence-based definition for acquired PE and/or a unified definition for both lifelong and acquired PE. In April 2013, the ISSM convened a second Ad Hoc Committee for the Definition of Premature Ejaculation in Bangalore, India. The same evidence-based systematic approach to literature search, retrieval, and evaluation used by the original committee was adopted. The committee unanimously agreed that men with lifelong and acquired PE appear to share the dimensions of short ejaculatory latency, reduced or absent perceived ejaculatory control, and the presence of negative personal consequences. Men with acquired PE are older, have higher incidences of erectile dysfunction, comorbid disease, and cardiovascular risk factors, and have a longer intravaginal ejaculation latency time (IELT) as compared with men with lifelong PE. A self-estimated or stopwatch IELT of 3 minutes was identified as a valid IELT cut-off for diagnosing acquired PE. On this basis, the committee agreed on a unified definition of both acquired and lifelong PE as a male sexual dysfunction characterized by (i) ejaculation that always or nearly always occurs prior to or within about 1 minute of vaginal penetration from the first sexual experience (lifelong PE) or a clinically significant and bothersome reduction in latency time, often to about 3 minutes or less (acquired PE); (ii) the inability to delay ejaculation on all or nearly all vaginal penetrations; and (iii) negative personal consequences, such as distress, bother, frustration, and/or the avoidance of sexual intimacy. The

Isocapnic hyperpnea training improves performance in competitive male runners.

PubMed

Leddy, John J; Limprasertkul, Atcharaporn; Patel, Snehal; Modlich, Frank; Buyea, Cathy; Pendergast, David R; Lundgren, Claes E G

2007-04-01

The effects of voluntary isocapnic hyperpnea (VIH) training (10 h over 4 weeks, 30 min/day) on ventilatory system and running performance were studied in 15 male competitive runners, 8 of whom trained twice weekly for 3 more months. Control subjects (n = 7) performed sham-VIH. Vital capacity (VC), FEV1, maximum voluntary ventilation (MVV), maximal inspiratory and expiratory mouth pressures, VO2max, 4-mile run time, treadmill run time to exhaustion at 80% VO2max, serum lactate, total ventilation (V(E)), oxygen consumption (VO2) oxygen saturation and cardiac output were measured before and after 4 weeks of VIH. Respiratory parameters and 4-mile run time were measured monthly during the 3-month maintenance period. There were no significant changes in post-VIH VC and FEV1 but MVV improved significantly (+10%). Maximal inspiratory and expiratory mouth pressures, arterial oxygen saturation and cardiac output did not change post-VIH. Respiratory and running performances were better 7- versus 1 day after VIH. Seven days post-VIH, respiratory endurance (+208%) and treadmill run time (+50%) increased significantly accompanied by significant reductions in respiratory frequency (-6%), V(E) (-7%), VO2 (-6%) and lactate (-18%) during the treadmill run. Post-VIH 4-mile run time did not improve in the control group whereas it improved in the experimental group (-4%) and remained improved over a 3 month period of reduced VIH frequency. The improvements cannot be ascribed to improved blood oxygen delivery to muscle or to psychological factors.

A Comparison of Load-Velocity and Load-Power Relationships Between Well-Trained Young and Middle-Aged Males During Three Popular Resistance Exercises.

PubMed

Fernandes, John F T; Lamb, Kevin L; Twist, Craig

2018-05-01

Fernandes, JFT, Lamb, KL, and Twist, C. A comparison of load-velocity and load-power relationships between well-trained young and middle-aged males during 3 popular resistance exercises. J Strength Cond Res 32(5): 1440-1447, 2018-This study examined the load-velocity and load-power relationships among 20 young (age 21.0 ± 1.6 years) and 20 middle-aged (age 42.6 ± 6.7 years) resistance-trained males. Participants performed 3 repetitions of bench press, squat, and bent-over-row across a range of loads corresponding to 20-80% of 1 repetition maximum (1RM). Analysis revealed effects (p < 0.05) of group and load × group on barbell velocity for all 3 exercises, and interaction effects on power for squat and bent-over-row (p < 0.05). For bench press and bent-over-row, the young group produced higher barbell velocities, with the magnitude of the differences decreasing as load increased (ES; effect size 0.0-1.7 and 1.0-2.0, respectively). Squat velocity was higher in the young group than the middle-aged group (ES 1.0-1.7) across all loads, as was power for each exercise (ES 1.0-2.3). For all 3 exercises, both velocity and 1RM were correlated with optimal power in the middle-aged group (r = 0.613-0.825, p < 0.05), but only 1RM was correlated with optimal power (r = 0.708-0.867, p < 0.05) in the young group. These findings indicate that despite their resistance training, middle-aged males were unable to achieve velocities at low external loads and power outputs as high as the young males across a range of external resistances. Moreover, the strong correlations between 1RM and velocity with optimal power suggest that middle-aged males would benefit from training methods which maximize these adaptations.

Eccentric Training and Static Stretching Improve Hamstring Flexibility of High School Males

PubMed Central

Bandy, William D.

2004-01-01

Objective: To determine if the flexibility of high-school-aged males would improve after a 6-week eccentric exercise program. In addition, the changes in hamstring flexibility that occurred after the eccentric program were compared with a 6-week program of static stretching and with a control group (no stretching). Design and Setting: We used a test-retest control group design in a laboratory setting. Subjects were assigned randomly to 1 of 3 groups: eccentric training, static stretching, or control. Subjects: A total of 69 subjects, with a mean age of 16.45 ± 0.96 years and with limited hamstring flexibility (defined as 20° loss of knee extension measured with the thigh held at 90° of hip flexion) were recruited for this study. Measurements: Hamstring flexibility was measured using the passive 90/90 test before and after the 6-week program. Results: Differences were significant for test and for the test-by-group interaction. Follow-up analysis indicated significant differences between the control group (gain = 1.67°) and both the eccentric-training (gain = 12.79°) and static-stretching (gain = 12.05°) groups. No difference was found between the eccentric and static-stretching groups. Conclusions: The gains achieved in range of motion of knee extension (indicating improvement in hamstring flexibility) with eccentric training were equal to those made by statically stretching the hamstring muscles. PMID:15496995

Eccentric Training and Static Stretching Improve Hamstring Flexibility of High School Males.

PubMed

Nelson, Russell T; Bandy, William D

2004-09-01

OBJECTIVE: To determine if the flexibility of high-school-aged males would improve after a 6-week eccentric exercise program. In addition, the changes in hamstring flexibility that occurred after the eccentric program were compared with a 6-week program of static stretching and with a control group (no stretching). DESIGN AND SETTING: We used a test-retest control group design in a laboratory setting. Subjects were assigned randomly to 1 of 3 groups: eccentric training, static stretching, or control. SUBJECTS: A total of 69 subjects, with a mean age of 16.45 +/- 0.96 years and with limited hamstring flexibility (defined as 20 degrees loss of knee extension measured with the thigh held at 90 degrees of hip flexion) were recruited for this study. MEASUREMENTS: Hamstring flexibility was measured using the passive 90/90 test before and after the 6-week program. RESULTS: Differences were significant for test and for the test-by-group interaction. Follow-up analysis indicated significant differences between the control group (gain = 1.67 degrees ) and both the eccentric-training (gain = 12.79 degrees ) and static-stretching (gain = 12.05 degrees ) groups. No difference was found between the eccentric and static-stretching groups. CONCLUSIONS: The gains achieved in range of motion of knee extension (indicating improvement in hamstring flexibility) with eccentric training were equal to those made by statically stretching the hamstring muscles.

Continuously Reaffirmed, Subtly Accommodated, Obviously Missing and Fallaciously Critiqued: Ideologies in UNESCO's Lifelong Learning Policy

ERIC Educational Resources Information Center

Lee, Moosung; Friedrich, Tom

2011-01-01

Although the lifelong learning policy of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has had a unique impact on international discussions over the last four decades, little historical research has revealed the ideological influences at work within UNESCO's lifelong learning policy texts. With this in mind, this…

Alternative Mechanisms to Encourage Individual Contributions to Vocational Education and Training

ERIC Educational Resources Information Center

Haukka, Sandra; Keating, Jack; Lamb, Stephen

2004-01-01

Financing vocational education and training, as part of Australia's commitment to lifelong learning, will become a greater challenge as increased spending on other public services, such as health and welfare caused by an aging population, constrains government education expenditure. This report examines a range of mechanisms to encourage…

Individual Learning Accounts: A Strategy for Lifelong Learning?

ERIC Educational Resources Information Center

Renkema, Albert

2006-01-01

Purpose: Since the end of the previous century social partners in different branches of industry have laid down measures to stimulate individual learning and competence development of workers in collective labour agreements. Special attention is given to stimulating learning demand among traditional non-participants to lifelong learning, such as…

Roundtable: Theory, Policy and Practice in Lifelong Learning.

ERIC Educational Resources Information Center

Manning, Sabine, Ed.

This document contains outlines of 14 presentations at a roundtable discussion on theory, policy, and practice in lifelong learning that was held during a conference on human resource development (HRD) research and practice across Europe. Outlines of the following presentations and discussions are included: "Discourses on HRD and Lifelong…

New Training Technologies. Studies on Technical and Vocational Education 2.

ERIC Educational Resources Information Center

Herremans, Albert

This book is the second in a series aiming to promote international exchange of ideas, experiences, and studies relating to technical and vocational education. Information provided is designed to help educators and trainers plan for an intelligent use of new training technologies (NTTs) to improve the access to basic and advanced lifelong learning…

The Lifelong Learning Iceberg of Information Systems Academics--A Study of On-Going Formal and Informal Learning by Academics

ERIC Educational Resources Information Center

Davey, Bill; Tatnall, Arthur

2007-01-01

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most…

Active Intervention Program Using Dietary Education and Exercise Training for Reducing Obesity in Mexican American Male Children

ERIC Educational Resources Information Center

Lee, Sukho; Misra, Ranjita; Kaster, Elizabeth

2012-01-01

This study evaluated the effectiveness of a 10-week active intervention program (AIP), which incorporates dietary education with exercise training, among 30 healthy Mexican American male children, aged 8-12 years, in Laredo, Texas. Participants were randomly divided into 3 groups: education (EDU), dietary education to participants and parents and…

Bioavailability of orange juice (poly)phenols: the impact of short-term cessation of training by male endurance athletes.

PubMed

Pereira-Caro, Gema; Polyviou, Thelma; Ludwig, Iziar A; Nastase, Ana-Maria; Moreno-Rojas, José Manuel; Garcia, Ada L; Malkova, Dalia; Crozier, Alan

2017-09-01

Background: Physical exercise has been reported to increase the bioavailability of citrus flavanones. Objective: We investigated the bioavailability of orange juice (OJ) (poly)phenols in endurance-trained males before and after cessation of training for 7 d. Design: Ten fit, endurance-trained males, with a mean ± SD maximal oxygen consumption of 58.2 ± 5.3 mL · kg -1 · min -1 , followed a low (poly)phenol diet for 2 d before drinking 500 mL of OJ containing 398 μmol of (poly)phenols, of which 330 μmol was flavanones. After the volunteers stopped training for 7 d the feeding study was repeated. Urine samples were collected 12 h pre- and 24 h post-OJ consumption. Bioavailability was assessed by the quantitative analysis of urinary flavanone metabolites and (poly)phenol catabolites with the use of high-pressure liquid chromatography-high resolution mass spectrometry. Results: During training, 0-24-h urinary excretion of flavanone metabolites, mainly hesperetin-3'- O -glucuronide, hesperetin-3'-sulfate, naringenin-4'- O -glucuronide, naringenin-7- O -glucuronide, was equivalent to 4.2% of OJ flavanone intake. This increased significantly to 5.2% when OJ was consumed after the volunteers stopped training for 7 d. Overall, this trend, although not significant, was also observed with OJ-derived colonic catabolites, which, after supplementation in the trained state, were excreted in amounts equivalent to 51% of intake compared with 59% after cessation of training. However, urinary excretion of 3 colonic catabolites of bacterial origin, most notably, 3-(3'-hydroxy-4'-methoxyphenyl)hydracrylic acid, did increase significantly when OJ was consumed postcessation compared with precessation of training. Data were also obtained on interindividual variations in flavanone bioavailability. Conclusions: A 7-d cessation of endurance training enhanced, rather than reduced, the bioavailability of OJ flavanones. The biological significance of these differences and whether they

Lifelong Learning as Ideological Practice: An Analysis from the Perspective of Immigrant Women in Canada

ERIC Educational Resources Information Center

Ng, Roxana; Shan, Hongxia

2010-01-01

Critiques of lifelong learning have focused on the neo-liberal underpinning of state policy, where individuals are expected to take responsibility for meeting the needs of changing labour market conditions in the post-Fordist economy. We treat lifelong learning as an "ideological frame" that (re)shapes how people see and understand…

The Effect of Plyometric Training Volume on Athletic Performance in Prepubertal Male Soccer Players.

PubMed

Chaabene, Helmi; Negra, Yassine

2017-10-01

To assess and compare the effects of 8 wk of in-season (2 sessions/wk) low- and high-volume plyometric training (PT) on measures of physical fitness in prepubertal male soccer players. A total of 25 soccer players were randomly assigned to a low-volume PT group (LPT; n = 13, age 12.68 ± 0.23 y, age at peak height velocity [APHV] 14.25 ± 0.29 y, maturity offset -1.57 ± 0.29 y) or a high-volume PT group (HPT; n = 12, age 12.72 ± 0.27 y, APHV 14.33 ± 0.77 y, maturity offset -1.61 ± 0.76 y). A linear-sprint test (5-m, 10-m, 20-m, and 30-m), change-of-direction (CoD) test, and vertical- (squat-jump [SJ]), countermovement- (CMJ), and horizontal-jump (standing long jump [SLJ]) test were carried out before and after 8 wk of PT. There was a significant main effect of time for sprint outcomes (5-m, P = .005, ES = 0.86; 10-m, P = .006, ES = 0.85; 20-m, P = .03, ES = 0.64, and 30-m, P = .05, ES = 0.57), CoD (P = .002, ES = 0.96), SJ (P = .008, ES = 0.81; CMJ, P = .01, ES = 0.73), and SLJ ability (P = .007, ES = 0.83). There were no significant training group × time interactions in any measured outcomes. After 8 wk of training, results showed similar performance improvement on measures of sprint time, CoD, and jumping ability between LPT and HPT groups. From a time-efficiency perspective, it is recommended to use LPT in prepubertal male soccer players to improve their proxies of athletic performance.

Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data

ERIC Educational Resources Information Center

Cummins, Phyllis A.; Kunkel, Suzanne R.

2016-01-01

Historically, older and lower-skilled adults in the U.S. have participated in Adult Education and Training (AET) at lower rates than other groups, possibly because of perceived lack of return on investment due to the time required to recover training costs. Global, knowledge based economies have increased the importance of lifelong learning for…

New Innovations and Best Practices under the Workforce Investment Act: Field Hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness Committee on Education and Labor, U.S. House of Representatives (May 29, 2009)

ERIC Educational Resources Information Center

US House of Representatives, 2009

2009-01-01

This paper presents the Higher Education, Lifelong Learning, and Competitiveness Subcommittee's fifth hearing in preparation for the reauthorization of the Workforce Investment Act. The last time the Workforce Investment Act reauthorized was in 1998. The Workforce Investment Act was designed to streamline and coordinate job training programs. It…

Thoughts on a Regional Approach for Lifelong Learning.

ERIC Educational Resources Information Center

Yoshio, Jiro

An improved educational infrastructure must be developed in East and Southeast Asia Pacific Economic Cooperation (APEC) countries in order to accommodate the surge of economic growth and advanced technology. The increased need for highly educated and skilled technicians can be met through a system of lifelong learning. The need for borderless…

Design of Educational Delivery Systems for Lifelong Learning.

ERIC Educational Resources Information Center

Gibson, R. Oliver; Gilbert, Randall L.

To clarify delivery system concepts, several topics will be addressed: educational needs of lower-income older people, formulation of a design concept, specification of the system's concrete aspects, and research/development implications. As the proportion of persons over age sixty-four grows and sensitivity to unmet lifelong learning needs rises,…

Cartographical Imaginations: Spatiality, Adult Education and Lifelong Learning.

ERIC Educational Resources Information Center

Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur

Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…

Short-term high intensity plyometric training program improves strength, power and agility in male soccer players.

PubMed

Váczi, Márk; Tollár, József; Meszler, Balázs; Juhász, Ivett; Karsai, István

2013-03-01

The aim of the present study was to investigate the effects of a short-term in-season plyometric training program on power, agility and knee extensor strength. Male soccer players from a third league team were assigned into an experimental and a control group. The experimental group, beside its regular soccer training sessions, performed a periodized plyometric training program for six weeks. The program included two training sessions per week, and maximal intensity unilateral and bilateral plyometric exercises (total of 40 - 100 foot contacts/session) were executed. Controls participated only in the same soccer training routine, and did not perform plyometrics. Depth vertical jump height, agility (Illinois Agility Test, T Agility Test) and maximal voluntary isometric torque in knee extensors using Multicont II dynamometer were evaluated before and after the experiment. In the experimental group small but significant improvements were found in both agility tests, while depth jump height and isometric torque increments were greater. The control group did not improve in any of the measures. Results of the study indicate that plyometric training consisting of high impact unilateral and bilateral exercises induced remarkable improvements in lower extremity power and maximal knee extensor strength, and smaller improvements in soccer-specific agility. Therefore, it is concluded that short-term plyometric training should be incorporated in the in-season preparation of lower level players to improve specific performance in soccer.

Short-Term High Intensity Plyometric Training Program Improves Strength, Power and Agility in Male Soccer Players

PubMed Central

Váczi, Márk; Tollár, József; Meszler, Balázs; Juhász, Ivett; Karsai, István

2013-01-01

The aim of the present study was to investigate the effects of a short-term in-season plyometric training program on power, agility and knee extensor strength. Male soccer players from a third league team were assigned into an experimental and a control group. The experimental group, beside its regular soccer training sessions, performed a periodized plyometric training program for six weeks. The program included two training sessions per week, and maximal intensity unilateral and bilateral plyometric exercises (total of 40 – 100 foot contacts/session) were executed. Controls participated only in the same soccer training routine, and did not perform plyometrics. Depth vertical jump height, agility (Illinois Agility Test, T Agility Test) and maximal voluntary isometric torque in knee extensors using Multicont II dynamometer were evaluated before and after the experiment. In the experimental group small but significant improvements were found in both agility tests, while depth jump height and isometric torque increments were greater. The control group did not improve in any of the measures. Results of the study indicate that plyometric training consisting of high impact unilateral and bilateral exercises induced remarkable improvements in lower extremity power and maximal knee extensor strength, and smaller improvements in soccer-specific agility. Therefore, it is concluded that short-term plyometric training should be incorporated in the in-season preparation of lower level players to improve specific performance in soccer. PMID:23717351

Effects of gamma oryzanol supplementation on anthropometric measurements & muscular strength in healthy males following chronic resistance training.

PubMed

Eslami, Saghar; Esa, Norhaizan Mohd; Marandi, Seyed Mohammad; Ghasemi, Gholamali; Eslami, Sepehr

2014-06-01

Enhanced muscle strength is seen when resistance exercise is combined with the consumption of nutritional supplements. Although there is a limited number of studies available about the efficacy of gamma oryzanol supplementation with resistance exercise in humans, but its usage as a nutritional supplement for strength is common in athletes. The aim of this study was to determine the effects of gamma oryzanol supplementation during 9-week resistance training on muscular strength and anthropometric measurements of young healthy males. In this double-blind clinical trial, changes of anthropometric measurements and muscular strength were studied after chronic resistance exercise and gamma oryzanol supplementation in 30 healthy volunteers (16 in supplement and 14 in placebo). Each day, gamma oryzanol supplement (600 mg) and placebo (the same amount of lactose) were consumed after training. The participants exercised with 80 per cent 1-Repetition Maximum (1-RM), for one hour and four days/week. Anthropometric measurements and subjects' 1-RM for muscular strength were determined at the commencement and end of the 9-week study. There was no significant difference between the baseline characteristics and target variables at baseline between the two groups. After gamma oryzanol supplementation, there was no significant difference in the means of anthropometric and skin fold measurements between the supplement and placebo groups. However, there were significant differences between the supplement and placebo groups for 1-RM of bench press and leg curl, which showed that gamma oryzanol improved muscle strength following resistance training. Our findings indicated that 600 mg/day gamma oryzanol supplementation during the 9-week resistance training did not change anthropometric and body measurements, but it increased muscular strength in young healthy males. Further, studies need to be done in trained athletes, women, and in patients who suffer from muscular fatigue.

Effects of gamma oryzanol supplementation on anthropometric measurements & muscular strength in healthy males following chronic resistance training

PubMed Central

Eslami, Saghar; Esa, Norhaizan Mohd; Marandi, Seyed Mohammad; Ghasemi, Gholamali; Eslami, Sepehr

2014-01-01

Background & objectives: Enhanced muscle strength is seen when resistance exercise is combined with the consumption of nutritional supplements. Although there is a limited number of studies available about the efficacy of gamma oryzanol supplementation with resistance exercise in humans, but its usage as a nutritional supplement for strength is common in athletes. The aim of this study was to determine the effects of gamma oryzanol supplementation during 9-week resistance training on muscular strength and anthropometric measurements of young healthy males. Methods: In this double-blind clinical trial, changes of anthropometric measurements and muscular strength were studied after chronic resistance exercise and gamma oryzanol supplementation in 30 healthy volunteers (16 in supplement and 14 in placebo). Each day, gamma oryzanol supplement (600 mg) and placebo (the same amount of lactose) were consumed after training. The participants exercised with 80 per cent 1-Repetition Maximum (1-RM), for one hour and four days/week. Anthropometric measurements and subjects’ 1-RM for muscular strength were determined at the commencement and end of the 9-week study. Results: There was no significant difference between the baseline characteristics and target variables at baseline between the two groups. After gamma oryzanol supplementation, there was no significant difference in the means of anthropometric and skin fold measurements between the supplement and placebo groups. However, there were significant differences between the supplement and placebo groups for 1-RM of bench press and leg curl, which showed that gamma oryzanol improved muscle strength following resistance training. Interpretation & conclusions: Our findings indicated that 600 mg/day gamma oryzanol supplementation during the 9-week resistance training did not change anthropometric and body measurements, but it increased muscular strength in young healthy males. Further, studies need to be done in trained

Lifelong Learning in Public Libraries in 12 European Union Countries: Issues in Monitoring and Evaluation

ERIC Educational Resources Information Center

Stanziola, Javier

2011-01-01

Public libraries in Europe have supported lifelong learning for the past 500 years. Since the Lisbon Strategy emphasized the role of lifelong learning in economic policy, public libraries have been repositioning their services to respond to this new context. In some cases, these roles are undertaken with limited legislative or strategic changes…

It Is Not Just a Matter of Having the Time: Job-Related Training Participation of Hong Kong Employees

ERIC Educational Resources Information Center

Tam, May Yeuk-Mui

2014-01-01

Participation in job-related training as part and parcel of lifelong learning is widely advocated. While many empirical research about job-related training of employees are about advanced western economies, little is known about advanced Asian economies. To fill this void in the literature, this study applies the human capital, institutional and…

European Lifelong Guidance Policy Network Representatives' Conceptions of the Role of Information and Communication Technologies Related to National Guidance Policies

ERIC Educational Resources Information Center

Kettunen, Jaana; Vuorinen, Raimo; Ruusuvirta, Outi

2016-01-01

This article reports findings from a phenomenographic investigation into European Lifelong Guidance Policy Network representatives' conceptions of the role of information and communication technologies (ICT) related to national lifelong guidance policies. The role of ICT in relation to national lifelong guidance policies was conceived as (1)…

[The male nurses' experiences of adaptation in clinical setting].

PubMed

Son, Haeng-Mi; Koh, Moon-Hee; Kim, Chun-Mi; Moon, Jin-Ha; Yi, Myung-Sun

2003-02-01

The purpose of this study was to identified the male nurses' encounter in adapting themselves in the hospital settings dominated by the female nurses in number. Data were collected through the in-depth interview of 16 male nurses and analysed through the grounded theory methodology. The behaviors of male nurses for job-adaptation can be summarized as a series of struggles to consolidate their own ground. They have made tremendous efforts to hold their own ground in the nursing profession composed of a large numbers of female nurses, while they have experienced many difficulties and problems as minorities. They have struggled to adapt themselves professionally through efforts such as; challenging the social and professional barriers, identifying the job identity, empowering themselves through self-development and dedication, expanding their influence among colleagues. In spite of these efforts, they had the perception that nursing is not a lifelong occupation for them. Thus, they had tendency to find outlets of change to occupations. A specific strategy is needed to provide an environment that is helpful for males in integrating into and adapting to the nursing profession.

Beneficial effects of exercise training in heart failure are lost in male diabetic rats.

PubMed

Boudia, Dalila; Domergue, Valérie; Mateo, Philippe; Fazal, Loubina; Prud'homme, Mathilde; Prigent, Héloïse; Delcayre, Claude; Cohen-Solal, Alain; Garnier, Anne; Ventura-Clapier, Renée; Samuel, Jane-Lise

2017-12-01

Exercise training has been demonstrated to have beneficial effects in patients with heart failure (HF) or diabetes. However, it is unknown whether diabetic patients with HF will benefit from exercise training. Male Wistar rats were fed either a standard (Sham, n = 53) or high-fat, high-sucrose diet ( n = 66) for 6 mo. After 2 mo of diet, the rats were already diabetic. Rats were then randomly subjected to either myocardial infarction by coronary artery ligation (MI) or sham operation. Two months later, heart failure was documented by echocardiography and animals were randomly subjected to exercise training with treadmill for an additional 8 wk or remained sedentary. At the end, rats were euthanized and tissues were assayed by RT-PCR, immunoblotting, spectrophotometry, and immunohistology. MI induced a similar decrease in ejection fraction in diabetic and lean animals but a higher premature mortality in the diabetic group. Exercise for 8 wk resulted in a higher working power developed by MI animals with diabetes and improved glycaemia but not ejection fraction or pathological phenotype. In contrast, exercise improved the ejection fraction and increased adaptive hypertrophy after MI in the lean group. Trained diabetic rats with MI were nevertheless able to develop cardiomyocyte hypertrophy but without angiogenic responses. Exercise improved stress markers and cardiac energy metabolism in lean but not diabetic-MI rats. Hence, following HF, the benefits of exercise training on cardiac function are blunted in diabetic animals. In conclusion, exercise training only improved the myocardial profile of infarcted lean rats fed the standard diet. NEW & NOTEWORTHY Exercise training is beneficial in patients with heart failure (HF) or diabetes. However, less is known of the possible benefit of exercise training for HF patients with diabetes. Using a rat model where both diabetes and MI had been induced, we showed that 2 mo after MI, 8 wk of exercise training failed to improve

Vocational Education Teacher Training in Scotland and England: Policy and Practice

ERIC Educational Resources Information Center

Avis, James; Canning, Roy; Fisher, Roy; Morgan-Klein, Brenda; Simmons, Robin

2011-01-01

This article compares and contrasts the policy context of Vocational Education Teacher Training (VETT) in Scotland and England by setting this within its wider socio-economic context, one emphasising lifelong learning and competitiveness. This facilitates a comparison of the two nations and enables an analysis of VETT responses to globalisation…

A 21st Century Training Model for Flexible, Quick, and Life-Long Workforce Development

DTIC Science & Technology

2016-02-01

specialty code . Differentiation and tailored training are made possible through modern talent management. 8 When Joslin entered Initial Skills...associated with the IST pipeline, but also identified five overarching themes:  Talent Management,  Asynchronous Training,  Modularity (coaching...augmented reality Figure 1: The combination of modern recruitment, talent management, and modular training both in the school house and online speed

Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

ERIC Educational Resources Information Center

Peer, Kimberly S.

2007-01-01

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education…

Real Stakeholder Education? Lifelong Learning in the Buffyverse

ERIC Educational Resources Information Center

Jarvis, Christine

2005-01-01

This article examines the representation of lifelong learning in "Buffy the Vampire Slayer (BtVS)." Critics acknowledge the series' representation of school life, but pay less attention to its emphasis on self-directed adult learning. The article draws on the extensive range of academic "BtVS" writing and on relevant educational theory concerned…

Self-Directed Lifelong Learning in Hybrid Learning Configurations

ERIC Educational Resources Information Center

Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Nieveen, Nienke; Mulder, Martin

2014-01-01

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a…

UNESCO Institute for Lifelong Learning: Annual Report 2013

ERIC Educational Resources Information Center

UNESCO Institute for Lifelong Learning, 2014

2014-01-01

In the introduction to this report, UNESCO Institute for Lifelong Learning (UIL) Director, Arne Carlsen, announces that UIL is presenting a new design and a new concept, aiming to make the report more reader-friendly. The main activities are highlighted, testimonies from beneficiaries and actors are included, and the report opens with a…

Piano Performance: Group Classes for the Lifelong Learner

ERIC Educational Resources Information Center

Haddon, Elizabeth

2017-01-01

This qualitative research presents data relating to eight amateur pianists who completed a 10-week Piano Performance course for lifelong learners at the University of York, UK. This article discusses the development of learning through the impact of group participation, challenges faced by learners and pedagogical strategies used by the leader to…

The Shifting Demographics and Lifelong Learning. Conference Paper

ERIC Educational Resources Information Center

Karmel, Tom

2011-01-01

This paper was presented at the International Symposium on Lifelong Learning for Poverty Alleviation and Sustainable Development: Developing a Research Agenda for the Asia-Pacific in Hong Kong, 12-13 January 2011. Tom Karmel suggests that there are four implications of an ageing population: the need to improve labour force participation and…

University Continuing Education for Lifelong Learning in Korea

ERIC Educational Resources Information Center

Lee, Haejoo

2008-01-01

Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of…

Conceptual Evolution and Policy Developments in Lifelong Learning

ERIC Educational Resources Information Center

Yang, Jin, Ed.; Valdes-Cotera, Raul, Ed.

2011-01-01

In recognition of the status of the World Expo 2010 in Shanghai as a platform for exchange of ideas and experience in lifelong learning, UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO joined forces to co-organise the Shanghai International…

Lifelong Learning as a Chameleonic Concept and Versatile Practice: Y2K Perspectives and Trends

ERIC Educational Resources Information Center

Grace, Andre P.

2004-01-01

This essay focuses on contemporary lifelong-learning discourse as it was reflected in deliberations during three events held in Australia, Canada and the UK during 2000-01. Through the dialogical lenses of these Y2K events that brought together an array of international participants, it examines lifelong learning as a chameleonic concept and…

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

ERIC Educational Resources Information Center

Nordin, Andreas

2011-01-01

The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken…

IT [Information Technology] in Vocational Education [and] Training. Paper Presentations: Session D.

ERIC Educational Resources Information Center

2000

This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences…

Learning/work: Turning work and lifelong learning inside out

NASA Astrophysics Data System (ADS)

Walters, Shirley; Cooper, Linda

2011-08-01

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between "core" and "periphery", between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of "politics and power" into both the theory and practice of "lifelong learning" and "work".

Renal hypertension prevents run training modification of cardiomyocyte diastolic Ca2+ regulation in male rats.

PubMed

Palmer, B M; Lynch, J M; Snyder, S M; Moore, R L

2001-06-01

The combined effects of endurance run training and renal hypertension on cytosolic Ca2+ concentration ([Ca2+]c) dynamics and Na+-dependent Ca2+ regulation in rat left ventricular cardiomyocytes were examined. Male Fischer 344 rats underwent stenosis of the left renal artery [hypertensive (Ht), n = 18] or a sham operation [normotensive (Nt), n = 20]. One-half of the rats from each group were treadmill trained for >16 wk. Cardiomyocyte fura 2 fluorescence ratio transients were recorded for 7 min during electrical pacing at 0.5 Hz, 2 mM extracellular Ca2+ concentration, and 29 degrees C. The rate of [Ca2+]c decline was not changed by run training in the Nt group but was reduced in the Ht group. At 7 min, cardiomyocytes were exposed to 10 mM caffeine in the absence of Na+ and Ca2+, which triggered sarcoplasmic reticular Ca2+ release and suppressed Ca2+ efflux via Na+/Ca2+ exchanger. External Na+ was then added, and Na+-dependent Ca2+ efflux rate was recorded. Treadmill training significantly enhanced Na+-dependent Ca2+ efflux rate under these conditions in the Nt group but not in the Ht group. These data provide evidence that renal hypertension prevents the normal run training-induced modifications in diastolic [Ca2+]c regulation mechanisms, including Na+/Ca2+ exchanger.

An evidence-based unified definition of lifelong and acquired premature ejaculation: report of the second international society for sexual medicine ad hoc committee for the definition of premature ejaculation.

PubMed

Serefoglu, Ege Can; McMahon, Chris G; Waldinger, Marcel D; Althof, Stanley E; Shindel, Alan; Adaikan, Ganesh; Becher, Edgardo F; Dean, John; Giuliano, Francois; Hellstrom, Wayne Jg; Giraldi, Annamaria; Glina, Sidney; Incrocci, Luca; Jannini, Emmanuele; McCabe, Marita; Parish, Sharon; Rowland, David; Segraves, R Taylor; Sharlip, Ira; Torres, Luiz Otavio

2014-06-01

The International Society for Sexual Medicine (ISSM) Ad Hoc Committee for the Definition of Premature Ejaculation developed the first evidence-based definition for lifelong premature ejaculation (PE) in 2007 and concluded that there were insufficient published objective data at that time to develop a definition for acquired PE. The aim of this article is to review and critique the current literature and develop a contemporary, evidence-based definition for acquired PE and/or a unified definition for both lifelong and acquired PE. In April 2013, the ISSM convened a second Ad Hoc Committee for the Definition of Premature Ejaculation in Bangalore, India. The same evidence-based systematic approach to literature search, retrieval, and evaluation used by the original committee was adopted. The committee unanimously agreed that men with lifelong and acquired PE appear to share the dimensions of short ejaculatory latency, reduced or absent perceived ejaculatory control, and the presence of negative personal consequences. Men with acquired PE are older, have higher incidences of erectile dysfunction, comorbid disease, and cardiovascular risk factors, and have a longer intravaginal ejaculation latency time (IELT) as compared with men with lifelong PE. A self-estimated or stopwatch IELT of 3 minutes was identified as a valid IELT cut-off for diagnosing acquired PE. On this basis, the committee agreed on a unified definition of both acquired and lifelong PE as a male sexual dysfunction characterized by (i) ejaculation that always or nearly always occurs prior to or within about 1 minute of vaginal penetration from the first sexual experience (lifelong PE) or a clinically significant and bothersome reduction in latency time, often to about 3 minutes or less (acquired PE); (ii) the inability to delay ejaculation on all or nearly all vaginal penetrations; and (iii) negative personal consequences, such as distress, bother, frustration, and/or the avoidance of sexual intimacy. The

An Evidence-Based Unified Definition of Lifelong and Acquired Premature Ejaculation: Report of the Second International Society for Sexual Medicine Ad Hoc Committee for the Definition of Premature Ejaculation

PubMed Central

Serefoglu, Ege Can; McMahon, Chris G; Waldinger, Marcel D; Althof, Stanley E; Shindel, Alan; Adaikan, Ganesh; Becher, Edgardo F; Dean, John; Giuliano, Francois; Hellstrom, Wayne JG; Giraldi, Annamaria; Glina, Sidney; Incrocci, Luca; Jannini, Emmanuele; McCabe, Marita; Parish, Sharon; Rowland, David; Segraves, R Taylor; Sharlip, Ira; Torres, Luiz Otavio

2014-01-01

Introduction The International Society for Sexual Medicine (ISSM) Ad Hoc Committee for the Definition of Premature Ejaculation developed the first evidence-based definition for lifelong premature ejaculation (PE) in 2007 and concluded that there were insufficient published objective data at that time to develop a definition for acquired PE. Aim The aim of this article is to review and critique the current literature and develop a contemporary, evidence-based definition for acquired PE and/or a unified definition for both lifelong and acquired PE. Methods In April 2013, the ISSM convened a second Ad Hoc Committee for the Definition of Premature Ejaculation in Bangalore, India. The same evidence-based systematic approach to literature search, retrieval, and evaluation used by the original committee was adopted. Results The committee unanimously agreed that men with lifelong and acquired PE appear to share the dimensions of short ejaculatory latency, reduced or absent perceived ejaculatory control, and the presence of negative personal consequences. Men with acquired PE are older, have higher incidences of erectile dysfunction, comorbid disease, and cardiovascular risk factors, and have a longer intravaginal ejaculation latency time (IELT) as compared with men with lifelong PE. A self-estimated or stopwatch IELT of 3 minutes was identified as a valid IELT cut-off for diagnosing acquired PE. On this basis, the committee agreed on a unified definition of both acquired and lifelong PE as a male sexual dysfunction characterized by (i) ejaculation that always or nearly always occurs prior to or within about 1 minute of vaginal penetration from the first sexual experience (lifelong PE) or a clinically significant and bothersome reduction in latency time, often to about 3 minutes or less (acquired PE); (ii) the inability to delay ejaculation on all or nearly all vaginal penetrations; and (iii) negative personal consequences, such as distress, bother, frustration, and/or the

Avoidable iatrogenic complications of male urethral catheterisation and inadequate intern training: a 4-year follow-up post implementation of an intern training programme.

PubMed

Sullivan, J F; Forde, J C; Thomas, A Z; Creagh, T A

2015-02-01

To assess the impact of a structured training programme in urethral catheterisation (UC) targeted at newly qualified junior doctors on rates of iatrogenic catheter morbidity within a tertiary care referral centre. Male UC-related morbidities were retrospectively identified from our computerised inpatient urology consultation system over a 1-year period from July 2010 to June 2011. Relevant medical records were also reviewed. Results were compared with an initial study performed between July 2006 and June 2007, prior the introduction of a structured training programme in our institution. An anonymous questionnaire was used for the subjective assessment of interns about confidence in catheterising post introduction of the programme. Of 725 urological consultations, 29 (4%) were related to complications arising from male UC during the 1 year period. This reflected a statistically significant decrease when compared to our 2007 figures, 51/864 (6%) (p < 0.05). Again, the most common indication for UC was monitoring urinary output for acute medical illness (19/29, 66%). The most common complication was urethral trauma (16/29, 55%). Of the 29 cases of UC-related morbidity, 18 (62%) resulted from interns performing UC, a decrease of 12% from our original paper. A drop of 27% was seen in the rates of UC related morbidity attributable to interns during the first 6 months of internship (July-December). Overall, 70% (vs 40% original study) of interns felt that their practical training was adequate since introduction of the programme (p < 0.01) with 53% considering theoretical training adequate (vs 16% original study (p < 0.01). When asked were they confident in performing UC, 63% said they were compared to 35% before introduction of the programme (p < 0.05). UC-related iatrogenic morbidity is not uncommon even in a tertiary-care teaching hospital. Implementation of a structured training programme in UC prior to the commencement of intern year has been shown to result

Learning among Older Adults with Lifelong Intellectual Disabilities

ERIC Educational Resources Information Center

Boulton-Lewis, G. M.; Buys, L.; Tedman-Jones, J.

2008-01-01

This article includes a description of conceptions of aging and engagement with learning for 16 older people (52 to 80 years; mean age 62 years) with a lifelong intellectual disability. The sample also included the care workers and family member/friend. The older people had sufficient verbal skills to participate in the interviews. Half the sample…

Lifelong or School-Long Learning: A Daily Choice

ERIC Educational Resources Information Center

Helterbran, Valeri R.

2005-01-01

Many districts have a vision or mission statement that includes the importance of lifelong learning. The alternative, school-long learning, is exemplified by curricula and instruction that are generally only useful while the student is in school; it does little to stimulate or fulfill that element in those who find pleasure in the process and the…

Lifelong Learning and Higher Education: Implications for Teaching.

ERIC Educational Resources Information Center

Knapper, Christopher K.; Cropley, Arthur J.

Widespread and rapid changes in society, leading to knowledge and skill obsolescence, have provided impetus for the concept of lifelong education. Learning is not confined to a particular period of life or to formal educational institutions, but is a set of attitudes and skills to be used throughout life and in a wide variety of situations. As…

Well-Being and Happiness: Critical, Practical and Philosophical Considerations for Policies and Practices in Lifelong Learning

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2010-01-01

This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well-being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges…

Discourses in Conflict: The Relationship between Gen Y Pre-Service Teachers, Digital Technologies and Lifelong Learning

ERIC Educational Resources Information Center

Donnison, Sharn

2009-01-01

This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and…

Mentoring is a Lifelong Activity

NASA Astrophysics Data System (ADS)

Hamilton, Joseph

2016-09-01

One of the greatest personal benefits of mentoring and working with graduate students and postdoctoral fellows is the life-long journey together. Having graduate students who keep up with you, ask advice and sometimes get it when they haven't asked for it, being able to help them find a job, and in some cases, continuing to do research together for over 50 years is a real gift. Seeing the success of your students in their own research programs, or as Professors, or in industry, makes me feel proud like I do in my children, and when we gather at conferences, it does seem like a family.

Education in the Rural American Community: A Lifelong Process.

ERIC Educational Resources Information Center

Galbraith, Michael W., Ed.

This book provides a conceptual and practical framework for understanding lifelong education in the context of the multifaceted rural community. The goal of the discussion is to develop educational programs involving new combinations of services and new organizational arrangements so that individuals will become resourceful, autonomous, and…

Stably maintained dendritic spines are associated with lifelong memories

PubMed Central

Yang, Guang; Pan, Feng; Gan, Wen-Biao

2016-01-01

Changes in synaptic connections are considered essential for learning and memory formation1–6. However, it is unknown how neural circuits undergo continuous synaptic changes during learning while maintaining lifelong memories. Here we show, by following postsynaptic dendritic spines over time in the mouse cortex7–8, that learning and novel sensory experience lead to spine formation and elimination by a protracted process. The extent of spine remodelling correlates with behavioural improvement after learning, suggesting a crucial role of synaptic structural plasticity in memory formation and storage. Importantly, a small fraction of new spines induced by novel experience, together with most spines formed early during development and surviving experience-dependent elimination, are preserved throughout the entire life of an animal. These studies indicate that learning and daily sensory experience leave minute but permanent marks on cortical connections and suggest that lifelong memories are stored in largely stably connected synaptic networks. PMID:19946265

Immediate and residual effects of low-dose nandrolone decanoate and treadmill training on adipose and reproductive tissues of male Wistar rats.

PubMed

Rodrigues, Josilene M; Oliveira, Vinicius P P; P Furlan, Julia; Munhoz, Ana Claudia; S Rempel, Marcelo R; Brito, Marcia N; Brito, Nilton A; Pedrosa, Maria M D; M Costa, Cecília E

2017-05-01

Residual effects after nandrolone decanoate (ND) treatment are not reported. Immediate and residual effects of low-dose ND and treadmill training were investigated. Male rats were trained and/or ND-treated for four weeks and the assessments were made after this period or four weeks later. The groups did not differ in final plasma glucose or AUC of the ivGTT, but hyperinsulinemia was noticed in some trained/treated groups. Training with ND increased muscle mass and ND decreased the reproductive structures. Decreased fat with training was reversed by detraining. The anabolic action of ND on skeletal muscle was enhanced by training. Fat and lipid changes were more linked to training/detraining, but the effects of ND on the reproductive structures persisted after treatment. The effects of training on fat and muscle were not maintained after detraining, but low-dose ND had persistent effects on the reproductive structures.

The Relationship Between Academic Motivation and Lifelong Learning During Residency: A Study of Psychiatry Residents.

PubMed

Sockalingam, Sanjeev; Wiljer, David; Yufe, Shira; Knox, Matthew K; Fefergrad, Mark; Silver, Ivan; Harris, Ilene; Tekian, Ara

2016-10-01

To examine the relationship between lifelong learning (LLL) and academic motivation for residents in a psychiatry residency program, trainee factors that influence LLL, and psychiatry residents' LLL practices. Between December 2014 and February 2015, 105 of 173 (61%) eligible psychiatry residents from the Department of Psychiatry, University of Toronto, completed a questionnaire with three study instruments: an LLL needs assessment survey, the Jefferson Scale of Physician Lifelong Learning (JeffSPLL), and the Academic Motivation Scale (AMS). The AMS included a relative autonomy motivation score (AMS-RAM) measuring the overall level of intrinsic motivation (IM). A significant correlation was observed between JeffSPLL and AMS-RAM scores (r = 0.39, P < .001). Although there was no significant difference in JeffSPLL and AMS-RAM scores based on respondents' level of training (senior vs. junior resident), gender, or age, analysis of AMS subdomains showed that junior residents had a significantly higher score on the extrinsic motivation identification domain (mean difference [M] = 0.38; 95% confidence interval [CI] [0.01, 0.75]; P = .045; d = 0.44) compared with senior residents. Clinician scientist stream (CSS) residents had significantly higher JeffSPLL scores compared with non-CSS residents (M = 3.15; 95% CI [0.52, 5.78]; P = .020; d = 0.57). The use of rigorous measures to study LLL and academic motivation confirmed prior research documenting the positive association between IM and LLL. The results suggest that postgraduate curricula aimed at enhancing IM, for example, through support for learning autonomously, could be beneficial to cultivating LLL in learners.

Effects of Exercise Rehab on Male Asthmatic Patients: Aerobic Verses Rebound Training

PubMed Central

Zolaktaf, Vahid; Ghasemi, Gholam A; Sadeghi, Morteza

2013-01-01

Background: There are some auspicious records on applying aerobic exercise for asthmatic patients. Recently, it is suggested that rebound exercise might even increase the gains. This study was designed to compare the effects of rebound therapy to aerobic training in male asthmatic patients. Methods: Sample included 37 male asthmatic patients (20-40 years) from the same respiratory clinic. After signing the informed consent, subjects volunteered to take part in control, rebound, or aerobic groups. There was no change in the routine medical treatment of patients. Supervised exercise programs continued for 8 weeks, consisting of two sessions of 45 to 60 minutes per week. Criteria measures were assessed pre- and post exercise program. Peak exercise capacity (VO2peak) was estimated by modified Bruce protocol, Forced vital capacity (FVC), Forced expiratory volume in 1 second (FEV1), and FEV1% were measured by spirometer. Data were analyzed by repeated measure analysis of variance (ANOVA). Results: Significant interactions were observed for all 4 criteria measures (P < 0.01), meaning that both the exercise programs were effective in improving FVC, FEV1, FEV1%, and VO2peak. Rebound exercise produced more improvement in FEV1, FEV1%, and VO2peak. Conclusions: Regular exercise strengthens the respiratory muscles and improves the cellular respiration. At the same time, it improves the muscular, respiratory, and cardio-vascular systems. Effects of rebound exercise seem to be promising. Findings suggest that rebound exercise is a useful complementary means for asthmatic male patients. PMID:23717762

Swim Training Improves HOMA-IR in Type 2 Diabetes Induced by High Fat Diet and Low Dose of Streptozotocin in Male Rats.

PubMed

Ghiasi, Rafigheh; Ghadiri Soufi, Farhad; Somi, Mohammad Hossein; Mohaddes, Gisou; Mirzaie Bavil, Fariba; Naderi, Roya; Alipour, Mohammad Reza

2015-09-01

Insulin resistance plays a key role in the onset and development of type 2 diabetes mellitus (T2DM) and its complications. In this study, we evaluated the effect of swim training on insulin resistance in diabetic rats. Forty male Wistar rats were randomly divided into four groups (n=10): sedentary control (Con), sedentary diabetic (Dia), swim trained control (Exe) and swim trained diabetic (Dia+Exe) rats. Diabetes was induced by high fat diet (HFD) and a low dose of streptozotocin (35 mg/kg, i.p). In trained groups, one week after the induction of diabetes, animals were subjected to swimming (60 min/5 days a week) for 10 weeks. At the end of training, fasting blood sugar (FBS), oral glucose tolerance test (OGTT), fasting/basal insulin, glycosylated hemoglobin (HbA1c) levels, insulin resistance index, homeostasis model assessment method (HOMA-IR), triglycerides (TG,) total cholesterol (TCh), and high density lipoprotein (HDL) levels in blood were measured. Swimming significantly improved OGTT (P<0.01) and HOMA-IR (P<0.01). Swim training also significantly decreased FBS (p<0.01), fasting/basal insulin (P<0.01), HbA1C (p<0.01), TG (P<0.05), and TCh (P<0.05) levels. It also significantly increased HDL (p<0.05) level. Our findings indicate that swim training improved glycemic control and insulin sensitivity in type 2 diabetes caused by high fat diet in male rats.

Comparison between recreational male Ironman triathletes and marathon runners.

PubMed

Gianoli, Daniele; Knechtle, Beat; Knechtle, Patrizia; Barandun, Ursula; Rüst, Christoph Alexander; Rosemann, Thomas

2012-08-01

Recent investigations described a personal best marathon time as a predictor variable for an Ironman race time in recreational male Ironman triathletes. Similarities and differences in anthropometry and training were investigated between 83 recreational male Ironman triathletes and 81 recreational male marathoners. Ironman triathletes were significantly taller and had a higher body mass and a higher skin-fold thickness of the calf compared to the marathoners. Weekly training volume in hours was higher in Ironman triathletes. In the Ironman triathletes, percent body fat was related to overall race time and both the split time in cycling and running. The weekly swim kilometres were related to the split time in swimming, and the speed in cycling was related to the bike split time. For the marathoners, the calf skin-fold thickness and running speed during training were related to marathon race time. Although personal best marathon time was a predictor of Ironman race time in male triathletes, anthropometric and training characteristics of male marathoners were different from those of male Ironman triathletes, probably due to training of different muscle groups and metabolic endurance beyond marathon running, as the triathletes are also training for high-level performance in swimming and cycling. Future studies should compare Olympic distance triathletes and road cyclists with Ironman triathletes.

Lifelong physical activity affects mini mental state exam scores in individuals over 55 years of age.

PubMed

Nemati Karimooy, Habibollah; Hosseini, Mahmoud; Nemati, Maryam; Esmaily, Habib Ollah

2012-04-01

The positive effects of physical activity on cognition have been widely documented. Human studies and the results obtained from animal models of Alzheimer's disease (AD) have shown that if commenced early in life, exercise effectively reduces the development of cognitive deficits caused by aging. In the present study, the scores on Mini Mental State Exam (MMSE) of individuals over 55 years old who had a history of exercising have been compared to those without a history of exercising. This research was carried out on 273 individuals over 55 years of age. The subjects were randomly chosen from different areas of Mashhad and from exercise clubs. Each person completed a personal information form containing data such as demographics in addition to details of their involvement in sporting activity. Subjects were categorized as follows: 1- non-exercised, 2- exercised. The people in group 2 were then divided into non-professionally exercised (with a history of 2-10 years exercising) or professionally--exercised subjects (i.e. people who were currently, or had previously been members of an exercise club and/or had been trained for at least 10 years). Out of 273 subjects questioned in the present study, 229 were males and 44 were females. The MMSE score in men was significantly higher than women (p < 0.001). The exercised individuals of both sexes had significantly higher scores compared to non-exercised group (p < 0.001). There was no significant difference between professionally- exercised individuals of either sex in comparison with exercised ones. It is suggested that lifelong physical activity and exercise affects cognitive performance in old age. Copyright © 2011 Elsevier Ltd. All rights reserved.

Back to school. Lifelong learning comes to health care.

PubMed

Gearon, Christopher J

2003-03-01

North Shore-Long Island Jewish Health System's corporate university is designed to nurture lifelong learning for its 30,000 employees, and heighten their skills and enthusiasm for their work. "The better you teach your employees and motivate them, the better for your bottom line," contends CEO Michael Dowling.

Age-related alterations in the sarcolemmal environment are attenuated by lifelong caloric restriction and voluntary exercise.

PubMed

Hord, Jeffrey M; Botchlett, Rachel; Lawler, John M

2016-10-01

Age-related loss of skeletal muscle mass and function, referred to as sarcopenia, is mitigated by lifelong calorie restriction as well as exercise. In aged skeletal muscle fibers there is compromised integrity of the cell membrane that may contribute to sarcopenia. The purpose of this study was to determine if lifelong mild (8%) caloric restriction (CR) and lifelong CR+voluntary wheel running (WR) could ameliorate disruption of membrane scaffolding and signaling proteins during the aging process, thus maintaining a favorable, healthy membrane environment in plantaris muscle fibers. Fischer-344 rats were divided into four groups: 24-month old adults fed ad libitum (OAL); 24-month old on 8% caloric restriction (OCR); 24month old 8% caloric restriction+wheel running (OCRWR); and 6-month old sedentary adults fed ad libitum (YAL) were used to determine age-related changes. Aging resulted in discontinuous membrane expression of dystrophin glycoprotein complex (DGC) proteins: dystrophin and α-syntrophin. Older muscle also displayed decreased content of neuronal nitric oxide synthase (nNOS), a key DGC signaling protein. In contrast, OCR and OCRWR provided significant protection against age-related DGC disruption. In conjunction with the age-related decline in membrane DGC patency, key membrane repair proteins (MG53, dysferlin, annexin A6, and annexin A2) were significantly increased in the OAL plantaris. However, lifelong CR and CRWR interventions were effective at maintaining membrane repair proteins near YAL levels of. OAL fibers also displayed reduced protein content of NADPH oxidase isoform 2 (Nox2) subunits (p67phox and p47phox), consistent with a perturbed sarcolemmal environment. Loss of Nox2 subunits was prevented by lifelong CR and CRWR. Our results are therefore consistent with the hypothesis that lifelong CR and WR are effective countermeasures against age-related alterations in the myofiber membrane environment. Copyright © 2016 Elsevier Inc. All rights

Paternal Lifelong Socioeconomic Position and Low Birth Weight Rates: Relevance to the African-American Women's Birth Outcome Disadvantage.

PubMed

Collins, James W; Rankin, Kristin M; David, Richard J

2016-08-01

Objectives To determine the relation of paternal lifelong socioeconomic position (SEP) to the racial disparity in low birth weight (<2500 g, LBW) rates. Methods Stratified and multilevel logistic regression analyses were performed on an Illinois transgenerational dataset of infants (1989-1991) and their parents (1956-1976) with appended U.S. census income data. The neighborhood incomes of father's place of residence at the time of his birth and at the time of his infant's birth were used to measure of lifelong SEP. Population attributable risk (PAR) percentages were calculated to estimate the percentage of LBW infants attributable to paternal low SEP. Results In Cook County, infants (n = 10,168) born to fathers with a lifelong high SEP had a LBW rate of 3.7 %. LBW rates rose among infants born to fathers with early-life (n = 7224), adulthood (n = 2913), or lifelong (n = 7288) low SEP: 5.2, 6.9, and 9.3 %, respectively. The adjusted (controlling for maternal demographic characteristics) OR of LBW for fathers with an early-life, adulthood, or lifelong low (compared to lifelong high) SEP equaled 1.4 (1.2, 1.6), 1.5 (1.3, 1.9), and 2.0 (1.7, 2.3), respectively. The PAR percentages of LBW for paternal low SEP were 40 and 9 % among African-American and White mothers, respectively. Among fathers with a lifelong high SEP, the adjusted OR of LBW for African-American (compared to White) mothers was 1.1 (0.7, 1.7). Conclusions Low paternal SEP is a novel risk factor for infant LBW independent of maternal demographic characteristics. This phenomenon is particularly relevant to the African-American women's birth outcome disadvantage.

Similarities and differences in anthropometry and training between recreational male 100-km ultra-marathoners and marathoners.

PubMed

Rüst, Christoph Alexander; Knechtle, Beat; Knechtle, Patrizia; Rosemann, Thomas

2012-01-01

Several recent investigations showed that the best marathon time of an individual athlete is also a strong predictor variable for the race time in a 100-km ultra-marathon. We investigated similarities and differences in anthropometry and training characteristics between 166 100-km ultra-marathoners and 126 marathoners in recreational male athletes. The association of anthropometric variables and training characteristics with race time was assessed by using bi- and multi-variate analysis. Regarding anthropometry, the marathoners had a significantly lower calf circumference (P < 0.05) and a significantly thicker skinfold at pectoral (P < 0.01), axilla (P < 0.05), and suprailiacal sites (P < 0.05) compared to the ultra-marathoners. Considering training characteristics, the marathoners completed significantly fewer hours (P < 0.001) and significantly fewer kilometres (P < 0.001) during the week, but they were running significantly faster during training (P < 0.001). The multi-variate analysis showed that age (P < 0.0001), body mass (P = 0.011), and percent body fat (P = 0.019) were positively and weekly running kilometres (P < 0.0001) were negatively related to 100-km race times in the ultra-marathoners. In the marathoners, percent body fat (P = 0.002) was positively and speed in running training (P < 0.0001) was negatively associated with marathon race times. In conclusion, these data suggest that performance in both marathoners and 100-km ultra-marathoners is inversely related to body fat. Moreover, marathoners rely more on speed in running during training whereas ultra-marathoners rely on volume in running training.

National Strategies for Implementing Lifelong Learning (LLL)--The Gap between Policy and Reality: An International Perspective

ERIC Educational Resources Information Center

Bengtsson, Jarl

2013-01-01

In this article, the late Jarl Bengtsson briefly traces the evolution of the concept of lifelong learning within the member states of the Organisation for Economic Co-operation and Development (OECD). He points out that on the one hand lifelong learning is accepted, in policy terms, by all OECD countries and many other countries, but on the other…

The effects of two equal-volume training protocols upon strength, body composition and salivary hormones in male rugby union players

PubMed Central

Heke, TOL; Keogh, JWL

2016-01-01

This study examined the effects of two equal-volume resistance-training protocols upon strength, body composition and salivary hormones in male rugby union players. Using a crossover design, 24 male rugby players completed a 4-week full-body (FB) and split-body (SB) training protocol of equal volume during the competitive season. One repetition maximum (1RM) strength, body composition via skinfold measurements and salivary testosterone (T) and cortisol (C) concentrations were assessed pre and post training. The FB and SB protocols improved upper (7.3% and 7.4%) and lower body 1RM strength (7.4% and 5.4%), whilst reducing body fat (-0.9% and -0.4%) and fat mass (-5.7% and -2.1%), respectively (all p ≤ 0.021). The SB protocol elevated T (21%) and C (50%) concentrations with a higher T/C ratio (28%) after FB training (all p ≤ 0.039). The strength changes were similar, but the body composition and hormonal results differed by protocol. Slope testing on the individual responses identified positive associations (p ≤ 0.05) between T and C concentrations and absolute 1RM strength in stronger (squat 1RM = 150.5 kg), but not weaker (squat 1RM = 117.4 kg), men. A short window of training involving FB or SB protocols can improve strength and body composition in rugby players. The similar strength gains highlight training volume as a key adaptive stimulus, although the programme structure (i.e. FB or SB) did influence the body composition and hormonal outcomes. It also appears that 1RM strength is associated with individual hormonal changes and baseline strength. PMID:27274103

The effects of two equal-volume training protocols upon strength, body composition and salivary hormones in male rugby union players.

PubMed

Crewther, B T; Heke, Tol; Keogh, Jwl

2016-06-01

This study examined the effects of two equal-volume resistance-training protocols upon strength, body composition and salivary hormones in male rugby union players. Using a crossover design, 24 male rugby players completed a 4-week full-body (FB) and split-body (SB) training protocol of equal volume during the competitive season. One repetition maximum (1RM) strength, body composition via skinfold measurements and salivary testosterone (T) and cortisol (C) concentrations were assessed pre and post training. The FB and SB protocols improved upper (7.3% and 7.4%) and lower body 1RM strength (7.4% and 5.4%), whilst reducing body fat (-0.9% and -0.4%) and fat mass (-5.7% and -2.1%), respectively (all p ≤ 0.021). The SB protocol elevated T (21%) and C (50%) concentrations with a higher T/C ratio (28%) after FB training (all p ≤ 0.039). The strength changes were similar, but the body composition and hormonal results differed by protocol. Slope testing on the individual responses identified positive associations (p ≤ 0.05) between T and C concentrations and absolute 1RM strength in stronger (squat 1RM = 150.5 kg), but not weaker (squat 1RM = 117.4 kg), men. A short window of training involving FB or SB protocols can improve strength and body composition in rugby players. The similar strength gains highlight training volume as a key adaptive stimulus, although the programme structure (i.e. FB or SB) did influence the body composition and hormonal outcomes. It also appears that 1RM strength is associated with individual hormonal changes and baseline strength.

The Struggle Over Lifelong Learning: A Marxist-Feminist Analysis.

ERIC Educational Resources Information Center

Mojab, Shahrzad; Gorman, Rachel

Political and economic upheavals in the 1990s have left their mark on adult education. A major source of change is globalization of the capitalist economy and its restructuring, which make extraordinary demands on education, particularly adult education. Lifelong learning has become an ideological distraction shifting the burden of increasing…

The Potential for Literacy to Shape Lifelong Cognitive Health

ERIC Educational Resources Information Center

Stine-Morrow, Elizabeth A. L.; Hussey, Erika K.; Ng, Shukhan

2015-01-01

In light of population aging, an understanding of factors that promote lifelong cognitive resilience is urgent. There is considerable evidence that education early in the life span, which promotes the development of literacy skills, leads to cognitive health and longevity, but the ways in which activity engagement in later adulthood affects…

Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

ERIC Educational Resources Information Center

Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

2005-01-01

Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability.

PubMed

Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

2018-04-01

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults' duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults' participation is independently and positively associated with their psychological wellbeing, even among those typically classified as 'vulnerable'. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults' psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

Lifelong Learning and Adult Education. Special Issue in Memory of CIHED Advisory Board Member J. Roby Kidd.

ERIC Educational Resources Information Center

CIHED Newsletter, 1982

1982-01-01

This newsletter deals with lifelong learning and adult and continuing education. Included in the issue are the following articles: "The Learning Society," by Solveig M. Turner; "Adult Education at the Beginning of the 1980s," by J. Roby Kidd; "Lifelong Learning in an International Perspective: Selected Case Studies,"…

The response of circulating omentin-1 concentration to 16-week exercise training in male children with obesity.

PubMed

Zehsaz, Farzad; Farhangi, Negin; Ghahramani, Mehri

2016-11-01

The purpose of the present study was to investigate the effects of the 16-week exercise training program on serum omentin-1 in relation to change in insulin resistance in obese male children. Thirty-two obese male children, aged 9-12 years, were randomly assigned into Exercise Group (ExG; n = 16) and Control Group (CG; n = 16). ExG participated in a 16-week exercise training program which combined various forms of aerobic activities and resistance training. Body composition, body mass index (BMI), waist circumference (WC), fasting glucose and insulin, homeostasis model assessment estimate of insulin resistance (HOMA2-IR), blood lipids and serum omentin-1 were assessed before and after 16 weeks of training. Exercise training significantly decreased body mass (7.5%), BMI (7.6%), WC (4.3%), body fat % (15%), fasting insulin (18.5%), total cholesterol (TC) (5.4%), low-density lipoprotein cholesterol (LDL-C) (17%) and triglyceride (TG) (7.4%) compared to CG. Between-groups comparison showed a considerable exercise-induced upregulation in omentin-1 (ES = 89; P < 0.05) levels. Furthermore, in ExG serum omentin-1 levels were significantly increased from 24.5 ± 8.4 to 35.9 ± 9.3 ng/ml (45%; P < 0.001) after the training program, which was accompanied with significantly decreased fasting insulin (P < 0.001). The changes in omentin-1 concentrations correlated with the changes in BMI (r = -0.67, P < 0.001), WC (r = -0.62, P = 0.002), body fat % (r = -0.50, P = 0.004), insulin (r = -0.65, P = 0.001), HOMA2-IR (r = -0.60, P = 0.004), TC (r = -0.53, P = 0.004) and LDL-C (r = -0.51, P = 0.004) in ExG. BMI (β = -0.50, P = 0.009) and fasting insulin (β = -0.54, P = 0.006) changes were found to be independent predictors of omentin-1 increment in multiple regression analysis. Exercise training resulted in a significant increase in serum omentin-1 concentrations in children with obesity. The findings suggest that exercise

Older adults benefit from music training early in life: biological evidence for long-term training-driven plasticity.

PubMed

White-Schwoch, Travis; Woodruff Carr, Kali; Anderson, Samira; Strait, Dana L; Kraus, Nina

2013-11-06

Aging results in pervasive declines in nervous system function. In the auditory system, these declines include neural timing delays in response to fast-changing speech elements; this causes older adults to experience difficulty understanding speech, especially in challenging listening environments. These age-related declines are not inevitable, however: older adults with a lifetime of music training do not exhibit neural timing delays. Yet many people play an instrument for a few years without making a lifelong commitment. Here, we examined neural timing in a group of human older adults who had nominal amounts of music training early in life, but who had not played an instrument for decades. We found that a moderate amount (4-14 years) of music training early in life is associated with faster neural timing in response to speech later in life, long after training stopped (>40 years). We suggest that early music training sets the stage for subsequent interactions with sound. These experiences may interact over time to sustain sharpened neural processing in central auditory nuclei well into older age.

Older Adults Benefit from Music Training Early in Life: Biological Evidence for Long-Term Training-Driven Plasticity

PubMed Central

White-Schwoch, Travis; Carr, Kali Woodruff; Anderson, Samira; Strait, Dana L.

2013-01-01

Aging results in pervasive declines in nervous system function. In the auditory system, these declines include neural timing delays in response to fast-changing speech elements; this causes older adults to experience difficulty understanding speech, especially in challenging listening environments. These age-related declines are not inevitable, however: older adults with a lifetime of music training do not exhibit neural timing delays. Yet many people play an instrument for a few years without making a lifelong commitment. Here, we examined neural timing in a group of human older adults who had nominal amounts of music training early in life, but who had not played an instrument for decades. We found that a moderate amount (4–14 years) of music training early in life is associated with faster neural timing in response to speech later in life, long after training stopped (>40 years). We suggest that early music training sets the stage for subsequent interactions with sound. These experiences may interact over time to sustain sharpened neural processing in central auditory nuclei well into older age. PMID:24198359

Sperm traits differ between winged and wingless males of the ant Cardiocondyla obscurior.

PubMed

Schrempf, Alexandra; Moser, Astrid; Delabie, Jacques; Heinze, Jürgen

2016-11-01

Size and shape of sperm cells vary tremendously throughout the animal kingdom. The adaptive significance of this variation is not fully understood. In addition to sperm-female interactions and the environmental conditions, the risk of sperm competition might affect number, morphology and other "quality" traits of sperm. In the male-diphenic ant Cardiocondyla obscurior, winged sneaker males have limited sperm number, because their testes degenerate shortly after adult emergence, as is typical for males of social Hymenoptera. In contrast, wingless fighter males continuously replenish their sperm supply due to their exceptional lifelong spermatogenesis. While winged males usually have to compete with several other winged males for virgin queens, wingless males are able to monopolize queens by killing all other rivals. Hence, this presents a unique system to investigate how alternative reproductive tactics and associated physiology affect sperm morphology and viability. We found that sperm-limited males invest into sperm number instead of sperm size. Variance in sperm length is smaller in winged males, probably reflecting that they have to compete with several other males. Finally, sperm viability is equally high in both male phenotypes. © 2016 International Society of Zoological Sciences, Institute of Zoology/Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Organizing for Life-Long Learning. Occasional Paper No. 2.

ERIC Educational Resources Information Center

Pacific Association for Continuing Education, Burnaby (British Columbia).

The statement reflects Canada's growing interest in adult education. Lifelong learning is viewed as necessary for coping with a complex and rapidly changing society and additional benefits of adult education can be seen in terms of cost benefits and the use of existing educational structures. Social factors influencing the need for adult learning…

The Relation between Lifelong Learning Tendency and Educational Philosophies

ERIC Educational Resources Information Center

Kaygin, Hüseyin; Yilmaz, Emrullah; Semerci, Çetin

2017-01-01

This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartin University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through…

Lifelong Professional Education in the Russian Federation: Personal Aspect

ERIC Educational Resources Information Center

Ibatova, Aygul Z.; Ippolitova, Natalia V.; Mukhametgaliyeva, Safia Kh.; Rodionova, Anna E.; Yagafarova, Khafiza N.; Ikonnikova, Ludmila N.

2016-01-01

The article analyzes the problem of realization of the postulate of "lifelong education" in the field of professional education in Russia, and reveals its importance for the development of personality of a future specialist. A brief overview and the results of the implementation of this principle in the process of professional training…

The Relation between Lifelong Learning Tendency and Achievement Motivation

ERIC Educational Resources Information Center

Yilmaz, Emrullah; Kaygin, Hüseyin

2018-01-01

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through…

Lifelong Learning and the New Economy: Rhetoric or Reality?

ERIC Educational Resources Information Center

Cruikshank, Jane

2007-01-01

Historically, lifelong learning (under the name adult education) in Canada had a broad base and covered a wide variety of purposes and activities. Many programs included social, community and social justice visions and worked to strengthen local communities. However, with the advent of the so-called New Economy, this has changed. Canadian…

Lifelong memory responses perpetuate humoral TH2 immunity and anaphylaxis in food allergy.

PubMed

Jiménez-Saiz, Rodrigo; Chu, Derek K; Mandur, Talveer S; Walker, Tina D; Gordon, Melissa E; Chaudhary, Roopali; Koenig, Joshua; Saliba, Sarah; Galipeau, Heather J; Utley, Adam; King, Irah L; Lee, Kelvin; Ettinger, Rachel; Waserman, Susan; Kolbeck, Roland; Jordana, Manel

2017-12-01

A number of food allergies (eg, fish, shellfish, and nuts) are lifelong, without any disease-transforming therapies, and unclear in their underlying immunology. Clinical manifestations of food allergy are largely mediated by IgE. Although persistent IgE titers have been attributed conventionally to long-lived IgE + plasma cells (PCs), this has not been directly and comprehensively tested. We sought to evaluate mechanisms underlying persistent IgE and allergic responses to food allergens. We used a model of peanut allergy and anaphylaxis, various knockout mice, adoptive transfer experiments, and in vitro assays to identify mechanisms underlying persistent IgE humoral immunity over almost the entire lifespan of the mouse (18-20 months). Contrary to conventional paradigms, our data show that clinically relevant lifelong IgE titers are not sustained by long-lived IgE + PCs. Instead, lifelong reactivity is conferred by allergen-specific long-lived memory B cells that replenish the IgE + PC compartment. B-cell reactivation requires allergen re-exposure and IL-4 production by CD4 T cells. We define the half-lives of antigen-specific germinal centers (23.3 days), IgE + and IgG 1 + PCs (60 and 234.4 days, respectively), and clinically relevant cell-bound IgE (67.3 days). These findings can explain lifelong food allergies observed in human subjects as the consequence of allergen exposures that recurrently activate memory B cells and identify these as a therapeutic target with disease-transforming potential. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Fundamentals of Adult Education: Issues and Practices for Lifelong Learning.

ERIC Educational Resources Information Center

Poonwassie, Deo H., Ed.; Poonwassie, Anne, Ed.

This document contains 20 papers on the fundamentals of adult education and foundations, practices, and issues for lifelong learning. The following papers are included: "The Metamorphoses of Andragogy" (James A. Draper); "Stages in the Development of Canadian Adult Education" (Gordon Selman); "Philosophical…

Nature and Purpose of the International Symposium on Life-Long Education (Paris, September 25 - October 2, 1972).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

The first working paper for UNESCO's Interdisciplinary Symposium on Life-long Education summarizes for participants some of the problems arising from the evolution of educational systems in the direction of lifelong education, some of the basic issues involved, and some of the requirements it meets and the consequences it may have. The areas…

Lifelong Learning & Distance Higher Education. Perspectives on Distance Education

ERIC Educational Resources Information Center

McIntosh, Christopher, Ed.

2005-01-01

Reflecting a common objective of ensuring quality Education for All, this book is a joint initiative of UNESCO and COL and jointly published. Lifelong Learning in Distance Higher Education brings together a diverse group of experts from many countries. The book provides a clear picture of the challenges, problems and potential of distance higher…

Got Ice? Teaching Ice-Skating as a Lifelong Activity

ERIC Educational Resources Information Center

Tarkinton, Brenda C.; Karp, Grace Goc

2010-01-01

With today's focus on the importance of lifelong physical activity, educators are increasingly offering a variety of such activities in their classes, as well as in before- and after-school programs. This article describes the benefits of offering ice skating as a challenging and rewarding lifetime activity, either before or after school or in…

Lifelong Learning in Artistic Context Mediated by Advanced Technologies

ERIC Educational Resources Information Center

Ferrari, Mirella

2016-01-01

This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The…

Lifelong Learning: The Whole DAMN Cycle--A Singapore Perspective.

ERIC Educational Resources Information Center

Pan, Daphne Yuen

The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

Getting WELL: Workforce Education & Lifelong Learning. Designs for Professional Education and Action Research To Improve the Education and Training of Underserved Youth and Adults. Final Report.

ERIC Educational Resources Information Center

Sticht, Thomas G.; And Others

This report focuses on work force education and lifelong learning as a newly emerging strategy for meeting many challenges of education and work in the 21st century. Chapter 1 introduces the concept, reviews the sociopolitical background to the strategy, and presents the rationale for a new type of professional, Workforce Education and Lifelong…

Lifelong Education. II. Factors Contributing to Change in Education Systems

ERIC Educational Resources Information Center

Educational Documentation and Information, 1972

1972-01-01

The factors contributing to the need for educational change in the direction of lifelong learning are discussed: global phenomena (economic change and demographic trends); scientific and technological developments (obsolescence of knowledge, development of human sciences, the application of technological progress to education); and social dynamics…

Oral L-arginine before resistance exercise blunts growth hormone in strength trained males.

PubMed

Forbes, Scott C; Harber, Vicki; Bell, Gordon J

2014-04-01

Acute resistance exercise and L-arginine have both been shown to independently elevate plasma growth hormone (GH) concentrations; however, their combined effect is controversial. The purpose was to investigate the combined effects of resistance exercise and L-arginine supplementation on plasma L-arginine, GH, GH secretagogues, and IGF-1 in strength trained participants. Fourteen strength trained males (age: 25 ± 4 y; body mass: 81.4 ± 9.0 kg; height: 179.4 ± 6.9 cm; and training experience: 6.3 ± 3.4 y) participated in a randomized double-blind crossover design (separated by ~7 days). Subjects reported to the laboratory at 08:00 in a fasted state, consumed L-arginine (ARG; 0.075 g·kg-1 body mass) or a placebo (PLA) before performing an acute bout of resistance exercise (3 sets of 8 exercises, 10 repetitions at ~75% 1RM). Blood samples were collected at rest, before exercise, and at 0, 15, 30, and 60 min of rest-recovery. The ARG condition significantly increased plasma L-arginine concentrations (~120%) while no change was detected in the PLA condition. There were no differences between conditions for GH, GH-releasing hormone, ghrelin, or IGF-1 at any time point. GH-inhibiting hormone was significantly lower in the ARG condition. However, integrated area under the curve for GH was blunted in the ARG condition (L-arginine = 288.4 ± 368.7 vs. placebo = 487.9± 482.0 min·ng·mL1, p < .05). L-arginine ingested before resistance exercise significantly elevated plasma L-arginine concentration but attenuated plasma GH in strength trained individuals despite a lower GHIH. Furthermore our data shows that the GH suppression was not due to a GH or IGF-1 induced autonegative feedback loop.

Effects of dry-land vs. in-water specific strength training on professional male water polo players' performance.

PubMed

de Villarreal, Eduardo Sáez; Suarez-Arrones, Luis; Requena, Bernardo; Haff, G Gregory; Ramos-Veliz, Rafael

2014-11-01

We compared the effects of 6-week dry-land and in-water specific strength training combined with a water polo (WP) program on 7 sport-specific performance parameters. Nineteen professional players were randomly assigned to 2 groups: in-water strength group (WSG) (in-water training only) and dry-land strength group (LSG). The program included 3 weekly strength training sessions and 5 days of WP training per week for 6 weeks during the preseason. Ten-meter T-agility test, 20-m maximal sprint swim, maximal dynamic strength (1 repetition maximum), bench press (BP) and full squat (FS), in-water boost, countermovement jump (CMJ), and WP throwing speed were measured. Significant improvements (p ≤ 0.05) were found in the experimental groups in some variables: CMJ in the LSG and WSG (2.35 cm, 9.07%, effect size [ES] = 0.89; and 2.6 cm, 7.6%, ES = 0.83, respectively), in-water boost increased in the WSG group (4.1 cm; 11.48%; ES = 0.70), and FS and BP increased (p ≤ 0.05) only in the LSG group (12.1 kg; 11.27%; ES = 1.15 and 8.3 kg; 9.55%; ES = 1.30, respectively). There was a decrease of performance in agility test (-0.55 seconds; 5.60%; ES = 0.74). Both dry-land and in-water specific strength training and high-intensity training in these male WP players produced medial to large effects on most WP-specific performance parameters. Therefore, we propose modifications to current training methodology for WP players in preseason to include both the training programs (dry-land and in-water specific strength training and high-intensity training) for athlete preparation in this sport.

Indicators of a balanced long-term service and support system: examining the impact on individuals aging with a lifelong disability.

PubMed

Ruiz, Sarah; Urdapilleta, Oswaldo; Clark-Shirley, Leanne J; Howard, Jennifer; Poey, Judith

2012-01-01

This article explores how rebalancing efforts can support the needs of individuals aging with a lifelong disability. The National Balancing Indicator project examined the overall long-term supports and services system (LTSS) progress in five indicators within the Sustainability, Coordination and Transparency, and Prevention principles toward a balanced LTSS system for those aging with a lifelong disability. In assessing state efforts to create a balanced participant-directed LTSS system with the National Balancing Indicators, the findings suggest states are better equipping the system to handle a burgeoning population of individuals aging with a lifelong disability, but more progress is still needed. Overall, states need to continue to create a seamless system that allows individuals with lifelong disabilities to transition smoothly through the life course.

Participation in Lifelong Learning in Portugal and the UK

ERIC Educational Resources Information Center

Ingham, Hilary; Ingham, Mike; Afonso, José Adelino

2017-01-01

Lifelong learning is a long-standing European Union priority, with an emphasis on the need for it to be pursued by all, but particularly those at the risk of exclusion. This study explores participation in Portugal and the UK, countries at opposite ends of the European adult learning spectrum with markedly different contexts. Analysis reveals that…

PKS: An Ontology-Based Learning Construct for Lifelong Learners

ERIC Educational Resources Information Center

Manganello, Flavio; Falsetti, Carla; Spalazzi. Luca; Leo, Tommaso

2013-01-01

This paper addresses adult lifelong learners, i.e., persons interested in learning or compelled to learn during their working life but not able to, or not interested in participating in formal learning. These learners are motivated and self-aware enough to self-direct their learning, are presumed to be novices with respect to the needed knowledge…

Perceptions of Workplace Mentoring Behaviors for Lifelong Career Development

ERIC Educational Resources Information Center

Key, Lynne A.

2013-01-01

This study's purpose was to investigate the importance of mentoring functions and behaviors for lifelong career development as perceived by protégés. The population included individuals in middle to late adulthood (age 40 years and older) who reported they had been a protege in at least one mentoring association perceived as beneficial to their…

Measuring the Returns to Lifelong Learning. CEE DP 110

ERIC Educational Resources Information Center

Blanden, Jo; Buscha, Franz; Sturgis, Patrick; Urwin, Peter

2010-01-01

Using the 1991 to 2007 waves of the UK British Household Panel Survey (BHPS), the authors estimate a fixed effects specification that has as outcomes (i) earnings and (ii) an indicator of social position measured using the CAMSIS scale. Adopting a fixed effects specification enables them to isolate the role of lifelong learning on these two…

Hydration status and fluid intake of urban, underprivileged South African male adolescent soccer players during training.

PubMed

Gordon, Reno Eron; Kassier, Susanna Maria; Biggs, Chara

2015-01-01

Poor hydration compromises performance and heightens the risk of heat stress which adolescents are particularly susceptible to as they produce comparatively larger amount of metabolic heat during exercise. This study determined the hydration status and fluid intake of socio-economically disadvantaged, male adolescent soccer players during training. A pilot study was conducted among 79 soccer players (mean age 15.9 ± 0.8 years; mean BMI 20.2 ± 2.1 kg/m(2)). Hydration status was determined before and after two training sessions, using both urine specific gravity and percent loss of body weight. The type and amount of fluid consumed was assessed during training. A self-administered questionnaire was used to determine the players' knowledge regarding fluid and carbohydrate requirements for soccer training. Players were at risk of developing heat illness during six of the 14 training sessions (60 - 90 minutes in length). Although on average players were slightly dehydrated (1.023 ± 0.006 g/ml) before and after (1.024 ± 0.007 g/ml) training, some were extremely dehydrated before (24%) and after (27%) training. Conversely some were extremely hyperhydrated before (3%) and after training (6%). The mean percent loss of body weight was 0.7 ± 0.7%. The majority did not consume fluid during the first (57.0%) and second (70.9%) training sessions. An average of 216.0 ± 140.0 ml of fluid was consumed during both training sessions. The majority (41.8%) consumed water, while a few (5.1%) consumed pure fruit juice. More than 90% stated that water was the most appropriate fluid to consume before, during and after training. Very few (5.0%) correctly stated that carbohydrate should be consumed before, during and after training. Approximately a quarter were severely dehydrated. Many did not drink or drank insufficient amounts. The players' beliefs regarding the importance of fluid and carbohydrate consumption did not correspond with their practices. A

Social Transformation, Lifelong Learning, and the Fourth Force--Transpersonal Psychology.

ERIC Educational Resources Information Center

Boucouvalas, Marcie

1983-01-01

Discusses social transformation--restructuring the social order from an industrial to an information society--and the role of lifelong learning in that transformation. Relates transpersonal psychology, the development of a unified, integrated self capable of transcending the narrow confines of culture and perceiving the unity and interrelatedness…

Therapist-aided exposure for women with lifelong vaginismus: a replicated single-case design.

PubMed

Ter Kuile, Moniek M; Bulté, Isis; Weijenborg, Philomeen T M; Beekman, Aart; Melles, Reinhilde; Onghena, Patrick

2009-02-01

Vaginismus is commonly described as a persistent difficulty in allowing vaginal entry of a penis or other object. Lifelong vaginismus occurs when a woman has never been able to have intercourse. A replicated single-case A-B-phase design was used to investigate the effectiveness of therapist-aided exposure for lifelong vaginismus. A baseline period (Phase A) was contrasted with exposure + follow-up (Phase B), using random switching between phases. The main outcome measure (intercourse ability) was assessed daily for 24 weeks. Ten women participated. The exposure consisted of a maximum of three 2-hr sessions during 1 week at a university hospital. The participant performed vaginal penetration exercises on herself, in the presence of a female therapist. Two follow-up sessions were scheduled over a 5-week period. Nine of the 10 participants reported having intercourse after treatment, and in 5 of the 9, intercourse was possible within the 1st week of treatment. The results remained at 1-year follow-up. Furthermore, exposure was successful in decreasing fear and negative penetration beliefs posttreatment and at 3-month and 1-year follow-ups. Therapist-aided exposure appears to be an effective treatment for lifelong vaginismus.

Consultation and treatment history and causal attributions in an online sample of women with lifelong and acquired vaginismus.

PubMed

Reissing, Elke D

2012-01-01

Very little information is available on the consultation and treatment histories of women with lifelong and acquired vaginismus. This study was conducted to address three areas of interest: first, to collect information on which health care professionals women with acquired and lifelong vaginismus consult and how helpful such consultation were; second, to examine which treatments were typically received and how helpful patients rate such interventions; and third, to explore participants' causal attributions of the vaginal penetration problems as those are what appear to guide patients towards consulting specific health care professionals as well as affecting the openness towards different interventions. An online survey was conducted with 212 participants. Data were analyzed using the responses of 93 women with acquired vaginismus and 75 women with lifelong vaginismus. The main outcomes were the results of the online survey. Gynecologists and family doctors were most frequently consulted, but only gynecologists were rated as helpful. Psychologists and sex therapists were also frequently consulted and rated as helpful. Physiotherapists were consulted by fewer women but considered most helpful. Women with lifelong vaginismus were significantly more likely to have received vaginal dilatation, sex education, and Kegel exercises as treatment. Women with acquired vaginismus were more likely to have received pharmacological interventions and to have tried a greater range of interventions. Educational gynecological examinations, talking about the meaning of the penetration problem, vaginal dilatation, and sex education were rated as most helpful interventions. Causal attributions were pain and fear- and disgust-based attributions for women with lifelong vaginismus. Results highlight the importance of a biopsychosocial conceptualization of and multidisciplinary treatment approach to lifelong and acquired vaginismus. © 2011 International Society for Sexual Medicine.

A psychophysiological investigation of sexual arousal in women with lifelong vaginismus.

PubMed

Cherner, Rebecca A; Reissing, Elke D

2013-05-01

Relatively little is known about the subjective reactions of women with lifelong vaginismus to erotic stimuli and genital arousal has never been investigated. Reports of maladaptive cognitions and fears regarding sexuality and intercourse suggest that anxiety may interfere with sexual arousal in women with vaginismus. To examine the genital and subjective responses to sexually explicit film stimuli of women with lifelong vaginismus compared with women with lifelong dyspareunia and women with no pain. Forty-five women (15 vaginismus, 15 dyspareunia, and 15 no pain) viewed two neutral and two erotic film sets, one depicting sexual activity without vaginal penetration and the other depicting intercourse, over two testing sessions. Vulvar temperature was recorded using an infrared camera. Participants completed a measure of subjective responses after viewing each film. All groups experienced increased vulvar temperature during the erotic films regardless of activity depicted. In response to the erotic films, the vaginismus group reported less mental arousal than the no-pain group and a range of negative subjective responses, including threat and disgust. Overall, participants showed concordance between peak subjective sexual arousal and temperature change from baseline to peak arousal. Despite negative subjective responses, women with vaginismus responded with increased genital sexual arousal to erotic films. The resilience of genital arousal may have resulted from moderate levels of anxiety experienced in the laboratory setting facilitating sexual response regardless of subjective appraisal; however, anxiety experienced in a dyadic context may interfere more substantially. © 2013 International Society for Sexual Medicine.

Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. Volume 2: Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement (Washington, D.C., April 12-13, 1995).

ERIC Educational Resources Information Center

National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.

This conference explored the relationship between the public library, community-based adult education, and lifelong learning. The eight commissioned papers presented include: "Community Based Adult Jewish Learning Program: Issues and Concerns" (Paul A. Flexner); "Rural and Small Libraries: Provisions for Lifelong Learning" (Bernard Vavrek);…

From the Cover: Lifelong Exposure of C57bl/6n Male Mice to Bisphenol A or Bisphenol S Reduces Recovery From a Myocardial Infarction.

PubMed

Kasneci, Amanda; Lee, Jun Seong; Yun, Tae Jin; Shang, Jijun; Lampen, Shaun; Gomolin, Tamar; Cheong, Cheolho C; Chalifour, Lorraine E

2017-09-01

Bisphenol A (BPA) leaches from plastics to contaminate foodstuffs. Analogs, such as bisphenol S (BPS), are now used increasingly in manufacturing. Greater BPA exposure has been correlated with exacerbation of cardiovascular disease, including myocardial infarction (MI). To test the hypothesis that bisphenol exposure impairs cardiac healing, we exposed C57bl/6n mice to water containing 25ng/ml BPA or BPS from conception and surgically induced an MI in adult male progeny. Increased early death and cardiac dilation, and reduced cardiac function were found post-MI in BPA- and BPS-exposed mice. Flow cytometry revealed increased monocyte and macrophage infiltration that correlated with increased chemokine C-C motif ligand-2 expression in the infarct. In vitro BPA and BPS addition increased matrix metalloproteinase-9 (MMP) protein and secreted activity in RAW264.7 macrophage cells suggesting that invivo increases in MMP2 and MMP9 in exposed infarcts were myeloid-derived. Bone marrow-derived monocytes isolated from exposed mice had greater expression of pro-inflammatory polarization markers when chemokine stimulated indicating an enhanced susceptibility to develop a pro-inflammatory monocyte population. Chronic BPA exposure of estrogen receptor beta (ERβ) deficient mice did not worsen early death, cardiac structure/function, or expression of myeloid markers after an MI. In contrast, BPS exposure of ERβ-deficient mice resulted in greater death and expression of myeloid markers. We conclude that lifelong exposure to BPA or BPS augmented the monocyte/macrophage inflammatory response and adverse remodeling from an MI thereby reducing the ability to survive and successfully recover, and that the adverse effect of BPA, but not BPS, is downstream of ERβ signaling. © The Author 2017. Published by Oxford University Press on behalf of the Society of Toxicology. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Aging and Lifelong Disabilities: Partnership for the Twenty-First Century.

ERIC Educational Resources Information Center

Ansello, Edward F.; Rose, Thomas

This document contains presentations from the Wingspread Conference, a conference held in June 1987 to examine issues posed by the increasing longevity of older Americans with mental retardation and developmental disabilities. An executive summary and the following papers are included: (1) "Aging and Lifelong Disabilities: Problems and Prospects"…

My Lifelong Learning Realm: An Autoethnography Experiential Learning in Finland

ERIC Educational Resources Information Center

Rajbhandari, Mani Man Singh

2011-01-01

My journey to write autoethnography report started with inclination to learn cultural and social phenomena in Finland. This was my realm of learning through experiential learning. The ontological philosophy was perceived through objectivistic and subjectivistic approaches. The lifelong experiential learning realm was a benchmark for me to perceive…

Lifelong Learning in Europe: Equity and Efficiency in the Balance

ERIC Educational Resources Information Center

Riddell, Sheila, Ed.; Markowitsch, Jorg, Ed.; Weedon, Elisabet, Ed.

2012-01-01

The ongoing economic crisis in Europe raises fundamental questions about the European Union's ability to harmonize educational policy across its member states. With evidence that European unity is clearly faltering, many educational goals, including lifelong learning, are in trouble. In this book, the contributors work toward a greater…

Measuring the Earnings Returns to Lifelong Learning in the UK

ERIC Educational Resources Information Center

Blanden, Jo; Buscha, Franz; Sturgis, Patrick; Urwin, Peter

2012-01-01

This paper examines the earnings returns to learning that takes place following the conventional "school-to-work" stage of the life-course. We operationalise such "lifelong learning" as the attainment of certified qualifications in adulthood, following the completion of the first period of continuous full-time education. Using…

Personal Best Time, Percent Body Fat, and Training Are Differently Associated with Race Time for Male and Female Ironman Triathletes

ERIC Educational Resources Information Center

Knechtle, Beat; Wirth, Andrea; Baumann, Barbara; Knechtle, Patrizia; Rosemann, Thomas

2010-01-01

We studied male and female nonprofessional Ironman triathletes to determine whether percent body fat, training, and/or previous race experience were associated with race performance. We used simple linear regression analysis, with total race time as the dependent variable, to investigate the relationship among athletes' percent body fat, average…

Level of dietary protein impacts whole body protein turnover in trained males at rest.

PubMed

Gaine, Patricia C; Pikosky, Matthew A; Martin, William F; Bolster, Douglas R; Maresh, Carl M; Rodriguez, Nancy R

2006-04-01

The current investigation examined the effect of variations in protein intake on Whole body protein turnover (WBPTO) at rest in endurance-trained males. Whole body protein turnover is influenced by both diet and exercise. Whether endurance athletes require more protein than the non-exerciser remains equivocal. Five male runners (21.3 +/- 0.3 years, 179 +/- 2 cm, 70.6 +/- 0.1 kg, 8.7% +/- 0.4% body fat, 70.6 +/- 0.1 VO(2)max) participated in a randomized, crossover design diet intervention where they consumed either a low-protein (LP; 0.8 g/kg), moderate-protein (MP; 1.8 g/kg), or high-protein (HP; 3.6 g/kg) diet for 3 weeks. Whole body protein turnover (Ra, leucine rate of appearance; NOLD, nonoxidative leucine disposal; and Ox, leucine oxidation), nitrogen balance, and substrate oxidation were assessed at rest following each dietary intervention period. The HP diet increased leucine Ra (indicator of protein breakdown; 136.7 +/- 9.3, 129.1 +/- 7.4, and 107.8 +/- 3.1 micromol/[kg . h] for HP, MP, and LP diets, respectively) and leucine Ox (31.0 +/- 3.6, 26.2 +/- 4.3, and 18.3 +/- 0.6 micromol/[kg . h] for HP, MP, and LP diets, respectively) compared with LP diet (P < .05). No differences were noted in nonoxidative leucine disposal (an indicator of protein synthesis) across diets. Nitrogen balance was greater for HP diet than for MP and LP diets (10.2 +/- 0.7, 1.8 +/- 0.6, and -0.3 +/- 0.5 for HP, MP, and LP diets, respectively). Protein oxidation increased with increasing protein intake (54% +/- 6%, 25% +/- 1%, and 14% +/- 2% for HP, MP, and LP diets, respectively). Findings from this study show that variations in protein intake can modulate WBPTO and that protein intake approximating the current recommended dietary allowance was not sufficient to achieve nitrogen balance in the endurance-trained males in this investigation. Our results suggest that a protein intake of 1.2 g/kg or 10% of total energy intake is needed to achieve a positive nitrogen balance. This is

From Reactionary to Responsive: Applying the Internal Environmental Scan Protocol to Lifelong Learning Strategic Planning and Operational Model Selection

ERIC Educational Resources Information Center

Downing, David L.

2009-01-01

This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process…

Popular universities: An alternative vision for lifelong learning in Europe

NASA Astrophysics Data System (ADS)

Stromquist, Nelly P.; da Costa, Romina B.

2017-10-01

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community - a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by popular universities (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission's Memorandum on Lifelong Learning. Finally, they examine the ways in which PUs' approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

Lifelong learning: Established concepts and evolving values.

PubMed

Talati, Jamsheer Jehangir

2014-03-01

To summarise the concepts critical for understanding the content and value of lifelong learning (LL). Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society's new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. Health is critical to rational thought and peace, and determines society's capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which 'biographicisation' is the seed that will promote innovative strategies.

Lifelong Learning for the Hand Surgeon.

PubMed

Adkinson, Joshua M; Chung, Kevin C

2015-09-01

Hand surgeons are faced with the impossible task of mastering a rapidly expanding pool of knowledge and surgical techniques. Dedication to lifelong learning is, therefore, an essential component of delivering the best, most up-to-date care for patients. Board certification, participation in continuing medical education and maintenance of certification activities, and attendance at national meetings are essential mechanisms by which hand surgeons may foster the acquisition of essential knowledge and clinical skills, This article highlights the history, current status, and emerging needs in continuing medical education for the hand surgeon. Copyright © 2015 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

The Era of Lifelong Learning: Implications for Secondary Schools

ERIC Educational Resources Information Center

Bryce, Jennifer; Frigo, Tracey; McKenzie, Phillip; Withers, Graeme

2000-01-01

This paper is concerned with the role that schools can play in engaging young people in their learning, and helping them to develop skills and attitudes that will give them an orientation towards learning for life. To meet the needs of an era of lifelong learning, schools need to view themselves as a stage in the ongoing learning process, where…

Lifelong Learning and the Counter/Professionalisation of Childcare: A Case Study of Local Hybridizations of Global European Discourses

ERIC Educational Resources Information Center

Vandenbroeck, Michel; Peeters, Jan; Bouverne-De Bie, Maria

2013-01-01

We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local…

Health professionals responding to men for safety (HERMES): feasibility of a general practice training intervention to improve the response to male patients who have experienced or perpetrated domestic violence and abuse.

PubMed

Williamson, Emma; Jones, Sue K; Ferrari, Giulia; Debbonaire, Thangam; Feder, Gene; Hester, Marianne

2015-05-01

To evaluate a training intervention for general practice-based doctors and nurses in terms of the identification, documentation, and referral of male patients experiencing or perpetrating domestic violence and abuse (DVA) in four general practices in the south west of England. Research suggests that male victims and perpetrators of DVA present to primary care clinicians to seek support for their experiences. We know that the response of primary care clinicians to women patients experiencing DVA improves from training and the establishment of referral pathways to specialist DVA services. The intervention consisted of a 2-h practice-based training. Outcome measures included: a pre-post, self-reported survey of staff practice; disclosures of DVA as documented in medical records pre-post (six months) intervention; semi-structured interviews with clinicians; and practice-level contact data collected by DVA specialist agencies. Results show a significant increase in clinicians' self-reported preparedness to meet the needs of male patients experiencing or perpetrating DVA. There was a small increase in male patients identified within the medical records (6 pre- to 17 post-intervention) but only five of those patients made contact with a specialist DVA agency identified within the referral pathway. The training increased clinicians' confidence in responding to male patients affected by DVA. The increase in recorded identification of DVA male patients experiencing or perpetrating DVA was small and contact of those patients with a specialist DVA support service was negligible. We need to better understand male help seeking in relation to DVA, further develop interventions to increase identification of male patients experiencing or perpetrating DVA behaviours, and facilitate access to support services.

Lifelong vegetarianism and breast cancer risk: a large multicentre case control study in India.

PubMed

Gathani, Toral; Barnes, Isobel; Ali, Raghib; Arumugham, Rajkumar; Chacko, Raju; Digumarti, Raghunadharao; Jivarajani, Parimal; Kannan, Ravi; Loknatha, Dasappa; Malhotra, Hemant; Mathew, Beela S

2017-01-18

The lower incidence of breast cancer in Asian populations where the intake of animal products is lower than that of Western populations has led some to suggest that a vegetarian diet might reduce breast cancer risk. Between 2011 and 2014 we conducted a multicentre hospital based case-control study in eight cancer centres in India. Eligible cases were women aged 30-70 years, with newly diagnosed invasive breast cancer (ICD10 C50). Controls were frequency matched to the cases by age and region of residence and chosen from the accompanying attendants of the patients with cancer or those patients in the general hospital without cancer. Information about dietary, lifestyle, reproductive and socio-demographic factors were collected using an interviewer administered structured questionnaire. Multivariate logistic regression models were used to estimate the odds ratio (OR) and 95% confidence intervals for the risk of breast cancer in relation to lifelong vegetarianism, adjusting for known risk factors for the disease. The study included 2101 cases and 2255 controls. The mean age at recruitment was similar in cases (49.7 years (SE 9.7)) and controls (49.8 years (SE 9.1)). About a quarter of the population were lifelong vegetarians and the rates varied significantly by region. On multivariate analysis, with adjustment for known risk factors for the disease, the risk of breast cancer was not decreased in lifelong vegetarians (OR 1.09 (95% CI 0.93-1.29)). Lifelong exposure to a vegetarian diet appears to have little, if any effect on the risk of breast cancer.

High-Intensity Interval Training Attenuates Insulin Resistance Induced by Sleep Deprivation in Healthy Males.

PubMed

de Souza, Jorge F T; Dáttilo, Murilo; de Mello, Marco T; Tufik, Sergio; Antunes, Hanna K M

2017-01-01

Introduction: Sleep deprivation can impair several physiological systems and recently, new evidence has pointed to the relationship between a lack of sleep and carbohydrate metabolism, consequently resulting in insulin resistance. To minimize this effect, High-Intensity Interval Training (HIIT) is emerging as a potential strategy. Objective: The aim of this study was to investigate the effects of HIIT on insulin resistance induced by sleep deprivation. Method: Eleven healthy male volunteers were recruited, aged 18-35 years, who declared taking 7-8 h sleep per night. All volunteers were submitted to four different conditions: a single night of regular sleep (RS condition), 24 h of total sleep deprivation ( SD condition), HIIT training followed by regular sleep (HIIT+RS condition), and HIIT training followed by 24 h of total sleep deprivation (HIIT+ SD condition). They performed six training sessions over 2 weeks and each session consisted of 8-12 × 60 s intervals at 100% of peak power output. In each experimental condition, tests for glucose, insulin, cortisol, free fatty acids, and insulin sensitivity, measured by oral glucose tolerance test (OGTT), were performed. Results: Sleep deprivation increased glycaemia and insulin levels, as well as the area under the curve. Furthermore, an increase in free fatty acids concentrations and basal metabolism was observed. There were no differences in the concentrations of cortisol. However, HIIT before 24 h of sleep deprivation attenuated the increase of glucose, insulin, and free fatty acids. Conclusion: Twenty-four hours of sleep deprivation resulted in acute insulin resistance. However, HIIT is an effective strategy to minimize the deleterious effects promoted by this condition.

High-Intensity Interval Training Attenuates Insulin Resistance Induced by Sleep Deprivation in Healthy Males

PubMed Central

de Souza, Jorge F. T.; Dáttilo, Murilo; de Mello, Marco T.; Tufik, Sergio; Antunes, Hanna K. M.

2017-01-01

Introduction: Sleep deprivation can impair several physiological systems and recently, new evidence has pointed to the relationship between a lack of sleep and carbohydrate metabolism, consequently resulting in insulin resistance. To minimize this effect, High-Intensity Interval Training (HIIT) is emerging as a potential strategy. Objective: The aim of this study was to investigate the effects of HIIT on insulin resistance induced by sleep deprivation. Method: Eleven healthy male volunteers were recruited, aged 18–35 years, who declared taking 7–8 h sleep per night. All volunteers were submitted to four different conditions: a single night of regular sleep (RS condition), 24 h of total sleep deprivation (SD condition), HIIT training followed by regular sleep (HIIT+RS condition), and HIIT training followed by 24 h of total sleep deprivation (HIIT+SD condition). They performed six training sessions over 2 weeks and each session consisted of 8–12 × 60 s intervals at 100% of peak power output. In each experimental condition, tests for glucose, insulin, cortisol, free fatty acids, and insulin sensitivity, measured by oral glucose tolerance test (OGTT), were performed. Results: Sleep deprivation increased glycaemia and insulin levels, as well as the area under the curve. Furthermore, an increase in free fatty acids concentrations and basal metabolism was observed. There were no differences in the concentrations of cortisol. However, HIIT before 24 h of sleep deprivation attenuated the increase of glucose, insulin, and free fatty acids. Conclusion: Twenty-four hours of sleep deprivation resulted in acute insulin resistance. However, HIIT is an effective strategy to minimize the deleterious effects promoted by this condition. PMID:29270126

Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members

ERIC Educational Resources Information Center

Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.

2016-01-01

The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…

Recurrent Education and Lifelong Learning. World Yearbook of Education 1979.

ERIC Educational Resources Information Center

Schuller, Tom, Ed.; Megarry, Jacquetta, Ed.

To bring a comparative education perspective to the practical problems of recurrent education and lifelong learning, the essays in this collection are written by authors from around the world. Parts 1 (Orientation) and 2 (Major Issues) clarify concepts and issues of general application. Topics include work/leisure/education life cycle, definitions…

Lifelong Learning for Sustainable Community Development in a Japanese Case

ERIC Educational Resources Information Center

Maruyama, Hideki

2009-01-01

The scope of lifelong learning in Japan covers school education and informal learning. Japan faces large social changes: severe child population decline could ease competition for entrance examination but students are pushed to win in the society; cyber communication changes the human relationships more invisible and atomized; the gap between…

Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning

ERIC Educational Resources Information Center

Steffens, Karl

2015-01-01

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of…

Adult Education in Tanzania: Life-Long Process for National Development.

ERIC Educational Resources Information Center

Mbunda, Daniel

For Tanzanians, education to be meaningful implies human development through education. Tanzania's commitment to build a socialist state, based on traditional African socialism, is also a commitment to socialist education, the necessary tool for social development. Since work is a lifelong duty for any socialist, work-oriented education is also a…

Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

ERIC Educational Resources Information Center

Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

2015-01-01

Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

ERIC Educational Resources Information Center

Demirel, Melek; Akkoyunlu, Buket

2017-01-01

The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Greenawald, Deborah A.; Adams, Theresa M.

2008-01-01

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested…

The effect of cognitive-motor dual task training with the biorescue force platform on cognition, balance and dual task performance in institutionalized older adults: a randomized controlled trial

PubMed Central

Delbroek, Tom; Vermeylen, Wietse; Spildooren, Joke

2017-01-01

[Purpose] This study investigates whether cognition, balance and dual task performance in institutionalized older adults improves by a virtual reality dual task training. [Subjects and Methods] Randomized controlled trial; Twenty institutionalized older adults with mild cognitive impairment (13 female, 7 male; average age, 87.2 ± 5.96 years) were randomized to the intervention (i.e. Virtual reality dual-task training using the BioRescue) or control group (no additional training). The intervention group took part in a 6-week training program while the elderly in the control group maintained their daily activities. Balance was measured with the Instrumented Timed Up-and-Go Test with and without a cognitive task. The Observed Emotion Rating Scale and Intrinsic Motivation Inventory were administered to evaluate the emotions and motivation regarding the exergaming program. [Results] The intervention group improved significantly on the total Timed Up-and-Go duration and the turn-to-sit duration during single-task walking in comparison to the control group who received no additional training. Participants found the virtual reality dual task training pleasant and useful for their concentration, memory and balance. Pleasure and alertness were the two emotions which were mostly seen during the intervention. [Conclusion] The BioRescue is a pleasant and interesting treatment method, well suited for institutionalized older adults in need of lifelong physical therapy. PMID:28744033

Award for Distinguished Career Contributions to Education and Training in Psychology: Nancy S. Elman.

PubMed

2017-12-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2017 recipient of this award is Nancy S. Elman, whose leadership roles have brought significant advancements for the education and training of psychologists. Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).