The contraction history of the muscle and strength change: lessons learned from unilateral training models

2020 ◽  
Vol 41 (1) ◽  
pp. 01TR01
Author(s):  
Zachary W Bell ◽  
Vickie Wong ◽  
Robert W Spitz ◽  
Raksha N Chatakondi ◽  
Ricardo Viana ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Training Models ◽  
Strength Change ◽  
History Of ◽  
Unilateral Training

Lessons Learned from National Food Fortification Projects: Experiences from Morocco, Uzbekistan, and Vietnam

2012 ◽  
Vol 33 (4_suppl3) ◽  
pp. S281-S292 ◽  
Author(s):  
James P. Wirth ◽  
Arnaud Laillou ◽  
Fabian Rohner ◽  
Christine A. Northrop-Clewes ◽  
Barbara Macdonald ◽  
...  
Keyword(s):  
National Policy ◽  
Lessons Learned ◽  
Consumption Patterns ◽  
Primary Data ◽  
Micronutrient Deficiencies ◽  
Global Alliance ◽  
Market Structures ◽  
History Of ◽  
Data Source

Background Fortification of staple foods has been repeatedly recommended as an effective approach to reduce micronutrient deficiencies. With the increased number of fortification projects globally, there is a need to share practical lessons learned relating to their implementation and responses to project-related and external challenges. Objective To document the achievements, challenges, lessons learned, and management responses associated with national fortification projects in Morocco, Uzbekistan, and Vietnam. Methods Independent end-of-project evaluations conducted for each project served as the primary data source and contain the history of, and project activities undertaken for, each fortification project. Other sources, including national policy documents, project reports from the Global Alliance for Improved Nutrition (GAIN) and other stakeholders, industry assessments, and peer-reviewed articles, were used to document the current responses to challenges and future project plans. Results All projects had key achievements related to the development of fortification standards and the procurement of equipment for participating industry partners. Mandatory fortification of wheat flour was a key success in Morocco and Uzbekistan. Ensuring the quality of fortified foods was a common challenge experienced across the projects, as were shifts in consumption patterns and market structures. Adjustments were made to the projects' design to address the challenges faced. Conclusions National fortification projects are dynamic and must be continually modified in response to specific performance issues and broader shifts in market structure and consumption patterns.

A lesson in history: the evolution of endoscopic third ventriculostomy

2012 ◽  
Vol 33 (2) ◽  
pp. E11 ◽  
Author(s):  
Paul J. Schmitt ◽  
John A. Jane
Keyword(s):  
Patient Selection ◽  
Endoscopic Third Ventriculostomy ◽  
Lessons Learned ◽  
New Technique ◽  
Third Ventriculostomy ◽  
Evidence Based ◽  
Success Rates ◽  
Effective Implementation ◽  
Remarkable Improvement ◽  
History Of

The history of endoscopic third ventriculostomy (ETV) demonstrates the importance of studying neurosurgery's history. A story that began with numerous technological advancements started to fizzle as neurosurgeons were stymied by problems encountered during the infancy of the technology they were still developing. The new technique, although sound in theory, failed to deliver a realistic solution for managing hydrocephalus; it lost the battle to the valved shunt. Over the last 15–20 years, a clearer understanding of pathophysiological mechanisms underlying various forms of hydrocephalus, along with effective implementation of evidence-based practice, has allowed for optimization of patient selection and a remarkable improvement in ETV success rates. Neurosurgeons would be wise to take the lessons learned in modernizing the ETV procedure and reassure themselves that these lessons do not apply to other methods that are tempting to dismiss as antiquated or archaic.

EuroPACE: The Lessons Learned So Far

1994 ◽  
Vol 8 (1) ◽  
pp. 19-28 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Planning Process ◽  
Lessons Learned ◽  
The Past ◽  
History Of ◽  
Education Projects ◽  
European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

scholarly journals Critical Events as Factors Shaping Life Experiences

2021 ◽  
Vol 6 (1) ◽  
pp. 429-446
Author(s):  
Katarzyna Sygulska
Keyword(s):  
Life Story ◽  
Life Experiences ◽  
Lessons Learned ◽  
Worth Living ◽  
Negative Events ◽  
Critical Events ◽  
Biographical Research ◽  
Narrative Interview ◽  
History Of

The article presents the life story of an elderly woman, the sense of the quality of her life, the critical events that shaped her life, and the lessons learned from her experiences. The study adopted a biographical paradigm, which explains the importance of individual biographies in the education process and indicates the need to study the history of life as a source of knowledge about man and his learning. The main aim of the undertaken research was to recognise the meanings that the respondent gives to critical events in shaping the quality of her life. The biographical method was used, and, within it, an autobiographical narrative interview. The most significant events assessed as positive were the births of her children. The negative events were in particular: the deaths of close ones, a failed marriage and an accident. In coping with suffering, the woman was helped by: help from others, faith, strength, optimism, activity, activities for the benefit of others, and her value system. Lessons emerged from the subject’s history, helpful in her life, which can also inspire others. The narrator tried to live in harmony with her conscience and the accepted principles, which gave her satisfaction. Biographical research has an educational function. Life stories can teach what is important in life, what is worth living for, and they can lead to reflections.

scholarly journals The Use of Whole Genome and Exome Sequencing for Newborn Screening: Challenges and Opportunities for Population Health

2021 ◽  
Vol 9 ◽  
Author(s):  
Audrey C. Woerner ◽  
Renata C. Gallagher ◽  
Jerry Vockley ◽  
Aashish N. Adhikari
Keyword(s):  
Newborn Screening ◽  
Exome Sequencing ◽  
Genetic Disorders ◽  
Population Based ◽  
Lessons Learned ◽  
Screening Tests ◽  
Whole Genome ◽  
Whole Exome ◽  
Challenges And Opportunities ◽  
History Of

Newborn screening (NBS) is a population-based program with a goal of reducing the burden of disease for conditions with significant clinical impact on neonates. Screening tests were originally developed and implemented one at a time, but newer methods have allowed the use of multiplex technologies to expand additions more rapidly to standard panels. Recent improvements in next-generation sequencing are also evolving rapidly from first focusing on individual genes, then panels, and finally all genes as encompassed by whole exome and genome sequencing. The intersection of these two technologies brings the revolutionary possibility of identifying all genetic disorders in newborns, allowing implementation of therapies at the optimum time regardless of symptoms. This article reviews the history of newborn screening and early studies examining the use of whole genome and exome sequencing as a screening tool. Lessons learned from these studies are discussed, along with technical, ethical, and societal challenges to broad implementation.

History of weta (Orthoptera: Anostostomatidae) translocation in New Zealand: lessons learned, islands as sanctuaries and the future

2008 ◽  
Vol 12 (3-4) ◽  
pp. 359-370 ◽  
Author(s):  
Corinne Watts ◽  
Ian Stringer ◽  
Greg Sherley ◽  
George Gibbs ◽  
Chris Green
Keyword(s):  
New Zealand ◽  
Lessons Learned ◽  
The Future ◽  
History Of

Four Flu Pandemics: Lesson that Cannot be Learned

2021 ◽  
pp. 0169796X2110472
Author(s):  
Ronn Pineo
Keyword(s):  
Pandemic Influenza ◽  
Lessons Learned ◽  
Major Outbreak ◽  
History Of ◽  
Core Questions

This article explores the history of influenza, focusing on the four major flu pandemics in the last century and a half, outbreaks starting in 1889, 1918, 1957, and 1968. The article looks closely at flu etiology and the historical puzzles over which flu subtype was responsible for each major outbreak. Some mysteries regarding pandemic influenza remain, with core questions stubbornly refusing to yield answers. This article seeks to explore the history of flu in the hope that we can take away some lessons learned as we try to get ready for potential future flu pandemics.

Alternative Learning Contexts and the Goals of Democracy in Education

2014 ◽  
Vol 116 (14) ◽  
pp. 383-410
Author(s):  
Deirdre M. Kelly
Keyword(s):  
Public Education ◽  
Alternative Education ◽  
Lessons Learned ◽  
Alternative Learning ◽  
The Public ◽  
Learning Contexts ◽  
Democracy In Education ◽  
Critical Issues ◽  
History Of ◽  
Competing Ideas

This chapter delineates three models of democracy, noting the role that alternative education plays within each model. Then, from the perspective of the participatory democracy model, I examine various initiatives to foster democracy in alternative learning contexts, drawing relevant examples from the literature to highlight critical issues, tensions, and dilemmas, and lessons learned. … the history of the public alternative schools movement is more than an account of the development of preference in public education, it is a story about competing ideas on purposes and goals of schooling; it is a story about democratizing public education. (Neumann, 2003, p. 2)

Listening and Learning

2019 ◽  
pp. 65-93
Author(s):  
Stephen A. Mrozowski
Keyword(s):  
Seventeenth Century ◽  
Lessons Learned ◽  
Archaeological Research ◽  
Collaborative Dialogue ◽  
Close Collaboration ◽  
Spatial Continuity ◽  
John Eliot ◽  
History Of ◽  
University Of Massachusetts ◽  
The University

This chapter outlines some of the benefits of collaborative research. It draws on the experience gained and the lessons learned from close to a decade’s collaboration between the Fiske Center for Archaeological Research at the University of Massachusetts Boston and the Nipmuc Nation of Massachusetts. Close collaboration as part of the Hassanamesit Woods Project between Nipmuc archaeologist Dr. D. Rae Gould of the University of Massachusetts Amherst, a member of the Hassanamisco Nipmuc, and the author has resulted in numerous ontological shifts. One of the more noteworthy has been a reassessment of the history of the seventeenth-century “Praying Indian” communities of colonial Massachusetts and Connecticut that have always been viewed as having been “established” by English missionary John Eliot. Such a view, long held by historians and archaeologists alike, was challenged as an outgrowth of collaborative dialogue resulting in a reassessment of notions of community and deeper connections to traditional Nipmuc lands. As a result, research examined deeper connections between the seventeenth-century community of Hassanamesit and earlier Nipmuc use of the area. Through a series of analytical studies, it was determined that cultural and spatial continuity could be demonstrated between recent Nipmuc communities and a deeper past.

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