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Michael J. Segel Jacob Luboshitz Dekel Shlomi Issahar Ben-Dov 《European Journal of Sport Science》2018,18(7):1022-1028
Local symptoms of chronic venous insufficiency after deep vein thrombosis (DVT) are well described, but little is known about the effect of residual venous obstruction on exercise capacity. We tested our hypothesis that chronic residual iliofemoral vein occlusion (IFVO) after DVT may impair exercise capacity. Nine post-DVT patients with residual IFVO and effort intolerance were studied; a comparison cohort consisted of 11 healthy volunteers. Exercise tolerance was assessed by bimodality incremental symptom-limited cardiopulmonary testing, using leg and arm ergometers. In healthy subjects, leg vein obstruction was modelled by application to the thighs of cuff tourniquets inflated to 30–40?mmHg. Leg exercise tolerance as measured by oxygen uptake at peak exercise (peak ?’O2) was reduced in patients (median 50% predicted (range 36–83%) vs. 88% predicted (67–129%) in normal subjects, p?2 was 0.95 (0.77–1.43) in patients vs. a normal ratio of 0.73 (0.6–1.0) in healthy subjects (p?2 in leg exercise to 76% predicted (range 55–108%; p?相似文献
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Recent evidence indicates that people's intuitive judgments are sometimes affected by systematic biases that can lead to bad decisions. Much of the value of this research depends on its applicability, i.e., showing people when and how their judgments are wrong and how they can be improved. This article describes one step toward that goal, i.e., the development of a curriculum for junior high school students aimed at improving thought processes, specifically, those necessary in uncertain situations (probabilistic thinking). The relevant psychological literature is summarized and the main guidelines in the curriculum development are specified: (a) encouraging students to introspect and examine their own (and others') thought processes consciously, (b) indicating the circumstances in which common modes of thinking may cause fallacies, and (c) providing better tools for coping with the problems that emerge. Two detailed examples are given. In addition, the problem of training teachers is briefly discussed and a small-scale evaluation effort is described. 相似文献
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