bluuebunny/crossref_metadata_2025_split huggingface dataset:
EFEITO DO TREINAMENTO MUSCULAR INSPIRATÓRIO ASSOCIADO A REABILITAÇÃO FÍSICA APÓS HOSPITALIZAÇÃO PROLONGADA: SÉRIE DE CASOS
Authors: Rivail Ventura Nepomuceno Balbino , Bezerra Oliveira Paulo Roberto , Queiroz Pires Thiago , Prata Martinez Bruno , Gomes Neto Mansueto 
Published: December 2015

Introdução: A sarcopenia, a polineuropatia do paciente crítico e fraqueza muscular respiratória são algumas das possíveis condições responsáveis por essa incapacidade física após a hospitalização prolongada. Objetivo: Relatar o efeito do treinamento muscular inspiratório e programa de exercícios físicos na capacidade muscular respiratória e funcional de uma série de casos de pacientes pós-hospitalização. Métodos: Série de casos, do uso do TMI e reabilitação física domiciliar em pacientes em deshospitalização. O protocolo respiratório empregou carga aproximada de 50% da pressão inspiratória máxima (Pimax), realizado em duas séries de 30 repetições por dia durante sete dias por semana. As variáveis mensuradas antes e após as intervenções foram Pimax, Capacidade Vital (CV) PFI (Pico de fluxo inspiratório), força muscular periférica (MRC) e independência funcional (índice de Barthel completo e domínio mobilidade da Medida de Independência Funcional (MIF). Resultados: A amostra foi composta por dez pacientes com idade média 73,7±13,6 anos e tempo de internação hospitalar 18,6±10,9 dias, sendo que a adesão as intervenções foi de 82,0%. Nas 459 sessões de TMI houveram 25 eventos adversos ocorridos durante os ajustes de carga, porém sem necessidade de exclusão após retorno a carga inspiratória prévia. Após quatro semanas das intervenções, observou-se aumento significativo da Pimax, PFI e CV, além de ganhos na força muscular periférica e capacidade funcional. Conclusão: O TMI associado a reabilitação física em pacientes críticos após hospitalização promoveu ganhos na função respiratória e capacidade funcional após quatro semanas de intervenção.
FATORES ASSOCIADOS À AUSÊNCIA DE CONTROLE GLICÊMICO EM DIABÉTICOS ATENDIDOS EM UNIDADES DE ATENÇÃO PRIMÁRIA À SAÚDE
Authors: Maia Helena Fraga , Carmo Zeila Rocha 
Published: December 2015

OBJETIVO: Investigar os fatores associados à ausência de controle glicêmico em pacientes com DM tipo 2. MATERIAL E MÉTODOS: Trata-se se um estudo descritivo de corte transversal conduzido com pacientes com diagnóstico de Diabetes Mellitus e que estavam em tratamento em unidades de saúde do Distrito Sanitário Cabula-Beiru. Considerou-se ausência de controle glicêmico os valores iguais ou acima de 126mg/dl obtidos por exame de glicose plasmática no sangue do paciente em jejum e relatados pelos mesmos. A magnitude da associação entre as variáveis estudadas e a ausência de controle glicêmico foi estimada pelo cálculo da razão da Odds ratio, adotando-se o intervalo de confiança a 95% (IC95%). Posteriormente, foram realizadas análises multivariadas utilizando-se a regressão logística, a partir de um modelo teórico definido a priori, discriminando os fatores de risco em blocos hierarquizados. O projeto de pesquisa foi aprovado pelo CEP/UNEB (241.434/2013) e financiado pelo PRO Saúde/PET-Saúde 2012. RESULTADOS: Participaram deste estudo 127 usuários que preencheram adequadamente os critérios de elegibilidade, dentre estes, 51 (40,2%) apresentavam níveis glicêmicos considerados como não controlados. A ausência de controle glicêmico mostrou se independentemente associada a não praticar atividade física leve a moderada regularmente (OR=2,14; IC95%:1,88–2,22), mesmo após ajuste por sexo, renda, relativas a hábitos de vida e qualidade da assistência. CONCLUSÃO: O número elevado de indivíduos que negaram a pratica de atividade física associou-se significativamente a ausência de controle glicêmico. Este fator pode contribuir para o aumento das complicações cardiovasculares e para um prognóstico desfavorável em termos de agravos e óbitos.
INFLUÊNCIA DO GÊNERO, FASES DO CICLO MENSTRUAL E USO DE ANTICONCEPCIONAL NA EXCITABILIDADE CORTICAL DE INDIVÍDUOS SAUDÁVEIS
Authors: Guimarães Monteiro Milena , Paula Chagas Anna , Mazer Vanessa , Marques Déborah , Carneiro Maíra , Baltar Adriana Rêgo , Monte-Silva Kátia 
Published: December 2015

Introdução: a estimulação magnética transcraniana (EMT) é uma técnica de estimulação cortical não invasiva que vem sendo empregada na investigação da fisiopatologia de desordens neurológicas. De modo a permitir a efetividade do uso da EMT como uma ferramenta para o neurodiagnóstico, é importante investigar se fatores não relacionados com doenças podem estar associados com modificações das medidas fisiológicas avaliadas pela técnica. Objetivo: verificar se o gênero, fases do ciclo menstrual e uso de anticoncepcional influenciam nas medidas de excitabilidade cortical. Metodologia: através de um estudo transversal, 114 voluntários foram divididos nos grupos: homens; mulheres em idade reprodutiva (fase folicular e lútea) e mulheres na menopausa. A EMT foi usada para identificar o limiar motor de repouso (LMR) do músculo primeiro interósseo dorsal que serviu como indicador do nível de excitabilidade. Resultados: A ANOVA one way revelou que o LMR de mulheres na menopausa e dos homens são maiores do que a de mulheres em idade reprodutiva. Ao comparar homens com mulheres em diferentes fases do ciclo menstrual, foi visto que essa diferença só existe quando as mulheres estão em fase folicular. O teste t para amostras independentes não mostrou variações no LMR de mulheres que usa ou não anticoncepcional. Conclusão: foi constatado que a excitabilidade cortical é influenciada pela variação hormonal que ocorre em indivíduos saudáveis. O uso da variação de excitabilidade cortical como medida para neurodiagnóstico de algumas doenças devem considerar essas variações não relacionadas à doença para evitar erros de diagnóstico.
The principles of Ubuntu: Using the legal clinical model to train agents of social change
Authors: Levy-pounds Nekima , Tyner Artika 
Published: December 2015

<p>For the past few decades, the legal clinical model has been used as a tool to teach law students the art of practising law. Typically, this model focuses on providing law students with an opportunity to work with clients and to handle legal cases in a safe environment, and often in slow motion. Although the legal clinical model has a number of advantages in assisting students to safely transition from law students to lawyers, it falls short in stressing the importance of using the law as a tool to achieve social justice within our society. The purpose of this paper is to propose that the legal clinical model be revamped to train law students to become not just lawyers, but agents of social change. Although we hope this article will be of relevance to a broad international audience, the critique focuses mainly on legal education in the United States.</p>
“10 lessons for new clinicians”
Authors: Macfarlane Angela , McKeown Paul 
Published: December 2015

<p>As a new clinician, if you have trained as a lawyer via a traditional legal education route you inevitably have very little experience of clinical education to bring to the role, although you of course have your professional and practical experience to draw on. Although many readers are experienced clinicians, this is a timely opportunity to go back to the beginning and re-assess the potential problems or risk areas that clinicians face at the beginning of a new academic year, with a new intake of students. Society changes continually so each year will bring new issues as well as those well known to all clinicians.</p><p>In clinic at Northumbria University final year students are placed in to groups of up to six students known as firms and each firm is allocated an area of law such as employment or housing. Each firm is supervised by a qualified solicitor who allocates cases to the students. Students can work individually or in pairs, depending on the complexity of the case. At the end of the academic year, students are assessed on their practical performance using grade descriptors. They also submit reflective pieces about their experiences in clinic.</p><p>These “lessons” have emerged from our own first year of transition from practising lawyer to clinical educator. We hope some of them ring true with other new clinicians.</p>
“Clinic and the wider law curriculum”
Authors: Hall Jonny , Kerrigan Kevin 
Published: December 2015

<p>The problem this paper addresses is that although there is general consensus as to the value of clinic and recognition that it has enhanced creativity and vitality in legal education, there is still a tendency to see it as something apart from the regular law curriculum. We want to explore the viability of making the key benefits of clinical education pervade the whole of the student’s time learning the law. We draw some encouragement from official reports from the US and the UK which, although not concerned primarily with the place of clinical legal education, do provide general support for an approach which combines theory and practice.</p>
Teaching professionalism in legal clinic – what new practitioners say is important
Authors: Foley Tony , Rowe Margie , Holmes Vivien , Tang Stephen 
Published: December 2015

<p>Anecdotal evidence suggests new lawyers may struggle as they begin legal practice. Little is known empirically about their actual experiences. This paper provides some insights into what occurs in this transition. It reports on a qualitative study currently underway tracking new lawyers through their first year of practice. Preliminary analysis of data from interviews and from workplace observations suggests clinical legal education can play a significant role in smoothing the transition and helping new lawyers develop their sense of professionalism. into their vocational training year. We track new lawyers in the context of their post-admission practice with a small cohort of recently admitted lawyers interviewed and observed in their day to day practice.</p><p><br />We describe what these new lawyers say is important to an effective transition – developing autonomy, learning to deal with uncertainty and finding an accommodation between their developing professional values and those modelled by their firm and colleagues. Clinical programs offer opportunities for an early reflective exposure to these experiences.</p>
Holding Up the Mirror: A theoretical and practical analysis of the role of reflection in Clinical Legal Education
Authors: Spencer Rachel 
Published: December 2015

<p>This article provides a summary of the broader literature on reflection that has been published over the last twenty years in a variety of disciplines. It then examines the literature from two major clinical legal education journals in relation to reflective writing as a component of clinical legal education courses. It attempts to provide answers to the questions: What do we mean when we say we ‘teach’ students to be ‘reflective’? How do we do that? How do we ‘teach’ students to write reflectively? The article looks at the problems we face in teaching ‘reflection’ in the clinical context and examines issues stemming from the reality of reflection being an important part of a clinical program. It also argues that being ‘reflective’ is not necessarily intuitive for students and that clinical teachers must teach students how to ‘be reflective’. The article demonstrates an example of reflection in action by the provision of examples from the writer’s own teaching experiences. Finally, the article collates and reproduces suggestions from the literature on best teaching practice on the use of reflection as a teaching and learning tool within clinical legal education courses.</p>
Time to rework the brand ‘Clinical Legal Education’
Authors: Noone Mary Anne 
Published: December 2015

<p>At the Tenth International Journal of Clinical Legal Education, the involvement of more than 200 participants from 22 different countries and jurisdictions highlighted the varying circumstances and challenges facing clinicians around the globe. The conference discussions were vibrant and often inspiring. The conference themes were: Clinic for All? Should clinic integrate into traditional legal teaching? Should all students have the opportunity to do clinic? Should clinics engage more with the profession? It was not the first time these themes have been addressed at clinical legal education conferences. They are perennial issues for the clinical legal education movement and their merits have been forcefully argued over several decades. For many of those attending the conference, the definitive answer to all four questions is “Yes”.</p><p><br />Clinical legal educators can readily recite a litany of reasons why clinical legal education is a preeminent form of legal education. The benefits for students, the communities they serve and the legal profession are clearly apparent to clinicians. These positive attributes have been recognised in a range of different documents reviewing legal education. However the real challenge is how to make clinic for all students a reality. How can we make this happen?</p><p>In reflecting on this question I wondered why if the merits of clinical legal education are so obvious, why is it that we do not have clinic for all? Why isn’t clinical legal education an integral part of legal education? Why don’t all students get the opportunity to undertake clinical legal education and why isn’t the legal profession advocating for clinical legal education to be a mandatory aspect of law degrees?</p><p>Obviously the answers to these questions are going to be jurisdiction and university specific. In this paper I address one possible response, the branding of clinical legal education. Although my comments are informed by what is happening in Australian university sector and my recent work with five Australian clinicians in our best practices project, I hope my remarks have some common resonance to differing clinical legal education environments.</p>
Collaborating with other Disciplines: Best Practice For Legal Clinics - A Case Study of the Women’s Law Clinic, University of Ibadan Nigeria
Authors: Olomola Omolade , Bamgbose Oluyemisi 
Published: December 2015

<p>There is a gradual shift in research towards a multi-disciplinary approach. This paradigm move is in compliance with globalization. According to Carla Mariano, the human service professions are facing problems so complex that no one discipline can possibly respond to them effectively. It has been noted that many clients in the Women’s Law Clinic (WLC) of the University of Ibadan not only have problems tagged as legal, but problems closely related to other disciplines such as psychology, sociology, medicine, counselling and social works. It was therefore so obvious that the clinic was not an island; it could not exist all alone and effectively find a holistic solution to the all embracing problems presented by the clients. The clinic therefore partnered with other departments/units to achieve its goals.</p>
Live Client Clinics: Bridging the Gap
Authors: Antoniou Nicola , Hassan-Morlai Patrick 
Published: December 2015

There has been a shift in attitudes towards clinical learning as part of the student learning experience at universities. Some modern Universities in the United Kingdom now integrate practical based learning in their law degree programmes. Kingston University London offers credits to its students as part of their law degree for participating in its law clinic. The view the University of East London (UEL) adopts in preparing students for the world beyond the university is that <em>“Students do not deserve to be handed a flat-pack degree without any extras – they deserve a fully rounded education and that is what they will get if they come [to UEL].” </em>UEL’s Law Clinic is a central vehicle to achieving this aim.<div><div><p>This practice-based paper looks at the development of our Law Clinic, which is a live client clinic, how it works in practice and includes a breakdown of statistics in demographics and advice areas. We present a selection of cases as well as extracts from students and clients’ testimonials. </p><p>Drawing on the benefits from our clients and experience of our students, this paper concludes that the experience gained from working in the Law Clinic should be integrated into the academic content of the law school. We suggest that live clinics increase the quality and experience of our students’ learning.</p></div></div>
The European Network of Clinical Legal Education: The Spring Workshop 2015
Authors: McKeown Paul Martin , Dunn Rachel 
Published: December 2015

<p>As the clinical movement gains momentum across Europe, this article explores the issues experienced by clinicians which both promote and hinder the development of clinical programmes. The article discusses the issues raised by clinicians during the course of the Workshop, in particular, addressing the resistance clinical programmes can face from the legal profession and the academy.</p>
Duty Bound? Court Possession Schemes and Clinical Education
Authors: Boothby Carol 
Published: December 2015

<p>The opportunity to take part in the local County Court hearings of repossession cases arose around 3 years ago, the same time as I joined the University of Northumbria as a solicitor/ tutor working in the Student Law Office. I wanted to keep up my own hands-on skills as a solicitor, and so grasped this opportunity with enthusiasm. It has been an invaluable teaching tool as part of student’s experiences within the student law office, but only recently have I stopped to take stock of the nature and value of this experience, and to consider more carefully the aims and objectives, from the Student Law Office point of view, in taking part in this.</p><p>This paper looks at experiences with students at court repossession days, and the messages we are giving students when we expose them to this type of work – are we moving closer towards clinical legal education with a social justice agenda? And what do we get out of these court days as a student learning experience. </p>
Foreword
Authors: Horne John 
Published: December 2015

<p>Only one issue of the JMHL was published in 2008. This is extremely regrettable because, since the launch of the Journal in February 1999, the aim has been to publish two issues per year. This is the second occasion over the ten years of the Journal’s life on which we have failed in our objective. A letter of apology and explanation has been sent to our subscribers.</p>
A Pilot Study of the Early Experience of Consultant Psychiatrists in the Implementation of the Mental Capacity Act 2005: Local Policy and Training, Assessment of Capacity and Determination of Best Interests
Authors: Shah Ajit , Heginbotham Chris , Fulford Bill , Banner Natalie , Newbigging Karen , Kinton Mat 
Published: December 2015

<p>The Mental Capacity Act 2005 (MCA) was partially implemented in April 2007 and fully implemented in October 2007 in England and Wales (with the exception of the Deprivation of Liberty Safeguards which were implemented in April 2009). The government estimated that up to 2 million adults in England and Wales may have issues concerning their decision-making capacity (henceforth ‘capacity’), and these will included 840,000 people with dementia, 145,000 people with severe learning disability, 1.2 million people with mild to moderate learning disability and 120,000 people with severe brain injury. Additionally, the prevalence of schizophrenia, mania and serious depression are 1%, 1% and 5% respectively, and some of these individuals may also lack capacity. Moreover, up to 6 million family and unpaid carers are estimated to provide care or treatment for individuals lacking capacity. Furthermore, many other people who do not lack capacity may use aspects of the MCA for future planning.</p>
A model law fusing incapacity and mental health legislation
Authors: Szmukler George , Daw Rowena , Dawson John 
Published: December 2015

<p align="left">An outline for a model law is presented here that would govern the non-consensual treatment of people who lack the capacity (or competence) to consent due to mental impairment, whether this is due to ‘mental disorder’ or ‘psychiatric disorder’ as conventionally conceived, or due to a ‘physical disorder’. Our aim in drafting this model law is to give coherent and practical expression to the case, previously made by two of the current authors, that separate legislation authorising the civil commitment of ‘mentally disordered’ persons is unnecessary, and discriminatory, and should be replaced by new, comprehensive legislation that would govern the non-consensual treatment of both ‘mental’ and ‘physical’ conditions. This new scheme – which we have described as the ‘fusion’ proposal – would be based squarely on incapacity principles: that is, on the impaired capacity of a person to make decisions about treatment, from whatever cause – whether this is due to schizophrenia, Alzheimer’s Disease, a learning disability, a confusional state due to infection, a cerebrovascular accident, a head injury, or any other mental impairment.</p><p align="left">A model statute of this kind, drafted largely by Rowena Daw, is presented here in skeleton form.</p><p align="left"> </p><p align="left"> </p><p align="left"> </p>
Foreword
Authors: Emmett Charlotte 
Published: December 2015

<p>In the final months leading to the publication of a revised Bill in 2003, this issue of the Journal seeks to highlight the many fundamental concerns about the current draft Bill expressed by sectors working in the mental health field, by bringing together a handful of the estimated 2000 or so responses made during its short consultation period last summer. For ease of reference, the articles and commentaries which focus squarely on the implications of the draft Bill have been placed in a separate section at the end of this Journal (when editing this section, we have assumed that readers have some prior knowledge of the contents of the Bill).</p>
Confidentiality and the Sharing of Information
Authors: Morris Fenella 
Published: December 2015

<p>This paper considers the nature and extent of the duty of patient confidentiality in the mental health context, and examines the range circumstances in which it might be overridden, and the way in which such decisions may be taken. Particular consideration is given to the justifications given for breaches of patient confidentiality in the name of public safety and victims’ rights. The paper also addresses rights of access to health information in the case of the incapable adult and the applicant to the MHRT.</p>