This lecture explores how success in sports ranging from extreme cold water swimming to World Cup rugby are linked by a common thread - the role of self-belief. In the past Prof. Tim Noakes was convinced that physiology could explain performance. After 38 years of studying the human body, he now believes that the mind, and the role of self-belief, are crucial factors in human athletic feats. In January 2008, Noakes presented this lecture entitled Beyond the VO2 max: The role of self-belief in elite athletic performance&rdquo; at Croke Park Stadium, Dublin.
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This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety wishing to understand the principles behind monitoring workers for pesticide exposure. The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available, and the methodology well described. These chemicals are widely used, and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulations (Regulation 556 of 25 August 1995 in terms of the Occupational Health and Safety Act) that include agricultural workplaces in addition to industry.
While this is currently a research work which outlines research and development objectives, it is envisaged that much of the material reviewed is also suitable for inclusion in teaching - particularly postgraduate teaching at University Masters level. The draft review examines the link between climate change and health with special reference to the Southern African region (SADC countries). It attempts to set the scene for determining pertinent research priorities in the region to contribute to knowledge on the one hand, and for identification, implementation and evaluation of adaptation interventions that are likely to be appropriate and effective in the region. This review has been conducted by Strategic Evaluation, Advisory and Development Consulting (SEAD), a health consultancy together with the COEHR, and is part of the Regional Climate Change Programme (RCPP) led by One World Sustainable Investments.
The material here was prepared for medical students learning about clinical examination techniques as part of the Clinical Skills Programme in the Department of Medicine at UCT. The training resource is presented through video and audio in isiXhosa and Afrikaans, and covers the general examination, abdominal examination, respiratory examination and cardiovascular examination.
A teaching video of how to conduct the basic neurological examination, designed for 3rd year medical students. Neurology is introduced into the University of Cape Town MBChB programme in the 3rd year. Each year the Head of the Neurology Department Prof Roland Eastman did a demonstration as part of a whole class lecture and in addition conducted a Master Class for the clinicians who would be providing teaching sessions to the students. Just before his retirement this video was produced in an attempt to capture his unique style of teaching. It is intended for use by both students and teachers. This video depicts the examination of the nervous system through testing of the: - Motor System - Sensations - Cerebellum - Cranial Nerves.
This video lecture can be used by self learners or as a supplement to sports science course material. This talk was delivered to UCT alumni in London at South Africa House on 10 October 2007 and recorded a few weeks later in Cape Town. It describes how the University influenced my early career and led me to study two of the important intellectual challenges of my life -- exercise-associated hyponatraemia and the central governor model of exercise. It then discusses the role of science in assisting the rise of South African cricket under the coaching of Bob Woolmer and of South African ascent to winning the 2007 Rugby World Cup under Jake White. It ends with the story of UCT graduate Lewis Gordon Pugh's swims in the Antarctic and Arctic including his epic 18 minutes (1km) swim at the North Pole in June 2007; how science insured his success and the role that his self belief, and that of his scientific support team, played in that success.
This animation can be used to demonstrate how this sensitive procedure is performed to medical students. This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing. There are two items included here: Gastric lavage Presentation. PPT - presentation that illustrates and explains the procedure with text Gastric lavage Animation sequence. PPT - Animation which demonstrates how this procedure can be performed. Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
The aim of this teaching resource is to share a visual tool for integrating and linking human rights education with health. The innovative Human Rights Key has served as a valuable infographic to guide students to connect their classroom learning with the reality of local, regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms and their future clinical practice. The roles and personal agency of health professionals are illuminated through the metaphor. In this website the Key is introduced and explained through different mediums and themes. Weblinks to legal instruments and diverse examples and resources offer guidance to other educators in the Health Sciences. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town (UCT), South Africa, has included human rights learning in its reformed curriculum since 2002 in recognition of the need to develop socially responsible practitioners. Drawing from experiences in several related courses within the Faculty, this new teaching and learning tool was developed and used, then favourably evaluated by students and educators.
Conceptual frameworks module focused on occupational therapy practice and understanding OT-focused theories for third year OT students.Conceptual frameworks are the core concepts of occupational therapy thinking used in practice by occupational therapy students, therapists and scientists. This module is a continuation of what students have covered in second year where they covered generic conceptual frameworks. This OT-focused module is therefore aimed at such users and occupational therapy training institutions that could make use of the information contained in this module.
First two modules of a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. There will be substantial requirements for homework in the form of assignments and project related work, expected self-directed learning and distance communication between students and teachers extending over the two years.While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. There are 8 modules (the two included here cover Occupational Hygiene and Epidemiology and Biostatistics). Each module has a theme around which the inputs are organised. Teaching inputs are intended to be non-didactic, and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities as well as self-directed learning. They will be expected to read widely and intensively around topics, and to provide teaching inputs themselves either directly or by way of specially structured interactive debates and role-play simulations. The content of these activities will include critical appraisal of the occupational health literature, project work, presentations by students as well as epidemiological, bio statistical, toxicological and occupational clinical assignments.
The third module of a total of 8 modules for a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. The third module of a total of 8 modules for a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum.
It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. There will be substantial requirements for homework in the form of assignments and project related work, expected self-directed learning and distance communication between students and teachers extending over the two years. While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. There are 8 modules (the two included here cover Occupational Hygiene and Epidemiology &amp; Biostatistics). Each module has a theme around which the inputs are organised. Teaching inputs are intended to be non-didactic, and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities as well as self-directed learning. They will be expected to read widely and intensively around topics, and to provide teaching inputs themselves either directly or by way of specially structured interactive debates and role-play simulations. The content of these activities will include critical appraisal of the occupational health literature, project work, presentations by students as well as epidemiological, bio statistical, toxicological and occupational clinical assignments.
This book provides a practical approach to a broad range of procedures in obstetrics and gynaecology. As doctors practicing obstetrics and gynaecology, we care for women on a daily basis who are dependant on our level of practical competence. Our ability to perform a broad range of procedures enables us to in the very least improve the quality of life in women and often save the lives of mothers and babies. Authors have been selected by virtue of their experience with the procedure and the reader is therefore allowed to glean from their experience. This book is aimed at any physician requiring a practical approach to performing procedures in obstetrics and gynaecology. Houseman, interns, residents, registrars and junior specialists will find it very useful.
The key objectives develop an understanding of the dimensions of access to health care; create greater awareness of health care access constraints from the household perspective; promote critical evaluation of policy options to address access constraints in relation to equity goals; promote and strengthen effective development and implementation of equitable health sector policies. The training materials can be used for a diverse set of target groups, but are primarily aimed at current and future health sector managers. It is also envisaged that the case studies can be used on an ad-hoc basis in post-graduate programs such as Masters in Public Health programs. Six case studies have been prepared for this course: Experiences of households in Sri Lanka, Availability of health services and resource allocation, Affordability of drugs in the context of the World Trade Organisation (WTO) Tax. Insurance funding for health systems, Health service acceptability issues, Access board game.
This collection of papers focused on the theme 'Healthy children: From survival to optimal development' can be used for independent study/research or for integration into child development curriculum. The South African Child Gauge is produced annually by the Children's Institute, University of Cape Town to monitor government and civil society's progress towards realising the rights of children. This issue focuses on child health. The South African Child Gauge is divided into three parts: PART ONE: Children and law reform Part one discusses recent legislative developments affecting child health. In this issue there is commentary on the Children's Act, the Prevention of and Treatment for Substance Abuse Act, provincial health legislation, Tobacco Products Control Amendment Acts, regulations to the Basic Conditions of Employment Act and new regulations to the Social Assistance Act. PART TWO: Healthy children: From survival to optimal development Part two presents a series of 12 essays. Essays one and two set the scene by examining children's rights to health and the status of child health in South Africa. Then come three essays that look at key health challenges and how to address them: HIV and TB; malnutrition; mental health and risk behaviour. These are followed by four essays that examine how to strengthen the health care system's response to childhood illness and injury. This includes defining a package of basic health care services; managing resources and building capacity; providing child- and family-friendly services; and strengthening community-based pro-grammes. The next essay shows how the roots of childhood illness and injury often lie outside the health care system, and calls for concerted action to address the social determinants of health. Two further essays point the way forward. In the first, the Minister of Health describes his vision for child health in South Africa. The second draws on the findings presented in the earlier essays to outline recommendations for a system and a society that support child health. PART THREE: Children Count -- the numbers Part three updates a set of key indicators on children's socio-economic rights and provides commentary on the extent to which these rights have been realised.
Exercise is a complex behavior that is regulated by a complex system&rdquo;. In this talk, Prof Noakes seeks to include the brain as a factor in exercise physiology. He starts with the classical teachings in exercise physiology and continues by looking at various models such as the A.V. Hill model and the peripheral model. According to Noakes, not enough people are looking at the bigger picture -- that the body does not function in discrete and unconnected apartments. He argues that too much of exercise physiology concentrates on the body's reflexive automatic response to stimuli of shutting down close to the point of collapse. The main point of his argument is that the brain is interested in survival not athletic performance and therefore the body and brain together adjusts exercise intensity to allow for efficient exercise activity to prevent collapse. He argues for a Central Governor model -- advocating that the brain serves as the primary regulator during exercise by adjusting intensity effort based on various physiological sensors, through past experiences, motivation and external factors. In essence, he argues that exercise is a behavior that is regulated in anticipation by a complex intelligent system, the function of which is to insure that homeostasis is protected. This cannot be appreciated if the body is studied as a collection of disconnected components as has become the usual practice in modern exercise sciences.
The aims of this manual are: To provide those interested in doing human rights teaching with a framework for training of trainers in health and human rights; To provide resources which will be of use to the training of trainers and students; To support alumni of our Train-the-Trainer courses, who now number nearly 200 people; To share our eight years of experience in running this course with others so as to begin a dialogue around educational issues in teaching human rights; To build additional teaching capacity in health and human rights. The School of Public Health and Family Medicine at UCT has offered undergraduate and postgraduate training in human rights since 1995. The Train-the-Trainer course was developed as an offshoot of pilot initiatives at UCT to teach undergraduates, at a time when findings of the Truth and Reconciliation Commission (TRC) identified a need for human rights education for health professionals across the country. Through this manual, this course will continue to fulfil the goal of developing and sustaining a network of individuals who return to their home institutions and professional environments to integrate human rights dialogue and initiatives into their work. Our vision through this manual is to support both our past trainees and other health professionals who wish to integrate human rights into their teaching of students in the health professions. We realised soon after commencing work with undergraduates that the task was too large to tackle on a piecemeal basis or by training limited numbers of students at a time. Rather, it was more appropriate to spread capacity by training trainers and by supporting them with implementation challenges in their own institutions. In this way, we hope that the impact of training will be multiplied as more and more trainees take away what they find valuable for putting human rights into curricula for their students. This means extending from the teaching of undergraduates to include postgraduates, and to the inclusion of human rights in continuing professional development activities. In this way, we believe that human rights training for health professionals will be mainstreamed and meet the critical needs identified in developing this manual.
The field of Urogynaecology has expanded dramatically over the past decade with the advent of a number of new medical and surgical treatment modalities. The evidence base on pelvic floor dysfunction has also grown extensively. This multi-contributor text will prove invaluable to gynecology, urology and surgery registrars and specialists. Physiotherapists and nurses working in the field of Urogynaecology will also find it extremely useful.