This study measured objectively the postural physical activity of 4 groups of older adults (≥65 yr). The participants (N= 70) comprised 3 patient groups—2 from rehabilitation wards (cityn= 20, 81.8 ± 6.7 yr; ruraln= 10, 79.4 ± 4.7 yr) and the third from a city day hospital (n= 20, 74.7 ± 7.9 yr)—and a healthy group to provide context (n= 20, 73.7 ± 5.5 yr). The participants wore an activity monitor (activPAL) for a week. A restricted maximum-likelihood-estimation analysis of hourly upright time (standing and walking) revealed significant differences between day, hour, and location and the interaction between location and hour (p< .001). Differences in the manner in which groups accumulated upright and sedentary time (sitting and lying) were found, with the ward-based groups sedentary for prolonged periods and upright for short episodes. This information may be used by clinicians to design appropriate rehabilitation interventions and monitor patient progress.
Hospital-based training enabled participants to walk for longer periods. It is clinically important that both training groups maintained physical activity level in the long term, given the potential for heart failure to worsen over this time period.
The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context -the writing meeting. This framework uses the established theoretical underpinning of motivational interviewing, which involves autonomy, self-determination, environmental factors and social support. A study showed that the framework helped academics negotiate performativity and re-connect their writing to their values. In this way, they could both privilege writing that was meaningful to them and meet personal and institutional targets. Writing meetings did this by developing writing-oriented peer relationships, defined in this article as peer-formativity. Using writing meetings, academics can submit for research assessment systems without surrendering to performativity.
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