Coronavirus disease 2019 (COVID-19) is caused by the novel SARS-CoV-2 virus and has been declared a pandemic on the 9th of March by the WHO. A hallmark of COVID-19 management is supportive care and there is still no convincing evidence for a treatment which will reduce mortality. Severe COVID-19-associated sepsis characterized by acute respiratory distress syndrome (ARDS), secondary bacterial pneumonias, thrombotic complications, myocarditis, and gastrointestinal involvement are more prevalent in those with comorbidities such as hypertension, diabetes, cardiac disease, cancer and age >70 years. 1,2 There is a paucity of data on COVID-19's impact on bone marrow transplant patients. Herein we reflect on the course of seven bone marrow transplant recipients in Birmingham Heartlands Hospital who have been found positive for SARS-CoV-2 RNA on real time polymerase chain reaction (RT-PCR) from nasopharyngeal swabs done in the context of symptoms (fever, cough, dyspnoea, and fatigue) or inpatient contact. The median age was 61 years (range 40-74). Out of these, five (71%) were female and two (29%) were male. The median time from stem cell infusion to the diagnosis of SARS-CoV-2 virus was 61 days (range 7-343). Patients were screened for SARS-CoV-2 via an RT-PCR-based technique.
Purpose:To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.Method:A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport climbing program of their own accord. Sources of information included phenomenological observations, small group interviews, and journal entries. Exemplars of two in depth student experiences are featured in this article.Results & Discussion:The phenomenological analysis of the climbing experiences, in addition to the F2F curriculum support tools that were developed, provide practical and philosophical pathways for understanding how we may broaden assessments of learning in physical education.
Vitality draws together the interests of health and physical education. Already these fields of education have come together, with health, fitness, wellness, and active and healthy living as shared curricular concepts. Vitality furthers these conjunctions by having us rethink prevailing views of the body of knowledge in health and physical education. More than a concept, vitality is promoted phenomenologically in terms of the essential movements of the body. It is explicated as vitality affects, specifically identifiable motions and developmental patterns of movement that provide curricular structure for teaching health and physical education. The promotional implications of this analysis relate to enlivening the baseline criteria currently used in health and physical education assessments; revitalizing the curricular concepts of body awareness, space, time, and relationships on which provincial programs are based; and expanding the reach of these programs to mental, emotional, spiritual, and, particularly, environmental health.
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