BACKGROUND Students pursuing advanced degrees are increasingly expected to contribute to their discipline's scholarly discourse during their tenure in graduate school. However, they are often unsure of how or where to begin the publishing process, and do not always feel comfortable asking for help from their faculty advisors or fellow students. Scholars, including librarians, have attempted to address these concerns by developing tools and services to meet the needs of future faculty. In recent years, university presses and research libraries have recognized their shared mission in furthering scholarship, with libraries themselves offering publishing education and expertise. PROJECT OVERVIEW During the 2012-2013 academic year, subject librarians and publishing professionals at the University of Michigan Library crafted a program to address students' questions and concerns about the publishing lifecycle. This ongoing initiative includes a multi-semester workshop series developed in concert with faculty from departments throughout campus, as well as a supplementary online toolkit that takes into account the rapidly evolving nature of scholarly communication. LESSONS LEARNED Major takeaways from this program include: the value of student assessment in shaping publishing workshops; awareness of the discrepancies of registration numbers and actual attendance, highlighting the potential for enhanced promotion techniques; the importance of university press and faculty insight; and the benefits of collaboration among librarians, publishing professionals, and faculty members. NEXT STEPS Future iterations of this program will incorporate in-depth assessment of each program, a more interactive learning environment, and better scheduling and promotion of the workshop series.

For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.

The investigation of the effects of muscle stretching on the neural acute response has become a fairly attractive issue on current research when it is considered that strength performance is closely related to alterations on the levels of muscle activation. This study assessed the effects of 10 to 40 seconds of static stretching on the muscle activation as well as strength performance preceded by a repetition maximum test of trained subjects. 20 men, mean age of 21.75 (± 3.9), randomized in four groups according to the following stretching times: RT10s, RT20s, RT30s, RT40s -where RT corresponds to Resistance Training, were assessed. In the Control phase (C), the subjects were submitted to the repetition maximum test in the bench press with dumbbells exercise. In the Experimental Phase (E), they were submitted to static stretching with intensity of 10% of 1RM followed by the repetition maximum test. Muscle activation was assessed in the two phases with surface electromyography. One-way ANOVA was applied for statistical assessment, comparing anthropometric and functional characteristics of the groups, t test was used for paired samples, comparing control and experimental ones (p < 0.05). Results: Statistically significant differences have not been found (p > 0.05) in strength performance or levels of agonist activation when the different studied times and intensities in the (E) phase and the experiment with no stretching in the (C) phase were compared. Conclusion: Stretching exercise in the studied times and intensities does not seem to acutely affect the levels of activation in order to boost strength performance in a repetition maximum test. Therefore, different stretching intensities can be investigated with the aim to positively modulate these outcomes.

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As queixas osteomusculares são as mais prevalentes entre os idosos. A osteoartrite é uma doença crônica, multifatorial que leva à incapacidade funcional progressiva. O tratamento deve ser multidisciplinar para auxiliar na melhora funcional, mecânica e clínica. O objetivo do estudo foi avaliar os benefícios da hidroginástica em idosas, diagnosticadas com osteoartrite e que realizavam o exercício há mais de um ano no PAMSI. O estudo foi de natureza clínica por meio de coleta de dados primários e de abordagem quantitativa. Participaram da pesquisa respondendo o instrumento de coleta de dados 35 idosas classificadas em: praticantes de hidroginástica, praticantes de caminhadas e não praticantes de exercício físico. Os resultados mostraram que a capacidade funcional das mesmas foi considerada leve no HAQ e 74,3% apresentavam diagnóstico de artrite. Entre o grupo pesquisado, 85,7% das idosas praticavam hidroginástica como exercício físico, com uma frequência mais prevalente de duas vezes na semana e 95,8% dessas relataram alívio ou diminuição da artralgia.  Concluímos que a hidroginástica pode ser recomendada com a finalidade de aliviar ou reduzir a artralgia e melhorar a capacidade funcional das idosas, promovendo ainda melhora na avaliação do HAQ e portanto possibilitando uma maior independência nas atividades diárias.