A number of local resources exist for individuals and families attempting to cope with mental illness in all its forms.

Local chapters of the National Alliance of Mental Illness serving Logan and Champaign counties are committed to providing caring, comforting support for patients and loved ones alike who are navigating mental illness, and all the related challenges that come with a largely misunderstood, often invisible condition.

NAMI is a place where where families can go and feel empathy and understanding about stigmatized disorders of the brain, emphasizes Pete Floyd, president of the local NAMI/LC chapter.

Several local classes and support groups are ongoing in Bellefontaine and Urbana, including a family-to-family education program a free, 12-week course for family members of persons with mental illness.

Family-to-family courses are once per week for a total of 12 sessions, and is a program designed to improve coping and problem-solving abilities for the people closest to a person grappling with mental illness, according to information circulated by NAMI.

Likewise, family-to-family support groups meet on fourth Thursday of each month.

Group participants are empowered and feel less isolated through NAMI educational programming and support, advocates say.

A NAMI Basics, family support group is a program for families with children grappling with mental illness.

Weekly support groups for individuals with depressed mood and anxiety are conducted each Wednesday from 10 to 11:30 a.m., and 1:30 to 2:30 p.m., respectively, at Recovery Zones in Logan and Champaign counties, 440 St. Paris St., Bellefontaine; and 827 Scioto St., Urbana.

Through active engagement in NAMI classes and support groups, participants quickly realize they are not dysfunctional, but rather families facing serious health issues that require patience, understanding and self-care, most importantly, Floyd said.

NAMI stresses the need for advocacy for individuals with mental health as a means for assuring appropriate services and treatments; expanded research that can ultimately lead to a cure for major brain disorders; and eliminating discrimination and negative stigmas often associated with illnesses of the brain.

Established in 1979, NAMI is organized as a self-help organization dedicated to providing support, education and advocacy to anyone affected by persistent biologically-based brain disorders, according to administrative materials.

With proper treatment, upwards of 90 percent of individuals experience a significant reduction in symptoms and improved quality of life, NAMI representatives report.

Mental health advocacy, education and support can be the difference between someone following through with thoughts of suicide, or deciding to seek help, statistics indicate.

About nine out of every 10 people that commit suicide have some underlying mental illness, NAMI advocates relate. Suicide is the 10th leading cause of death in the United States, but it is preventable.

One-in-five adults in the U.S. lives with some form of a mental health condition, and approximately one out of every 25 adults copes with a serious mental illness.

Mental health patients will typically begin to experience symptoms in their teens or early 20s. About half of all lifetime mental health conditions start by age 14, and some three-quarters of those diagnosed with a mental illness begin to experience symptoms by the time theyre 24.

NAMI programming is available to mental health patients and their families at any age.

The NAMI basics family support group is geared towards children and families with mental health concerns.

Similarly, weekly educational and programming and support groups offer regular reinforcement against debilitating symptoms of mental illness.

For more information on the NAMI basics family support group contact, Angela Schoepflin, childrens program administrator, (614) 224-2700.

To request materials and to join a family-to-family education program, contact Bill Heitman, (937) 631-9598.

For more information on family-to-family support groups, contact Floyd, (9337) 750-1702.

Post Views: 880

See the original post here:
Advocacy, education, support keys to effective treatment of mental illness - Bellefontaine Examiner

SPRING HILL Working as a computer programmer in July 1969 inside what is now the Johnson Space Center, Jerry Bultmans office was sandwiched between the astronauts building and the auditorium.

It was the perfect vantage point to catch a glimpse of astronauts Neil Armstrong, Buzz Aldrin and Michael Collins exiting quarantine in preparation for a pre-flight press conference.

Bultman knew his job, along with that of those around him, was to give NASA the mechanical and technical expertise it needed to support the Apollo 11 crew members on their historic journey to the moon. And the magnitude of the situation was not lost on him.

We were trying to get ahead of the Russians, Bultman told a group of wide-eyed students during a presentation Nov. 1 at Spring Hill High School. We wanted to put the United States up front and in first, and thats what we did.

But even a computer programmer can get starry-eyed, so when he saw the astronauts, he grabbed a small notepad and scurried into the auditorium to listen to the press conference. Afterwards, as the astronauts were walking down the aisle toward him, Bultman asked them if they would sign the notepad.

That piece of Americana stayed in Bultmans possession for decades as a lasting reminder of the moon-landing achievement. He since has donated it to the INFINITY Science Center museum next to the John C. Stennis Space Center in Mississippi.

Bultmans message to the students was to aggressively follow their dreams and to not be discouraged when the inevitable obstacles of life appear.

Shoot for the stars, he said. If it knocks you to your knees, pick yourself up and keep going. Hard work will pay off.

Its a powerful message the Spring Hill students never would have had the opportunity to hear if not for a chance encounter a few years ago on hunting grounds in Ottawa.

Bultman is a 76-year-old New Orleans native, but in his retirement he has enjoyed traveling to pursue his hobby of deer and turkey hunting. He jumped at the opportunity to hunt on land in Kansas.

Brett Gearhart, a teacher who works with gifted students at Spring Hill High School, also happened to be hunting on that same property a few years ago, and the pair soon developed a friendship.

Gearhart asked if Bultman would come and speak to his gifted students, and he accepted. The high school students were joined in the auditorium by gifted students from Spring Hill and Woodland Spring middle schools.

Gearhart said Bultman has really become a great role model for him, and he wanted his students to also benefit from hearing Bultmans life experiences.

They learned that certain role models had a big impact on Bultmans life, including two great math teachers he had while he was growing up and a professor who recruited him to teach a computer programming lab at Mississippi State University.

I got to learn everything about computers, Bultman said. The light bulb went off, and I realized thats what I wanted to do.

His educational path wasnt perfect, though, as he also told the students how he struggled with advanced physics.

Bultman said the key for him was to stay focused and work hard. He also said it truly pays off to help others and be kind to those around you.

Through life, being a good person makes things easier, he said. All of us are who we are because of the decisions that we make. Always take the high road.

After the presentation, the students crowded around the stage and looked through a variety of pieces of memorabilia Bultman had on display, including awards from NASA.

They also flipped through a photo album and asked Bultman questions about some unique pictures, including one he snapped with his Brownie camera of his fuzzy television screen in July 1969 as Armstrong stepped onto the moons surface.

Bultman said he cherishes all of the memories, and hes enjoying retirement now after 41 years in the space industry, much of which he spent working for Lockheed Martin.

My high road has paid off, he said with a smile.

Read more:
'Shoot for the stars' | Education | republic-online.com - Miami County Republic

GEORGETOWN, Texas A former bus driver with Georgetown's school district has been arrested for allegedly soliciting a minor online, according to Georgetown Independent School District.

In a letter sent to parents on the night of Nov. 18, the school district said that the Georgetown Police Departmentnotified the district that the driver identified as Richard Wayne Malley of Georgetown in an affidavit obtained by KVUE was being investigated for online solicitation of a minor. The district said the driver was immediately placed on administrative leave and was arrested.

The school district said that Georgetown police believe the driver and the minor did not know each other before they began speaking online.

"Please know that the safety of your child is our top priority," the district said in the letter. "Georgetown ISD employees go through a thorough background check with DPSand the FBI. This individual had no reported history that would have prevented his employment with our district. We are deeply saddened by this news. The allegations against the individual are reprehensible."

The district said staffers are working to directly contact the parents of students who rode the driver's bus. Parents with questions may contact the district at 512-943-1890.

According to the probable cause affidavit for Malley, the victim's mother looked through her 14-year-old son's phone and found that he had received sexually explicit messages. Upon further investigation, she learned her son had an online account on a website designed for gay and bisexual men to find sexual partners. The son had received multiple messages from what the mother believed were adult men. One message from an unknown sender discussed the sender's desire to meet the boy in person, according to the document. When the mother questioned her son, she learned he had met the sender in person. She then filed a police report and turned the victim's cellphone over as evidence.

Police discovered by looking at the phone's messages and images that the victim and sender who used a Voice Over Internet Protocol number, allowing him to message the victim's phone from a computer had exchanged sexually explicit messages, including a photo of the victim's genitals. They also discussed meeting in person, police said. Police conducted a search for the sender's number and learned it returned to Malley. Police also learned that Malley was a Georgetown ISD bus driver who transported students with special needs.

During an interview with the victim, police said they learned that he had met with Malley on two occasions. During one of those occasions, the victim said Maley touched him over his clothes. Malley also allegedly asked him to send him a photo of his genitals.

Police searched the website where Malley allegedly made contact with the victim, looking up the screenname that the victim provided for him, and found that the profile picture associated with that screen name was of Malley.

VIDEO:Georgetown is having trouble keeping up with its growth

PEOPLE ARE ALSO READING:

Hondo PD cancels runaway teen's Amber Alert due to 'resident complaints'

Drag queen says she was denied entry to Austin Whataburger because she was dressed in drag

Austin ISD makes final vote to close 4 schools starting next school year

Austin police searching for 21-year-old man last seen on Rainey Street

Rodney Reed: His fight for a new trial and why prosecutors say he's guilty

'Brutal homicide' | Traffic stop on I-35 leads to discovery of two bodies in Plano home

View post:
Former Georgetown ISD bus driver arrested for online solicitation of minor, district says - KVUE.com

More than half of Burbank Unified high school students say theyre often or almost always stressed, while just over a third of district staff feel similarly, according to a health and wellness poll.

John Paramo, Burbank Unifieds assistant superintendent of educational services, presented a report during a recent board meeting detailing information regarding an online survey.

The district hired Hanover Research, based on Arlington, Va., to contact students and staff from January to March with an expressed intent of finding out if and how they were using the districts health and wellness resources and how to improve upon what already exists.

A total of 2,023 students from Burbank, Burroughs and Monterey high schools responded, while 702 staff members, from those who work in preschools to high schools, also participated.

In terms of stress and anxiety, the online survey asked students, In general, how would you rate your typical level of stress or anxiety?

About 23% of Burbank Unified high school students responded they were almost always stressed or anxious, while 30% said they were often stressed, to total 53% of students. The next biggest group of students was those who identified as sometimes stressed at 28%.

What are we telling our students in our schools? asked board vice president Armond Aghakhianian. Are we telling them this is your key to a better career or are we giving them options?

Paramo, who took part in the districts senior day activities on Nov. 7, in which community members took part in a one-day experience of what its like to be a high school senior, said hes witnessed the amount of stress students endure to try and enroll in universities like UCLA and USC.

The pressure for kids to want to be in those schools means that theyre going to take a lot of [advanced placement] classes and theyre going to be involved in a million activities, Paramo said. Its no wonder that theyre anxious and stressed.

Roughly 10% of faculty and staff said they were almost always stressed, while 25% were often stressed. The largest group, 42%, said they were sometimes stressed.

While there are many factors, some triggers stood out as either large or moderate sources of anxiety for students.

Homework was No. 1, as 42% of students said it was a large source of anxiety and 27% thought it was moderate, to total 69%.

Preparing for college was second with percentages of 38% students saying it was a large source of anxiety and 29% saying it was moderate, for a total 67%, while preparing for a career was third with percentages of 35% indicating it was a large source of anxiety and 31% saying it was moderate, for a sum of 66%.

We have to really start addressing the sources and not just resources, board member Steve Ferguson said of the stress factors.

Homework and all those things are sources of anxiety, no doubt, but it also comes when students sign up for more classes than theyre ready for, he said.

There were also a few significant differences between the schools.

Burroughs students listed mental health as a moderate or a large source of stress at 48%, while Burbank students were at 39%.

Monterey High students said family relationships were a moderate or a large source of stress at 68%, which was at least 30 percentage points higher than students at Burroughs or Burbank.

Staff pointed to teaching responsibilities as a large source of stress at 31%, with 30% stating that teaching duties were a moderate source of stress to total 61%.

Staff feeling overworked was a large source of stress at 30% and moderate at 25% for a 55% sum, while budget concerns totaled 25% as a large source of stress and 27% a moderate source of anxiety for a sum of 52%.

Despite the stress, most students said they would likely not utilize district mental or socioemotional help, such as wellness centers or school psychologists.

About 31% of students said it was extremely unlikely and 33% said it was unlikely they would seek out district services, while only 14% said they were likely or extremely likely to use district help. A total of 67% of students said they have never used any school wellness services.

Hanover Research issued a few recommendations, leading with an increase in communication to staff and students about district services.

Company officials also thought the district should continue to provide ongoing education around mental health, wellness and socioemotional well-being to develop a common language and understanding in these areas, while finding ways to ease the stress created by homework.

According to the survey, 72% of students say they would personally benefit from anxiety or stressed-related counseling.

Paramo said he thought many students would seek help if it didnt interfere with school hours and that students may look outside the district for assistance.

Support our coverage by becoming a digital subscriber.

More:
Majority of Burbank Unified high-schoolers, third of teachers feel stressed out - Los Angeles Times

November 14, 2019 | :

Mitch Stevens

Central State University (CSU) will now offer online bachelors degrees to members of the American Federation of Labor and Congress of Industrial Organizations (AFL-CIOs) affiliated unions.

This is an expansion on a previous program which allowed union members and their families to pursue free online associate degrees through a partnership with Eastern Gateway Community College.

College graduates with a bachelors degree typically earn 66 percent more than those with only a high school diploma and are also far less likely to face unemployment, according to a statement by CSU provost and vice president for academic affairs Dr. Pedro L. Martinez.

We are excited to partner with an institution as storied as CSU to provide working families across America with an affordable and convenient solution to completing a bachelors degree program, said President of Union Privilege Mitch Stevens.

AFL-CIO isthe largest federation of unions in the United States.

Read this article:
CSU to Offer Online Bachelor's Degrees to AFL-CIO Members - Diverse: Issues in Higher Education

BEIJING, Nov. 19, 2019 /PRNewswire/ --China Distance Education Holdings Limited (NYSE: DL) ("CDEL", or the "Company"), a leading provider of online education and value-added services for professionals and corporate clients in China, today announced unaudited financial results for the fourth quarter and fiscal year 2019 ended September 30, 2019.

Fourth Quarter Fiscal 2019 Financial and Operational Highlights

Fiscal Year 2019 Financial and Operational Highlights

Mr. Zhengdong Zhu, Chairman and CEO of CDEL, said, "We ended fiscal 2019 on a positive note, with fourth quarter revenue growth of 28.1% year-over-year, above our guidance range. Our fourth quarter revenue performance was primarily driven by continued strength from our industry-leading accounting vertical, together with higher-than-anticipated revenue from our legal vertical, primarily due to the earlier release of exam results for the objective section of the Legal Professional Qualification Exam compared with the same period last year. Total course enrollments were up 40.6% year-over-year in the fourth quarter, primarily due to significant enrollment growth in accounting continuing education courses. Cash receipts from online course registration grew 21.6% year-over-year in the fourth quarter, contributing to the robust growth of cash receipts of 33.1% in fiscal 2019, due in large part to the popularity of our longer duration premium and elite classes."

Mr. Zhu concluded, "During fiscal 2019, we continued our efforts to enhance our comprehensive lifelong learning ecosystem. Through our acquisition of Beijing Ruida, we have established our fourth key industry vertical legal, while solidifying our market position in accounting, healthcare, and engineering & construction (E&C) professional education with extensive and diversified educational offerings, such as our popular longer duration premium and elite classes. Overall, we remain focused on providing students with best-of-breed educational content and value-added services to guide them in their pursuit of professional licensure in their chosen fields. We are dedicated to serving a broader base of students at different stages of their careers to help them achieve positive learning outcomes and career advancement."

Mr. Mark Marostica, Co-Chief Financial Officer of CDEL, added, "The healthy fourth quarter revenue growth, together with continued effective expense control and leverage of our cost structure, contributed to the significant expansion of our fourth quarter non-GAAP operating margin, which came in at 30.9%, up from 23.9% in the prior year period."

Mr. Marostica, continued, "With fiscal 2020 well underway, we aim to continue to focus on balancing growth with diligent expense control, in an effort to build on the momentum of our operating margin improvement in the second half of fiscal 2019, and drive higher levels ofprofitability in fiscal 2020."

Fourth Quarter Fiscal 2019 Financial Results

Net Revenue.Total net revenue increased by 28.1% to $68.7 million in the fourth quarter of fiscal 2019 from $53.6 million in the fourth quarter of fiscal 2018. Net revenue from online education services, books and reference materials, and other sources contributed 72.0%, 8.4% and 19.6%, respectively, of total net revenues for the fourth quarter of fiscal 2019.

Online education services. Net revenue from online education services increased by 35.4% to $49.5 million in the fourth quarter of fiscal 2019 from $36.5 million in the fourth quarter of fiscal 2018, mainly due to revenue growth from the accounting vertical. Revenue from the legal vertical generated by Beijing Ruida also contributed to the growth.

Books and reference materials. Net revenue from books and reference materials increased by 410.2% to $5.7 million in the fourth quarter of fiscal 2019 from $1.1 million in the fourth quarter of fiscal 2018, mainly due to book sale revenue from the Legal Professional Qualification Examination contributed by Beijing Ruida.

Others. Net revenue from other sources decreased by 15.5% to $13.5 million in the fourth quarter of fiscal 2019 from $16.0 million in the fourth quarter of fiscal 2018, primarily due to the decrease in revenue from the "Tax School Program," which the Company disposed in the first quarter of fiscal 2019; and the decrease in revenue from business start-up training services. This decrease in revenue was partially offset by the increase in offline training revenue from the Legal Professional Qualification Examination contributed by Beijing Ruida, and the increase in revenue from the sale of learning simulation software.

Cost of Sales. Cost of sales decreased by 3.6% to $25.3 million in the fourth quarter of fiscal 2019 from $26.2 million in the fourth quarter of fiscal 2018. Non-GAAP1 cost of sales decreased by 3.5% to $25.3 million in the fourth quarter of fiscal 2019 from $26.2 million in the fourth quarter of fiscal 2018. The decrease was mainly due to the decrease in salaries and related expenses, and rental and related expenses. This decrease was partially offset by the increase in cost of books and reference materials, and lecture fees.

Gross Profit and Gross Margin. Gross profit was $43.4 million in the fourth quarter of fiscal 2019, up 58.5% from $27.4 million in the prior year period. Non-GAAP1 gross profit was $43.4 million, increasing by 58.2% from $27.4 million in the prior year period. Gross margin was 63.2% in the fourth quarter of fiscal 2019, compared with 51.1% in the fourth quarter of fiscal 2018. Non-GAAP1 gross margin was 63.2% in the fourth quarter of fiscal 2019, compared with 51.2% in the fourth quarter of fiscal 2018.

Operating Expenses. Total operating expenses increased by 15.5% to $23.2 million in the fourth quarter of fiscal 2019, from $20.1 million in the prior year period. Non-GAAP1 total operating expenses increased by 16.4% to $22.7 million in the fourth quarter of fiscal 2019, from $19.5 million in the prior year period.

Selling expenses. Selling expenses increased by 12.9% to $16.1 million in the fourth quarter of fiscal 2019 from $14.3 million in the prior year period. Non-GAAP1 selling expenses increased by 13.1% to $16.1 million in the fourth quarter of fiscal 2019 from $14.3 million in the prior year period. The increase was primarily driven by higher advertising and promotional expenses, the increase in rental and related expenses and other miscellaneous selling expenses. This increase was partially offset by the decrease in commission to agents and, salaries and related expenses.

General and administrative expenses. General and administrative expenses increased by 21.9% to $7.1 million in the fourth quarter of fiscal 2019 from $5.8 million in the prior year period. Non-GAAP1 general and administrative expenses increased by 25.6% to $6.6 million in the fourth quarter of fiscal 2019 from $5.2 million in the prior year period. The increase was mainly due to the provision for doubtful debts related to the Company's investee company, Hangzhou Wanting Technology Co., Ltd., and the sale of learning simulation software.

Impairment loss from long-term investments. Impairment loss from long-term investments increased to $6.9 million in the fourth quarter of fiscal 2019 from $2.8 million in the prior year period, due to impairment of the value of the Company's investment in investee companies, Hangzhou Wanting Technology Co., Ltd. and Amdon Consulting Pte Ltd of $6.4 million and $0.5 million, respectively.

Impairment of goodwill. Impairment of goodwill was $1.5 million in the fourth quarter of fiscal 2019, due to impairment of the value of the Company's business start-up training services segment.

Income Tax Expense. Income tax expense increased by 251.5% to $6.0 million in the fourth quarter of fiscal 2019 from $1.7 million in the prior year period, primarily due to an increase in taxable income.

Net Income Attributable to CDEL. As a result of the foregoing, net income attributable to CDEL was $13.8 million in the fourth quarter of fiscal 2019, up 42.4% compared with $9.7 million in the prior year period. Non-GAAP1 net income attributable to CDEL was $18.6 million in the fourth quarter of fiscal 2019, up 48.8% compared with $12.5 million in the prior year period.

Operating Cash Flow.Net operating cash inflow increased by 20.2% to $20.0 million in the fourth quarter of fiscal 2019 from $16.7 million in the prior year period. The operating cash inflow was mainly attributable to net income before non-cash items generated in the fourth quarter of fiscal 2019. The decrease in deferred tax assets, other non-current assets, and the increase in accrued expenses and other liabilities, income tax payable, and refundable fees also contributed to the operating cash inflow. The operating cash inflow was partially offset by the increase in accounts receivable, prepayments and other current assets, and the decrease in deferred revenue.

Cash and Cash Equivalents, Restricted Cash and Short-term Investments. Cash and cash equivalents, restricted cash and short-term investments as of September 30, 2019 increased by 2.9% to $128.5 million from $124.9 million as of June 30, 2019, mainly due to the operating cash inflow generated in the fourth quarter of fiscal 2019. The increase was partially offset by (i) the repayment of an offshore loan of $6.0 million and (ii) the capital expenditure of $2.0 million.

Fiscal Year 2019 Financial Results

Net Revenue.Total net revenue increased by 27.1% to $211.8 million in fiscal year 2019 from $166.7 million in fiscal year 2018. Net revenue from online education services, books and reference materials, and other sources contributed 68.9%, 12.9% and 18.2%, respectively, of total net revenues for fiscal year 2019.

Online education services. Net revenue from online education services increased by 24.7% to $145.9 million in fiscal year 2019 from $117.0 million in fiscal year 2018.

Books and reference materials. Net revenue from books and reference materials increased by 168.0% to $27.4 million in fiscal year 2019 from $10.2 million in fiscal year 2018.

Others. Net revenue from other sources decreased by 2.2% to $38.5 million in fiscal year 2019 from $39.4 million in fiscal year 2018.

Cost of Sales. Cost of sales increased by 19.2% to $104.7 million in fiscal year 2019 from $87.9 million in fiscal year 2018. Non-GAAP1 cost of sales increased by 19.4% to $104.7 million in fiscal year 2019 from $87.7 million in fiscal year 2018.

Gross Profit and Gross Margin. Gross profit was $107.1 million in fiscal year 2019, up 35.9% from $78.8 million in fiscal year 2018. Non-GAAP1 gross profit was $107.1 million, increasing by 35.7% from $78.9 million in fiscal year 2018. Gross margin was 50.6% in the fiscal year 2019, compared with 47.3% in fiscal year 2018. Non-GAAP1 gross margin was 50.6% in fiscal year 2019, compared with 47.4% in fiscal year 2018.

Operating Expenses. Total operating expenses increased by 30.9% to $86.4 million in fiscal year 2019 from $66.0 million in fiscal year 2018. Non-GAAP1 total operating expenses increased by 32.2% to $84.4 million in fiscal year 2019 from $63.8 million in fiscal year 2018.

Selling expenses. Selling expenses increased by 37.4% to $61.5 million in fiscal year 2019 from $44.7 million in fiscal year 2018. Non-GAAP1 selling expenses increased by 37.7% to $61.5 million in fiscal year 2019 from $44.6 million in fiscal year 2018.

General and administrative expenses. General and administrative expenses increased by 17.2% to $24.9 million in fiscal year 2019 from $21.3 million in fiscal year 2018. Non-GAAP1 general and administrative expenses increased by 19.6% to $22.9 million in fiscal year 2019 from $19.2 million in fiscal year 2018.

Change in fair value in connection with business combination. Change in fair value in connection with business combination was $0.7 million in fiscal year 2019, compared with $0.1 million in fiscal year 2018, attributable to the decrease in fair value of contingent consideration with respect to the Company's equity interest investment in Beijing Ruida.

Gain from Deconsolidation of a Subsidiary. Gain from deconsolidation of a subsidiary of $6.9 million related to the gain on the disposal of 60% equity interest, and fair value change of the remaining 40% equity interest, in Champion Tax Advisory or "Tax School Program."

Impairment loss from long-term investments. Impairment loss from long-term investments increased to $6.9 million in fiscal year 2019 from $2.8 million in fiscal year 2018.

Impairment of goodwill. Impairment of goodwill was $1.5 million in fiscal year 2019, due to impairment of the value of the Company's business start-up training services segment.

Income Tax Expense. Income tax expense increased by 252.0% to $8.1 million in fiscal year 2019 from $2.3 million in fiscal year 2018.

Net Income Attributable to CDEL. As a result of the foregoing, net income attributable to CDEL was $21.3 million in fiscal year 2019, up 82.8% compared with net income attributable to CDEL of $11.6 million in fiscal year 2018. Non-GAAP1 net income attributable to CDEL was $27.6 million in fiscal year 2019, up 71.0% compared with non-GAAP1 net income attributable to CDEL of $16.1 million in fiscal year 2018.

Operating Cash Flow.Net operating cash inflow increased by 45.7% to $73.0 million in fiscal year 2019 from $50.1 million in fiscal year 2018.

Outlook

For the first quarter of fiscal 2020, the Company expects to generate total net revenue in the range of $51.1 million to $53.3 million, representing year-over-year growth of approximately 20% to 25%.

For fiscal year 2020, the Company expects to generate total net revenues in the range of $254.2 million to $264.8 million, representing year-over-year growth of approximately 20% to 25%.

The above guidance reflects the Company's current and preliminary view, which is subject to change.

Conference Call

Management will hold a conference call at 8:00 a.m. Eastern Time on Wednesday, November 20, 2019 (9:00 p.m. Beijing Time on Wednesday, November 20, 2019) to discuss financial results and answer questions from investors and analysts. Listeners may access the call by dialing:

US Toll Free: +1-866-519-4004 International: +65-6713-5090 Mainland China: 400-620-8038 Hong Kong, China: +852-3018-6771 United Kingdom: +44-203-6214-779 Passcode: CDEL or DL

A telephone replay will be available two hours after the call until November 27, 2019 by dialing:

US Toll Free: +1-855-452-5696 International: +61-2-8199-0299 Mainland China: 400-632-2162 Hong Kong, China: 800-963-117 United Kingdom: 0808-234-0072 Replay Passcode: 3816479

Additionally, a live and archived webcast of the conference call will be available athttp://ir.cdeledu.com.

1 For more information about the non-GAAP financial measures contained in this press release, please see "Use of Non-GAAP Financial Measures" below.

About China Distance Education Holdings Limited

China Distance Education Holdings Limited is a leading provider of online education and value-added services for professionals and corporate clients in China. The courses offered by the Company through its websites are designed to help professionals seeking to obtain and maintain professional licenses and to enhance their job skills through our professional development courses in China in the areas of accounting, healthcare, engineering & construction, legal and other industries. The Company also offers online test preparation courses for self-taught learners pursuing higher education diplomas or degrees, practical accounting training courses for college students and working professionals, as well as third-party developed online courses. In addition, the Company provides business services to corporate clients, including but not limited to tax advisory and accounting outsourcing services. For further information, please visithttp://ir.cdeledu.com.

Safe Harbor Statement

This announcement contains forward-looking statements. These statements are made under the "safe harbor" provisions of the U.S. Private Securities Litigation Reform Act of 1995. These forward-looking statements can be identified by terminology such as "will," "may," "should," "potential," "continue," "expect," "predict," "anticipate," "future," "intend," "plan," "believe," "is/are likely to," "estimate" and similar statements. Among other things, the outlook for the first quarter and full fiscal year 2020 and quotations from management in this announcement, as well as the Company's strategic and operational plans (in particular, the anticipated benefits of strategic growth initiatives, including the promotion of the Company's lifelong learning ecosystem, as well as cost control and year-over-year improvement of operating margins, revenue and profitability) contain forward-looking statements. The Company may also make written or oral forward-looking statements in its periodic and annual reports to the SEC, in press releases and other written materials and in oral statements made by its officers, directors or employees to third parties. Statements that are not historical facts, including statements about the Company's beliefs and expectations, are forward-looking statements. Forward-looking statements involve inherent risks and uncertainties. A number of factors could cause actual results to differ materially from those contained in any forward-looking statement, including but not limited to the following: our goals and growth strategies; future prospects and market acceptance of our courses and other products and services; our future business development and results of operations; projected revenues, profits, earnings and other estimated financial information; projected enrollment numbers; our plans to expand and enhance our courses and other products and services; competition in the education and test preparation markets; and Chinese laws, regulations and policies, including those applicable to the Internet, Internet content providers, the education and telecommunications industries, mergers and acquisitions, taxation and foreign exchange.

Further information regarding these and other risks is included in the Company's annual report on Form 20-F and other documents filed or furnished with the SEC. All information provided in this press release is as of the date of this press release. The Company does not undertake any obligation to update any forward-looking statement, except as required under applicable law.

Statement Regarding Unaudited Financial Information

The unaudited financial information set forth in this press release is preliminary and subject to adjustments. Adjustments to the financial statements may be identified when audit work is performed for the year-end audit, which could result in significant differences from this preliminary unaudited financial information.

Use of Non-GAAP Financial Measures

To supplement the Company's consolidated financial results presented in accordance with U.S. generally accepted accounting principles, or GAAP, the Company uses the following measures defined as non-GAAP financial measures: non-GAAP net income attributable to CDEL, operating income, gross profit, cost of sales, selling expenses, general and administrative expenses, net income margin attributable to CDEL, operating margin, gross profit margin, and basic and diluted earnings per ADS and per share attributable to CDEL. The presentation of these non-GAAP financial measures is not intended to be considered in isolation or as a substitute for the financial information prepared and presented in accordance with GAAP. For more information on these non-GAAP financial measures, please see the table captioned "Reconciliations of non-GAAP measures to comparable GAAP measures" set forth at the end of this release.

The Company believes that these non-GAAP financial measures provide meaningful supplemental information regarding its performance by excluding share-based compensation expenses, impairment loss of long-term investments net of noncontrolling interests and taxes calculated using specific tax treatments applicable to the adjustments based on their respective jurisdictions, and impairment of goodwill. However, non-GAAP financial measures may not be indicative of the Company's operating performance from a cash perspective. The Company believes that both management and investors benefit from these non-GAAP financial measures in assessing its performance and when planning and forecasting future periods. These non-GAAP financial measures also facilitate management's internal comparisons to the Company's historical performance and liquidity. The Company computes its non-GAAP financial measures using the same consistent method from quarter to quarter. The Company believes these non-GAAP financial measures are useful to investors in allowing for greater transparency with respect to supplemental information used by management in its financial and operational decision making. A limitation of excluding share-based compensation expenses, impairment loss of long-term investments net of noncontrolling interests and taxes calculated using specific tax treatments applicable to the adjustments based on their respective jurisdictions, and impairment of goodwill from the above-mentioned line items and presenting these non-GAAP measures is that such items may continue to be for the foreseeable future a significant recurring expense in our business. Management compensates for this limitation by providing specific information regarding the GAAP amounts excluded from each non-GAAP measure. The accompanying table at the end of this release provides more detail on the reconciliations between GAAP financial measures that are most directly comparable to non-GAAP financial measures.

Contacts:

In China:

China Distance Education Holdings Limited Jiao Jiao Tel: +86-10-8231-9999 ext.1826 Email: IR@cdeledu.com

The Piacente Group, Inc.Xi ZhangTel: +86-10-6508-0677E-mail: dl@tpg-ir.com

In the United States:

The Piacente Group, Inc.Brandi Piacente Tel: +1 212-481-2050 Email: dl@tpg-ir.com

(Financial Tables on Following Pages)

China Distance Education Holdings Limited

Unaudited Condensed Consolidated Balance Sheets

(in thousands of US Dollars, except number of shares and per share data)

September 30, 2018

September 30, 2019

(Derived from Audited)

(Unaudited)

Assets:

Current assets:

Cash and cash equivalents

30,826

67,977

Restricted cash

51,736

38,358

Short term investments

17,073

22,118

Accounts receivable, net of allowance for doubtful accounts of US$1,282and US$1,342 as of September 30, 2019 and September 30, 2018,respectively

7,280

7,330

Inventories

2,782

4,232

Prepayment and other current assets

17,054

27,247

Deferred cost

1,125

1,427

Read the original:
PR Newswire - China Distance Education Holdings Limited Reports Financial Results for Fourth Quarter and Fiscal Year 2019 - IT News Online

The value of what Chuck Gismondi taught his players at California University as the head baseball coach for 17 years was not limited to the game.

Gismondi taught his Vulcans to have fun, work hard and go the extra mile in helping someone else find happiness and success.

He changed my life, said Don Hartman, who played at California and currently is the head softball coach at Frazier. When I was coming out of high school, I wasnt sure what I wanted to do. He offered me the opportunity to play baseball for him at Cal. That put me in the college environment and gave me a chance to have success.

Gismondi, 77, of Elco, passed away Saturday.

He earned a bachelors degree from Cal in 1964 and a masters degree from West Virginia University in 1968. He returned to Cal in 1969 to teach in the Speech Pathology department.

Gismondi is one of just four men to serve as Californias baseball coach since 1950. He succeeded Mitch Bailey (1960-79) and was followed by current Vulcans coach Mike Conte. Andy Sepsi (1950-59) is the other coach.

Gismondi finished with a 393-295-7 record with 14 winning seasons, six-postseason berths, five Pennsylvania State Athletic Conference final four appearances, three PSAC West Division championships, three PSAC runner-up finishes and an NCAA Division II tournament berth. He produced eight professional players.

One of them, Rick Krivda, who pitched in the major leagues and won an Olympic Gold medal with Team USA in 2000, said Gismondi made a huge impact.

He reminded me of my father, firm but fair, said Krivda. He is why I went to Cal. If you messed up, he would tell you about it. If you did well, hed tell you about that as well and he would help you.

He really emphasized going to class, staying out of trouble and that if you did that good things would happen.

Dion Jansante, who is the dean of Washington County high school baseball coaches at Bentworth, said he was always impressed with Gismondis coaching skills and personality.

I really enjoyed playing for him, said Jansante, who played at Cal in the early-to-mid 1980s. He taught me a lot about baseball.

A lot of what we do at Bentworth comes from him. Anytime I had an opportunity to be on campus, Id make it a point to stop in his office or just talk with him. The most fun I ever had was on our southern trips. He pushed us to work hard but when the games were over, the personal level took over. He would joke around with us. He was great to be around.

Skooter Roebuck, the baseball coach at Brownsville, started his collegiate career at Charleston Southern University in South Carolina. He wanted to move back to play in Western Pennsylvania.

Gismondi was there for him.

Chuck was the only guy I thought of calling, Roebuck said. I told him I wanted to come home and he said hed take care of everything and he did.

He did all the paperwork on the transfer. He did me a big favor. Hes meant a lot to me and a lot of people. As far as guys from our generation, we knew Chuck as a man who lived and breathed Cal baseball. He loved that university.

Gismondis No. 29 jersey was retired by then California president Dr. Angelo Armenti, Jr., in 1996.

In the last several years, former players came together to establish a 29er Club to honor Gismondi. Proceeds from the annual golf outing are distributed to the Vulcans baseball program.

He was the face of Cal U baseball for a long time, Hartman said. Chuck was a great guy.

Read more from the original source:
Gismondi was a game-changer and life-changer at Cal - Observer-Reporter

HAMILTON

When well-meaning people take pizzas or other food to homeless camps, theyre often inadvertently providing financial support for prostitution and sex trafficking, says Felix Russo, pastor and director of the New Life Mission in Hamilton.

The non-profit organization he runs on Henry Street has been helping the poor since 1969, and in recent months has raised its aspirations.

Residents need options, so Russo wants his organization to be a hub of resources that aid the poor, the homeless and the addicted, helping connect them to mental-health therapy, and organizations like Butler County Job and Family Services and veterans agencies that can help them with jobs, health-care coverage, food assistance and life coaching.

In the past year, the issue of homelessness has risen in Hamilton and elsewhere across the county, with officials working to contain homeless camps while informing residents about how to find help. Along the way, police and social-service agencies have been frustrated by people who take things to the homeless camps, saying that only encourages people to keep living in tents near railroad tracks, in woods or in fields.

Russo agrees such help is a bad idea.

As well-meaning as they are, wanting to help people on the street and Ive seen an explosion of groups the last couple of years, going out on the street and just giving things to people, he said. They feel like thats helping people, and its really not.

Number 1, it takes away any initiative. Why should I make a change in my life if people are going to be bringing me everything I need whatever food I want, anything I need, clothes, whatever, directly to me in my homeless camp, that takes away the initiative to want to move out of that life situation.

Russo said he has seen a rise in millennials and senior citizens on the streets, and human trafficking is part of the problem.

And these groups that are just going out and inundating people with stuff and theyre enabling do they really step back and go, You know what? Im enabling traffickers, he said. Some guys using a girl because shes high all the time, and using her to get money, thats trafficking.

Youre enabling him to traffic her out on the street.

Hes familiar with such issues, because his wife, the Rev. Kim Russo, operates Juliettes Hope in Lockland, a two-year program that helps women, mostly from Butler County, break away from addiction and prostitution.

RELATED: Juliettes Hope helping Butler County women recover from vices

Hamilton police and Butler County United Way earlier this year teamed in an effort that encourages people wanting to help the needy do so through United Way agencies.

RELATED: How to help the homeless through local agencies

Most people who know about New Life Mission believe it is only a soup kitchen, and maybe a food pantry. Its a place that people who use it have come to trust.

Russo wants the organization to become a hub for helping the poor, the homeless and the addicted, helping connect them to mental-health therapy, and organizations like Butler County Job and Family Services that can help them with jobs, health-care coverage and food assistance.

The mission, located in a single-story building, has a new strategic plan calling for it to become a hub of resources, for those in need, Russo said.

This is a good location, he said. People are already coming here for lunch. Well get 20 to 50 families come through the food pantry, daily.

Its already becoming a hub, helping connect people with Butler County Job and Family Services, and people who provide mental-health assessments.

Of the 81 people served at the JFS onsite visits in October, 61 were assisted at New Life Mission, the agency told him.

I think that is the right place, for such a place to help people, said county Commissioner Cindy Carpenter. Weve been so successful in putting a JFS staff person in the community meal center, and that person is qualifying individuals for Medicaid and Food Stamps, which are first steps to coming out of chronic homelessness. A big part of it is to get on medication.

He is the boots-on-the-ground person who probably serves this population more than anyone else, because the people he serves are the neediest of the neediest, and with the most complicated mental health and addiction problems.

RELATED: Officials argue for treatment and homeless housing in Butler County

Russo wants to convert part of the missions building to private showers for men and women.

People deserve to be treated with dignity, he said. Something thats needed right now are showers. Just the basic health, it goes with dignity, and it goes to employability.

Hed love to help some people find their way to religion, he said.

But first and foremost is about loving people, he said. Show people love, then as that relationship builds, people will begin trusting you to where you can start going, Hey, these are your options. Theyre here if you want them.

MORE: Commissioners debate funds for crisis center

Thank you for reading the Journal-News and for supporting local journalism. Subscribers: log in for access to your daily ePaper and premium newsletters.

Thank you for supporting in-depth local journalism with your subscription to the Journal-News. Get more news when you want it with email newsletters just for subscribers. Sign up here.

Read more here:
How Hamiltons New Life Mission is growing its help for the poor - Hamilton Journal News

WTA Insider: How did you get into tennis?Beltz: I started when I was seven years old. I played a lot of tennis in Germany. I played all the leagues in Germany and Bundesliga and everything.

When I was 16-years-old I already got my first trainer license in Germany. We have to do a license. It's called a C License, B License, and A License. So I knew pretty early that I'd like to coach a bit.

So I started when I was 16 to do my first license, but I was also playing a lot. I had more the goal to be a professional tennis player. I played prize money tournaments, futures, and then I played college tennis, which was really good for me in America.

I went to Anderson College, Clemson University, practiced there a lot. So I played there for two years, which also helps my game a lot. After the two years, I went back because I tried to play futures, ATP events for myself. Then I started to hurt my shoulder a little bit. I stopped playing and I went to coaching.

"It's nice to be able to work with the top athletes together and try to make them better every day."

I had a Bundesliga team which I coached. Pretty funny, my first team, Wahlstedt, all the girls we are talking about now, like Goerges and Barthel, they were all playing. So I was kind of the head coach and all the girls were on the team. It was a good team.

Then I started with Angie [Kerber] when she was 16. They were looking for a coach who could help her with the first steps on the tour, play 25Ks, and the junior Grand Slams. So I started with her when she was 16. That was my start of it.

WTA Insider: What drew you to tennis? Beltz: What attracted me? For sure it was my parents. Both of my parents are playing tennis as well. So I started to hit against the wall at the tennis club. My parents played at the court. I play against the wall. So I guess that's how many players pick it up.

I started to love it. And then I played a lot of junior tournaments and I liked it so much. I played a lot when I was young and I'm still loving it, so it's fun.

WTA Insider: What do you like about it? Beltz: The challenge, the competing, one against one. I really like it.

I just loved the sport because you can just go with friends and just go out and play. Also in Germany, the club scene is pretty big. It's not that big anymore, but when I was young a long time ago, it was still big. We had a lot of club matches, a lot of practice together. It was a good system and I had many friends playing tennis so it was fun.

WTA Insider: Do you have a coaching philosophy?Beltz: When I was sixteen, it was just a thing on the side, because I was still playing. It was just good at the club to teach a little bit some kids, make some small money on the side.

When it got more serious I really liked the challenge. It's nice to be able to work with the top athletes together and try to make them better every day. I think that's really the thing I like to do right now and which really fulfills my life, I would say. Try to make them better every day and to work with young players. I think it's a great job and it's a great challenge for me.

I think the philosophy kind of changes. If you play with the club level players it's more about having some fun. That was also the goal at the time to get more kids into tennis. Let's make it fun and really try to show them how much fun is the sport.

Now with the top, top players, I don't have to sell because they know how nice it is. So it's really about trying to get out of the players the best they can do every day, and especially to get them ready for the big tournaments like Zhuhai and the Masters and really try to get them ready for the big stage to play their best tennis.

"I think it's really important to stay positive. In tennis, every week is a new challenge and a new possibility to play good."

WTA Insider: What's the most important thing you've learned coaching at the top level?Beltz: I think it's really important to stay positive. In tennis, every week is a new challenge and a new possibility to play good. Even if it's sometimes not going your way, it's not about going up.

So I think for me as a coach, we're trying to stay positive and we're trying to see the process to try to get better. I think we're trying to do this. I think this is also what's most important for me as a coach, to try to stay positive and to stay focused, trying to have an intense practice all the time, even if the player is not feeling that great.

WTA Insider: How do you get players to trust the process and not get too attached to being results-orientated?Beltz: It's a combination. The player has to trust the coach, believe in the coach, believe in what I'm saying and doing with her. So I think it's a combination.

I'm trying every day also to give my player the feeling that I am there for her and that I have my thoughts and that I really try to prepare the practice good. I try to educate myself, to evolve positively as a coach, to try to educate myself to get better at coaching. I think if the player sees this, I think also she believes more in my work.

WTA Insider: What does a day in the life of a WTA coach look like? Beltz: It depends on the time, if it's offseason or at a tournament. We have a new platform now where I can watch the matches so I'm trying from the hotel to watch the matches and to see what my player is doing good and bad and really trying to get this right. Also trying to prepare some videos to show my player so she can see what she's doing good or bad. At night, I try to prepare the practice for the next days.

And then in the day we have breakfast together, then we have practice in the morning together, we have lunch together, we have practice in the afternoon and then fitness. The whole day is pretty planned and pretty packed. We're trying to have a good day every day and to be positive.

WTA Insider: Do you have a lot of free time as a coach?Beltz: I have free time. I like to play some golf sometimes.

It's also a good challenge because on tour you have a lot of free time actually. For sure we are coaching on the court and we are preparing, but we also have to handle the free time. But I like to be alone sometimes. I like to play golf if I can. The good thing is we are always at the sunshine so we can play golf a lot.

WTA Insider: What is the vibe like among the WTA coaches?Beltz: I think it's really good. I have no problem with anybody. I have many good friends on the coaching tour. It is really fun. We all see each other every week. So it's good to see each other. I think if we have a good time together, sometimes we go play golf together, we have a drink somewhere. I think we all get along pretty well.

WTA Insider: Do the coaches talk a lot with each other about their own players and experiences?Beltz: I think it's more easy with the coaches to get along better than the players. We talk about tennis for sure because it's all we love, tennis.

But I think I will not tell any secrets and I think all the other coaches will not tell me any secrets. I think we get along pretty good and we have some good guys on tour.

WTA Insider: What's a bad day for you as a coach?Beltz: I think also the coaches are results orientated. For sure it's tougher when the player is losing. I think that sucks. Everybody can agree to that. That is a tougher day, if the player is losing a tough match, maybe three sets or something.

I think for me the toughest is if my player is playing good and she's losing and she's feeling hurt. For me it hurts a little bit also. We as coaches have some tough days.

But it's the same as a player. We don't let it get to us and get too much down. It's trying to stay positive and see the next day and then we can work the next day and in tennis, we have the chance to do it the next week and do it better.

More here:
Coaching Dossier: Torben Beltz is the King of Positivity - 'Every week is a new challenge' - WTA Tennis

A trail runner finds sage advice in a virtual-coaching program from iFit. It changed his view of what a session on a treadmill screen can do.

Its 3 miles to the Beagle Channel. Im running in Patagonia, near the tip of South America, a few steps behind a virtual trainer on a screen.

The machine hums under my feet. A treadmill, the Commercial 2950 model from NordicTrack, speeds up and then tilts, a dynamic simulacrum of the terrain ahead.

I came to this review with some skepticism. As a serious runner, I train mainly outdoors. However, treadmills have played a significant role in my fitness regimen for years. But a virtual coach training me from a screen? It seemed like too much.

My coach was Tommy Rivers Puzey. Hes a real person, an accomplished ultrarunner, and one of more than a dozen trainers available via the iFit program on my treadmills 22-inch screen. Throughout a recent 30-minute workout, Puzey earned my trust.

After testing iFit for weeks, I had several ah-ha moments during one particular session in the virtual forest with Puzey on the outskirts of a remote Patagonian town.

SinceiFits inception in 1999, the company has made it a goal to improve the experience of working out on an exercise machine.

Built-in screens and connectivity changed the paradigm for treadmill companies. iFit hopped into that with its lush visual scenes, onscreen workout classes, and, later, virtual coaches. These coaches focus on fitness during sessions that you can watch once or view as a series, building toward achievable goals.

Its a library of content in constant evolution, with new sessions added every week. Over the years, the iFit project has included a partnership with Google Maps (which is ongoing), the formation of a massive studio space for filming in Utah, and video shoots around the world.

You can now jog through European capitals, run along tropical beaches in Hawaii and Thailand, and even trek up the flank of Mount Kilimanjaro. A multiday program lets iFit users virtually summit the 19,341-foot African peak.

There are thousands of workouts in the library, and the company has produced on-location shoots from all seven continents and more than 40 countries. iFit touts itself as more convenient than a gym, more affordable than a personal trainer.

Pricing starts at $15/month, and iFit works with a range of NordicTrack and other ICONexercise equipment. (If you have multiple devices, a single subscription works across a range of NordicTrack devices, from incline trainers, rowers, cycle machines, and a strength towerupdated this year.)

I ran several sessions over the summer, and then last week I picked Puzeys course in Patagonia. I wanted to relive a region I knew well after an expedition to Tierra del Fuego years ago.

The scenery was sublime, as expected, with misty forests and ocean views. But what surprised me was Puzeys dialogue, which meandered from fitness tips to a historical tutorial on the areas scourge of invasive beavers.

Theyd come from Canada as a failed experiment in habitat relocation. I knew those beavers too well from my time in Patagonia. One day, after more than a week in the wilds in 2010, we encountered a decimated forest stretching for miles. It was the result of seemingly innumerable beaver dams.

Puzey pointed at an effected area like that off the trail. The talk and the scenery on the screen were a positive distraction as I ran. Initially, thats what I envisioned iFit would be: an alternative to staring at a TV or zoning out to a podcast as treadmill minutes and miles ticked away underfoot.

But Puzey proved me wrong and it wasnt just the beavers. From the start of the session, he gave legitimate tips on running technique. He talked about cell physiology and V02 max in an uncomplicated way. The conversation throughout the 31-minute run, which is titled Gable Island, Argentina in the iFit library, was stacked with invaluable information if you listened close.

For example, at one point near the beginning of the session, Puzey talks about upper body considerations and form. He notes a runner should avoid twisting the body or swinging the arms too much from side to side. Instead, runners should direct all motion (arms included) linearly ahead in the direction of their run.

This sounds basic. But it took a long time for me to ever hear that advice as a beginner runner years ago. I changed my arm movement and focused on posture and gait. It was a significant step toward increasing my efficiency and speed, and I wish Id known this sooner.

Another example from iFit: Right at the start of the Gable Island run, Puzey talks about the importance of warming up before a hard run. I was feeling impatient at the time and almost sped the treadmill pace ahead of the programs prescribed speed.

Instead, I listened to Puzey, who explained the why behind taking a few minutes to warm up. It was a weird moment of mind-reading, as he seemed to rebuke my questioning as soon as it came to my head.

Warming up, he said, is useful because once youre literally warmer and beginning to sweat, thats a good indicator that on a cellular level your body is more ready for the rigors of exercise ahead. As a sprint-from-the-gate kind of guy, the information on why warming up matters now sticks as usable advice.

Hills and twisting trail were a part of the virtual run. The iFit program worked seamlessly with the NordicTrack treadmill, speeding up, slowing, tilting on ascents, then declining as the ersatz path went downhill.

Id moved a NordicTrack 2950 into my basement a few months ago for a test. Its a solid machine and has found a place in my weekly regimen. Indeed, in 20 minutes flat, I can pace out 3 miles on a sprint day. Workouts via iFit range from beach jogs to mountain runs, where the NordicTrack inclines up to 15 percent, mapping the virtual hills.

To be sure, I run outside for many of my miles. I compete in trail races and do an ultra or marathon most years. But the treadmill is a part of my training regimen. In winter, I love to run on snow some days. Other times, the convenience of an indoor option is alluring when roads get icy around my neighborhood.

Based in Logan, Utah, ICON Health & Fitness Inc. is the worlds largest manufacturer and marketer of fitness equipment. It owns a suite of brands, including iFit and NordicTrack. Dubbed a commercial treadmill, the NordicTrack 2950 is a high-end machine with a price tag to match.

A metal-frame incline feature, reliable build and motor, a fold-up design, integrated fans, and a large, vibrant touchscreen that comes ready to run iFit justify its $2,999 price tag. A one-year iFit subscription is included.

Back in Patagonia, a camera followed tight behind Puzey the whole time, giving the trick of having a running partner just a couple steps ahead.

At the start, my screen revealed the 31:30 workout would include one-minute VO2max intervals where youll run at an intensity level of 9. I would burn 356 calories. The workout would tackle 2.77 miles and gain almost 300 feet.

Closer to the Beagle Channel, Puzey explained workout thresholds and intensity zones. He mentioned cellular mitochondria and their integral role in increasing holistic fitness as you train. You get a breakdown on V02 max.

In a half-hour with iFit, I heard training advice and information that took years for me to learn in the real world through casual training. Id paid coaches for blood-lactate tests and heart-rate regimens. People assessed my gait and form.

Though a session on a screen isnt a stand-in for personal coaching in life, I was impressed by the quick depth Puzey presented on a sprint through the Patagonia forest.

The company noted it had an original goal, starting in 1999, of wanting to improve education and expertise through trainer-created workouts. IFit developed programs to hook runners with progressive sets of workouts to build engagement through motivation to finish circuits and reach goals over days or weeks.

As the company puts it, The iFit expertise is automatically integrated in the workout; all the consumer has to do is follow along. iFit likes the term connected fitness to describe its technology. There are many other treadmills with touchscreens and graphics or streamed workouts. But iFit has interactive facets like auto-adjusting speed, incline, and decline.

In the end, I became an iFit adherent, but I didnt love every program. Certainly, you need to find the coach and class type built for your interest and fitness level. But as a whole, its a program that can benefit beginners and serious runners alike.

Check out the virtual world of iFit if youre training indoors this winter. The round-the-world iFit scenery can be amazing to virtually explore. Coaches like Puzey provide motivation and direction that can be invaluable in obtaining a fitness goal.

See details on the NordicTrack 2950 treadmill here.

Go here to see the original:
Treadmill Training: Why I Became a 'Virtual Coach' Convert - GearJunkie