Individual differences in the interleukin-6 response to maximal and submaximal exercise tasks     

Kate M. Edwards  Victoria E. Burns  Christropher Ring  Douglas Carroll 《Journal of sports sciences》2013,31(8):855-862

Abstract

The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress.  相似文献   

Accumulating short bouts of running reduces resting blood pressure in young normotensive/pre-hypertensive men     

Masashi Miyashita  Stephen F. Burns  David J. Stensel 《Journal of sports sciences》2013,31(14):1473-1482

Abstract

In this study, we compared the effects of accumulated and continuous running on resting arterial blood pressure. Ten normotensive/pre-hypertensive men, aged 25.0 ± 4.2 years (mean ± s), participated in three 2-day trials at least one week apart in a randomized, repeated-measures design. On Day 1, participants rested (control) or ran at 70% of maximum oxygen uptake in either ten 3-min bouts (30 min rest between bouts) or one continuous 30-min bout. On Day 2, participants rested throughout the day. Blood pressure was measured at hourly intervals throughout Days 1 and 2. Mean resting systolic blood pressure on Day 2 was 6% lower during the accumulated and continuous running trials compared with the control trial (110 ± 6 vs. 110 ± 8 vs. 117 ± 6 mmHg respectively; P < 0.05), but there were no differences in resting diastolic blood pressure among the three trials (70 ± 7 vs. 69 ± 6 vs. 70 ± 5 mmHg respectively). These findings demonstrate that accumulating 30 min of running throughout the day in short bouts is as effective as 30 min of continuous running for reducing resting systolic blood pressure on the next day in young normotensive/pre-hyptertensive men.  相似文献   

Revisiting the theory of image restoration strategies     

Judith P. Burns  Michael S. Bruner 《Communication quarterly》2013,61(1):27-39

The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests. Rather than students' verbal and nonverbal responsiveness interacting, only students' nonverbal responsiveness significantly affected teachers' liking of students and willingness to comply with student requests. Students' nonverbal responsiveness accounted for 66% of the variance in teachers' liking of students and 31% of the variance in teachers' willingness to comply with student requests. It was also hypothesized that teachers' liking of students would moderate the effect of student responsiveness on teacher compliance. This hypothesis was not supported.  相似文献   

PREDICTING THE RETENTION OF UNIVERSITY STUDENTS   总被引：7，自引：1，他引：6  

Murtaugh  Paul A.  Burns  Leslie D.  Schuster  Jill 《Research in higher education》1999,40(3):355-371

Survival analysis was used to model theretention of 8,867 undergraduate students at OregonState University between 1991 and 1996. Attrition wasfound to increase with age, and decrease with increasing high school GPA and first-quarter GPA.Non-residents had higher attrition rates than didresident and international students, and students takingthe Freshman Orientation Course appeared to be atreduced risk of dropping out. Statistically significantassociations of retention with ethnicity/race andcollege at first enrollment were also noted. Aproportional hazards regression model was developed topredict a student's probability of leaving school basedon these demographic and academic variables. Theseanalyses are helping to guide the university's effortsto improve retention through marketing, recruitment, and the development of orientation and otherprograms.  相似文献   

Education and Social Change: A Proactive or Reactive Role?     

Robin Joan Burns 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,7(2):21-45

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Handbook of chemical equilibria in analytical chemistry: By S. Kotrlý and L. Šůcha. Pp. 414. Ellis Horwood,Chichester. 1985. £45.00     

D.Thorburn Burns 《Endeavour》1985,9(3):151-152

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Measuring the impacts of administrative policies on student performance in higher education     

William A. Ellegood  Jill Bernard Bracy  Donald C. Sweeney II  Mimi Duncan  Kathleen Burns 《Journal of Further & Higher Education》2019,43(3):418-433

In this study, we investigate the joint impacts of class size, modality of content delivery and instructor workloads on 1078 student performances from 2010 through 2014 in a required College of Business Administration Information Systems (IS) course at a public Midwestern university, controlling for 11 demographic and other factors that might impact student performance. Class size, modality of delivery and instructor assignments are strategic college decisions affected by and subject to administrative policies that can impact the probabilities of student performance. Using the Akaike Information Criteria (AIC) and Chi-square significance tests, we construct a parsimonious binary logit model of individual student performance in the IS course and examine the effects of the administratively controllable factors on student performance. We find that the class size and the assignment of instructors to teach the course significantly impact student performance while modality of delivery does not. We offer and evaluate administrative policy recommendations likely to improve student performances.  相似文献   

Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance     

Shaun Michael Burns  Larry H. Ludlow 《Journal of Personnel Evaluation in Education》2005,18(2):127-138

Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.  相似文献   

EXAMINING THE USE OF SPACING EFFECT TO INCREASE THE EFFICIENCY OF INCREMENTAL REHEARSAL     

Sarah E. Swehla  Matthew K. Burns  Anne F. Zaslofsky  Matthew S. Hall  Sashank Varma  Robert J. Volpe 《Psychology in the schools》2016,53(4):404-415

Incremental rehearsal (IR) is a highly effective intervention that uses high repetition and a high ratio of known to unknown items with linearly spaced known items between the new items. It has been hypothesized that narrowly spaced practice would result in quick learning, whereas items that are widely spaced would result in longer‐term retention. The current study examined the effect of spacing by teaching vocabulary words to 36 fourth‐grade students. Each student was randomly assigned to a widely spaced IR condition (i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, three known items, and an increase in the number of known items presented each time by one) or an IR condition in which spacing increased exponentially (IR‐Exp; i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, four known items, and one unknown item, eight known items). The results indicated that the students in the study retained twice as much information with the widely spaced IR than with the IR‐Exp condition, but the latter required half as much time. IR and IR‐Exp were equally efficient, but IR continues to be superior to all other flashcard approaches in improving retention.  相似文献   

The relation of cognitive and affective measures to achievement during an instructional sequence     

Robert B. Burns  Joan K. Gallini 《Instructional Science》1983,12(2):103-120

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