Effects of exercise intensity on salivary antimicrobial proteins and markers of stress in active men     

Judith E. Allgrove  Elisa Gomes  John Hough  Michael Gleeson 《Journal of sports sciences》2013,31(6):653-661

Abstract

In the present study, we assessed the effects of exercise intensity on salivary immunoglobulin A (s-IgA) and salivary lysozyme (s-Lys) and examined how these responses were associated with salivary markers of adrenal activation. Using a randomized design, 10 healthy active men participated in three experimental cycling trials: 50% maximal oxygen uptake ([Vdot]O_2max), 75%[Vdot]O_2max, and an incremental test to exhaustion. The durations of the trials were the same as for a preliminary incremental test to exhaustion (22.3 min, s _x  = 0.8). Timed, unstimulated saliva samples were collected before exercise, immediately after exercise, and 1 h after exercise. In the incremental exhaustion trial, the secretion rates of both s-IgA and s-Lys were increased. An increase in s-Lys secretion rate was also observed at 75%[Vdot]O_2max. No significant changes in saliva flow rate were observed in any trial. Cycling at 75%[Vdot]O_2max and to exhaustion increased the secretion of α-amylase and chromogranin A immediately after exercise; higher cortisol values at 75%[Vdot]O_2max and in the incremental exhaustion trial compared with 50%[Vdot]O_2max were observed 1 h immediately after exercise only. These findings suggest that short-duration, high-intensity exercise increases the secretion rate of s-IgA and s-Lys despite no change in the saliva flow rate. These effects appear to be associated with changes in sympathetic activity and not the hypothalamic – pituitary – adrenal axis.  相似文献   

Learning ecologies through a lens: Ontological,methodological and applicative issues. A systematic review of the literature     

Albert Sangrá  Juliana Elisa Raffaghelli  Montse Guitert-Catasús 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1619-1638

The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.  相似文献   

Paternal Fears of Childbirth: A Literature Review          下载免费PDF全文

Suzanne Hanson  Lauren P. Hunter  Jill R. Bormann  Elisa J. Sobo 《The Journal of perinatal education》2009,18(4):12-20

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Microfluidic-driven viral infection on cell cultures: Theoretical and experimental study     

Elisa Cimetta  Mauro Franzoso  Marta Trevisan  Elena Serena  Alessandro Zambon  Stefano Giulitti  Luisa Barzon  Nicola Elvassore 《Biomicrofluidics》2012,6(2):024127-12

Advanced cell culture systems creating a controlled and predictable microenvironment together with computational modeling may be useful tools to optimize the efficiency of cell infections. In this paper, we will present a phenomenological study of a virus-host infection system, and the development of a multilayered microfluidic platform used to accurately tune the virus delivery from a diffusive-limited regime to a convective-dominated regime. Mathematical models predicted the convective-diffusive regimes developed within the system itself and determined the dominating mass transport phenomena. Adenoviral vectors carrying the enhanced green fluorescent protein (EGFP) transgene were used at different multiplicities of infection (MOI) to infect multiple cell types, both in standard static and in perfused conditions. Our results validate the mathematical models and demonstrate how the infection processes through perfusion via microfluidic platform led to an enhancement of adenoviral infection efficiency even at low MOIs. This was particularly evident at the longer time points, since the establishment of steady-state condition guaranteed a constant viral concentration close to cells, thus strengthening the efficiency of infection. Finally, we introduced the concept of effective MOI, a more appropriate variable for microfluidic infections that considers the number of adenoviruses in solution per cell at a certain time.  相似文献   

Predictor variables related to the classification of learning disabilities     

J D Christopher  R Giuliani  C S Holte  A L Beaman  G C Camp 《Journal of learning disabilities》1989,22(9):588-589

Psychoeducational assessment variables for high school students were subjected to a discriminant function analysis. Variables predictive of learning disability classification were spelling, IQ, and a student interview question.  相似文献   

Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction     

Niemi P  Nurmi JE  Lyyra AL  Lerkkanen MK  Lepola J  Poskiparta E  Poikkeus AM 《Journal of learning disabilities》2011,44(5):459-471

Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems.  相似文献   

Prevalence and correlates of multiple victimization in a nation-wide adolescent sample     

Romano E  Bell T  Billette JM 《Child abuse & neglect》2011,35(7):468-479

Objectives

Adolescents often experience different types of victimization across a specified period of time in different situations. These multiple victimization experiences can have a number of deleterious effects on psychosocial well-being. To expand on research gathered primarily from US samples, the current study estimated the prevalence of multiple victimization in a nationally representative sample of Canadian adolescents. We also expanded on past research by adopting an ecological approach to identify correlates of multiple victimization.

Methods

Cross-sectional data from the 2000-2001 cycle of the National Longitudinal Survey of Children and Youth (NLSCY) were used to estimate the prevalence of multiple victimization (verbal harassment, threat of and actual physical assault, school social exclusion, discrimination) in 1,036 13-16 year olds. We also examined household (e.g., parental education), family (e.g., parenting practices), and adolescent (e.g., friendship quality) correlates of multiple victimization for the whole sample and separately by sex.

Results

Among the 6 in 10 adolescents who reported at least 1 victimization experience, 30.5% reported 2 types of victimization whereas 23.7% reported 3 or more types. There was an increased probability of multiple victimization (2 or more types) in adolescents who reported greater parental rejection, who engaged in more frequent out-of-school activities, and who experienced non-victimization adversity. The probability decreased if adolescents reported greater friendship quality.

Conclusions

The clustering of different types of victimization is common among adolescents. For both males and females, a difficult parent-child relationship characterized as rejecting is important when considering risk for multiple victimization, as is the adolescent's functioning outside of the home in the context of friendship quality and involvement in out-of-school activities. Non-victimization adversity (e.g., death of a loved one) also emerged as a significant multiple victimization correlate.

Practice implications

Non-physically invasive types of victimization (although adolescents also endorsed physical assault) are a reality for a number of adolescents. As such, we need to inquire about such experiences as school social exclusion, discrimination, and verbal threats in applied contexts. Moreover, in order to better identify adolescents who may be vulnerable to multiple forms of victimization, we need to adopt an ecological approach that considers individual, family, and household functioning.  相似文献   

A large-scale evaluation of the KiVa antibullying program: grades 4-6     

Kärnä A  Voeten M  Little TD  Poskiparta E  Kaljonen A  Salmivalli C 《Child development》2011,82(1):311-330

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization.  相似文献   

Engaging Participative Communities in Cultural Heritage: Using Digital Storytelling in Sicily (Italy)     

Elisa Bonacini 《International Information and Library Review》2019,51(1):42-50

The paper describes the project #iziTRAVELSicilia which is using digital storytelling for engaging heritage communities. The objective of the project was to bridge the Sicilian gap in cultural heritage communication using a participatory approach with the local communities, in the framework defined by the Faro Convention. The paper evidences the digital storytelling role in engaging communities to promote their heritage, promoting new partnership with local cultural heritage institutions. The positive impact of digital storytelling in cultural heritage promotion in Sicily is evidenced by the quantitative results achieved and by the feedback collected by a survey.  相似文献   

The influence of the family educational scenario on internet use of primary and secondary school children / La influencia del escenario educativo familiar en el uso de internet en los niños de primaria y secundaria     

Sonia Padilla  Elisa Rodríguez  Míriam Álvarez  Alezandra Torres  Arminda Suárez  María-José Rodrigo 《Infancia y Aprendizaje》2015,38(2):402-434

Abstract

With the aim of studying the impact of the internet in the home, this paper analyses how the physical component (where and with whom) and attitudinal component (who decides what the child is to see on the internet and motivations for internet use) of the family educational scenario influence the frequency of internet use and diversity of uses, as reported by parents. The participants included 711 parents of children in primary and secondary school. Results showed that being in secondary school, using the internet in privacy at home, without company, internet content under the child’s control, and parental motivations based on the internet being used as a means for the child to relax, predicted higher frequency of internet use. Some of these factors, as well as the presence of peers and new parental attitudes related to the use of the internet for social and learning purposes, predicted a greater variety of uses, suggesting a more appropriate family scenario. The practical implications for parental education on this matter are described.  相似文献