Protective role of 17-β-estradiol towards IL-6 leukocyte expression induced by intense training in young female athletes     

Cristina Tringali 《Journal of sports sciences》2013,31(5):452-461

Abstract

Exercise performed at a competitive level could deeply modify the immune system and the cytokine response of athletes. In this report, we demonstrated that young elite female artistic gymnasts (n = 16; age: 9–15 years) showed an increase of interleukin 6 (IL-6) and tumour necrosis factor alpha (TNF-α) mRNA expression in blood mononuclear cells (PBMCs), in comparison to girls performing the same sport at a recreational level (n = 16; age: 10–15 years). The increase of IL-6 and TNF-α mRNAs appeared to be directly linked to the intensity and duration of the training. Moreover, in elite athletes engaged in artistic gymnastics or in synchronised swimming (n =34; age: 9–15 years), IL-6 gene expression appeared to be modulated by the levels of circulating oestrogens: pre-pubertal athletes (n = 20; age: 11 ± 1 years) revealed a higher increase in IL-6 than pubertal athletes (n = 14; age: 14 ± 1.6 years). In pre-pubertal athletes, body mass index (BMI) percentile was inversely correlated with the increase of both IL-6 and TNF-α. The consequence of these events was the shift of the cytokine profile towards a pro-inflammatory status. These modifications, induced by training performed at an elite level, might negatively affect the growth of female children athletes.  相似文献   

Inequalities in school leavers’ labour market outcomes: do school subject choices matter?     

Cristina Iannelli  Adriana Duta 《牛津教育评论》2018,44(1):56-74

Abstract

Despite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people’s labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of young people who left education early, either at the end of compulsory schooling or at the end of secondary school. Using data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources, we found little gender differences but strong parental background differences in school leavers’ employment status and type of occupation entered. Social inequalities in labour market outcomes were only partly explained by curriculum choices. Moreover, after controlling for social origin and grades, only history and business for lower-secondary leavers and maths for upper-secondary leavers were associated with a reduction in the chances of being unemployed/inactive.  相似文献   

Contrasting Two Approaches to Distance Language Learning     

Cristina Ros i Solé  Joseph Hopkins 《Distance Education》2007,28(3):351-370

In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning.  相似文献   

Estranged students in higher education: navigating social and economic capitals     

Cristina Costa  Yvette Taylor  Claire Goodfellow  Sidonie Ecochard 《Cambridge Journal of Education》2020,50(1):107-123

ABSTRACT

Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. The authors propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences.  相似文献   

Development and validation of ageist myths in a psychotherapy questionnaire (AMPQ): professional ageism among psychology graduate students     

Javier López  Cristina Noriega  Montse Giner 《Educational gerontology》2020,46(10):642-652

ABSTRACT

Ageism is a problem in aging societies. Clinical psychologists and undergraduate psychology students have shown negative attitudes toward older adults. However, no speci?c measure against ageist myths in the psychotherapeutic context is available. This study aims to develop and present the psychometric properties of the Ageist Myths about Psychotherapy Questionnaire (AMPQ).

These issues were examined by surveying 222 psychology graduates at higher education institutions about their attitudes and behaviors concerning psychotherapy with older adults, negative stereotypes toward aging, and attitudes toward dementia.

Using principal components analysis, 10 items were retained and one factor was obtained with an acceptable reliability index. Signi?cant associations were found between the AMPQ and negative stereotypes toward aging, and attitudes toward dementia.

Results revealed that universities and colleges with psychology programs have an ageist bias. Implications for college formation in aging, and older adults with mental health problems, are discussed and presented.  相似文献   

Centering the Educational and Social Significance of HBCUs: A Focus on the Educational Journeys and Thoughts of African American Scholars     

Silvia Cristina Bettez  Vickie L. Suggs 《The Urban Review》2012,44(3):303-310

In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes.  相似文献   

Glazer,Francine S ed (2012) Blended learning Stylus (Sterling VA, & Eurospan,London) isbn 978‐1‐57922‐324‐3 138 pp £20.50http://stylus.styluspub.com/Books/BookDetail.aspx?productID=187883     

Cristina Oddone 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(5):E145-E146

This book aims at teachers who are interested in learning how to implement blended learning in their classes and therefore gain insights into the variables involved and the benefits it may bring to learning. It briefly introduces the topic and then describes practical experiences whose findings may be useful for addressing the challenges of blended learning. If the content of this book is likely to be relevant to you, I advise that you will probably find only parts of interest or use. Cristina Oddone  相似文献   

PGDnet: a new problem‐solving virtual learning environment     

Emilio Gómez  Cristina Rodríguez‐Marciel 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):576-591

The purpose of this paper was to provide information about the virtual learning environment known as PGDnet (the Spanish acronym for Plataforma de Gestión Docente or Educational Management Platform in English), which was developed by the innovative education group at the Technical University of Madrid known as “Nuevas metodologías docentes en ingeniería mecánica y fabricación” (New Teaching Methodologies in Mechanical Engineering and Manufacturing). This tool has been created on an ad hoc basis to cover specific teaching requirements for some engineering courses, which would be difficult to implement on general educational platforms such as Moodle or Blackboard. PGDnet was essentially created as an online engineering problem‐solving tool. These exercises are checked and corrected automatically, providing students with their final and partial scores, and with the solutions to these various sections. A stochastic programming model selects different exercises each time that an activity is performed and attaches the tables, graphs, figures and annexes that are needed for their resolution in each case. As is common with these types of tools, PGDnet provides effective management of publication and delivery dates for the proposed work, and contains records and databases, which allow the stored information to be processed. Its main features include ease of use, reliability and great versatility as a specific tool in the area of technical university education.  相似文献   

Influence of verb and noun bases on reading aloud derived nouns: evidence from children with good and poor reading skills     

Daniela Traficante  Marco Marelli  Claudio Luzzatti  Cristina Burani 《Reading and writing》2014,27(7):1303-1326

Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., artista, artist) or a verb base (e.g., punizione, punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect.  相似文献   

Knowledge and Utilization of the United States National Library of Medicine's Biomedical Information Products and Services Among African Health Sciences Librarians     

Christine Wamunyima Kanyengo  Grace Ada Ajuwon  Nancy Kamau  Cristina Horta  Abdrahamane Anne 《Medical reference services quarterly》2013,32(3):257-268

The United States National Library of Medicine (NLM) has the largest collection of biomedical information products and services in the world. Little is known of the extent to which librarians in sub-Saharan Africa are aware of and use these resources. The study's aim was to assess knowledge and frequency of use of NLM's biomedical information products and services among African librarians. Forty-three of the 50 delegates at the 11th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA) participated in the study. The findings showed that participants' knowledge of NLM information products and services was low and that there is a need for increased awareness and training in the use of NLM's information products and services in order for users on the African continent to effectively benefit from them.  相似文献