Thermoregulatory responses to exercise: relative versus absolute intensity

The purpose of the present study was to re-examine the relationship between deep body temperature and relative exercise intensity, during running rather than cycling (Saltin and Hermansen, 1966). Twenty male competitive and recreational distance runners, aged 22 + 0.9 years (mean +/- sx), were selected to form two groups, one with high maximal oxygen uptake (VO2max) values (72.8 +/- 0.8 ml x kg(-1) x min(-1)) and the other with moderate values (59.4 +/- 0.7 ml x kg(-1) x min(-1)). The participants completed two 60 min constant-paced treadmill runs at a common speed (absolute intensity) of 10.5 km x h(-1) and at a relative exercise intensity at a speed equivalent to 65% of VO2max. During the relative exercise intensity trial, no differences were found in rectal temperature, skin temperature or heart rate between groups. However, when running at the common speed, differences were identified in rectal temperature. At 60 min, rectal temperature was 37.70 +/- 0.19 degrees C and 38.19 +/- 0.11 degrees C for the high and moderate VO2max groups, respectively (P < 0.05). Sweat lost was significantly higher in the moderate VO2max group (moderate: 1.05 +/- 0.06 kg x h(-1); high: 0.82 +/- 0.08 kg x h(-1); P < 0.05). Heart rates were also different between groups over the first 20 min during the common speed trial (P < 0.05). The results of the present study support the findings of Saltin and Hermansen (1966), in that the set-point at which temperature is maintained is related to the relative exercise intensity.     

Facilitating long-term changes in student approaches to learning science

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.     

Using oligonucleotide suspension arrays for laboratory identification of bacteria responsible for bacteremia

The aim of this study was to develop and validate an oligonucleotide suspension array for rapid identification of 15 bacterial species responsible for bacteremia, particularly prevalent in Chinese hospitals. The multiplexed array, based on the QIAGEN LiquiChip Workstation, included 15 oligonucleotide probes which were covalently bound to different bead sets. PCR amplicons of a variable region of the bacterial 23S rRNA genes were hybridized to the bead-bound probes. Thirty-eight strains belonging to 15 species were correctly identified on the basis of their corresponding species-specific hybridization profiles. The results show that the suspension array, in a single assay, can differentiate isolates over a wide range of strains and species, and suggest the potential utility of suspension array system to clinical laboratory diagnosis.     

A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.     

The term comorbidity is of questionable value in reference to developmental disorders: data and theory

Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of independent etiologies. The premise of this article is that discrete categories do not exist in real life, and that it is misleading to refer to overlapping categories or symptoms as "comorbidities." We illustrate our point by presenting data from 179 school-age children evaluated with rigorous research criteria for seven disorders: reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), developmental coordination disorder (DCD), oppositional defiant disorder (ODD), conduct disorder (CD), depression, and anxiety. Fully 50% of this sample met the criteria for at least two diagnoses. The children with ADHD were at higher risk of having at least a second disorder compared to the children with RD. Overall, the high rates of overlap of these behavioral, emotional, and educational deficits in this broadly ascertained sample support the idea that the concept of comorbidity is inadequate. We discuss the concept of atypical brain development as an explanatory idea to interpret the high rate of overlap of developmental disorders.     

Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorder

This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.     

Physical punishment, childhood abuse and psychiatric disorders

OBJECTIVES: Physical punishment, as a means of disciplining children, may be considered a mild form of childhood adversity. Although many outcomes of physical punishment have been investigated, little attention has been given to the impact of physical punishment on later adult psychopathology. Also, it has been stated that physical punishment by a loving parent is not associated with negative outcomes; however, this theory has not been empirically tested with regard to psychiatric disorders. The main objective of the present study was to investigate three categories of increasing severity of childhood adversity (no physical punishment or abuse, physical punishment only, and child abuse) to examine whether the childhood experience of physical punishment alone was associated with adult psychopathology, after adjusting for sociodemographic variables and parental bonding dimensions. METHODS: Data were drawn from the nationally representative National Comorbidity Survey (NCS, n=5,877; age 15-54 years; response rate 82.4%). Binary logistic and multinomial logistic regression models were used to determine the odds of experiencing psychiatric disorders. RESULTS: Physical punishment was associated with increased odds of major depression (AOR=1.22; 95% CI=1.01-1.48), alcohol abuse/dependence (AOR=1.32; 95% CI=1.08-1.61), and externalizing problems (AOR=1.30; 95% CI=1.05-1.60) in adulthood after adjusting for sociodemographic variables and parental bonding dimensions. Individuals experiencing physical punishment only were at increased odds of adult psychopathology compared to those experiencing no physical punishment/abuse and at decreased odds when compared to those who were abused. CONCLUSIONS: Physical punishment is a mild form of childhood adversity that shows an association with adult psychopathology.