Low volume–high intensity interval exercise elicits antioxidant and anti-inflammatory effects in humans

The purpose of the present study was to compare acute changes in oxidative stress and inflammation in response to steady state and low volume, high intensity interval exercise (LV-HIIE). Untrained healthy males (n = 10, mean ± s: age 22 ± 3 years; VO_2MAX 42.7 ± 5.0 ml · kg^?1 · min^?1) undertook three exercise bouts: a bout of LV-HIIE (10 × 1 min 90% VO_2MAX intervals) and two energy-matched steady-state cycling bouts at a moderate (60% VO_2MAX; 27 min, MOD) and high (80% VO_2MAX; 20 min, HIGH) intensity on separate days. Markers of oxidative stress, inflammation and physiological stress were assessed before, at the end of exercise and 30 min post-exercise (post+30). At the end of all exercise bouts, significant changes in lipid hydroperoxides (LOOH) and protein carbonyls (PCs) (LOOH (nM): MOD +0.36; HIGH +3.09; LV-HIIE +5.51 and PC (nmol · mg^?1 protein): MOD ?0.24; HIGH ?0.11; LV-HIIE ?0.37) were observed. Total antioxidant capacity (TAC) increased post+30, relative to the end of all exercise bouts (TAC (µM): MOD +189; HIGH +135; LV-HIIE +102). Interleukin (IL)-6 and IL-10 increased post+30 in HIGH and LV-HIIE only (P < 0.05). HIGH caused the greatest lymphocytosis, adrenaline and cardiovascular response (P < 0.05). At a reduced energy cost and physiological stress, LV-HIIE elicited similar cytokine and oxidative stress responses to HIGH.     

The views of Irish primary teachers towards the in-class versus the withdrawal models of support when working with children with dyslexia

This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in-class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in-class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom.     

Michel Serres’ Le Parasite and Martin Buber’s I and Thou: Noise in Informal Education Affecting Dialogue Between Communities in Conflict in the Middle East

Abstract

One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, in means and modes of communication, the parasite is an unwanted entity that interferes with what would otherwise be a clear connection between a sender and a receiver. But messages must pass through means and modes of communication, and this necessarily interferes with the message. The noise is therefore a constitutive feature of any form of communication. In this article, I assess the implications of Serres’ theory for Buber’s views on dialogue and for conflict resolution between individuals and communities in conflict. My discussion will be centred on informal education and will make reference to concrete instances of Anti-Semitism in the Middle-Eastern media, and how it affects relations between communities in the region.     

Celtic Connections: A 25-year Retrospective With Host Bryan Kelso Crow

Celtic Connections celebrated 20 years in public radio syndication this year, with the show dating back 25 years ago. The author interviewed the host on his notable accomplishment during a time when regionally produced shows with niche formats might seem out of era. The host recounts his experiences and offers some suggestions on how to follow your music passion, even today.     

Identification of children at risk of dyslexia: the validity of teacher judgements using ‘Phonic Phases’

We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills.