Exercise,nutrition and immune function

Strenuous bouts of prolonged exercise and heavy training are associated with depressed immune cell function. Furthermore, inadequate or inappropriate nutrition can compound the negative influence of heavy exertion on immunocompetence. Dietary deficiencies of protein and specific micronutrients have long been associated with immune dysfunction. An adequate intake of iron, zinc and vitamins A, E, B6 and B12 is particularly important for the maintenance of immune function, but excess intakes of some micronutrients can also impair immune function and have other adverse effects on health. Immune system depression has also been associated with an excess intake of fat. To maintain immune function, athletes should eat a well-balanced diet sufficient to meet their energy requirements. An athlete exercising in a carbohydrate-depleted state experiences larger increases in circulating stress hormones and a greater perturbation of several immune function indices. Conversely, consuming 30–60?g carbohydrate?·?h^?1 during sustained intensive exercise attenuates rises in stress hormones such as cortisol and appears to limit the degree of exercise-induced immune depression. Convincing evidence that so-called ‘immune-boosting’ supplements, including high doses of antioxidant vitamins, glutamine, zinc, probiotics and Echinacea, prevent exercise-induced immune impairment is currently lacking.     

Tracking of physical activity in adolescence

The present analysis aimed to describe the degree of tracking of physical activity over an 8-year follow-up period among a cohort of 557 adolescents in western Norway (13 years of age at baseline). Frequency and time spent in leisure-time physical activity were assessed at ages 13, 14, 15, 16, 18, 19 and 21 years through self-report questionnaires. The cross-sectional results indicated that proportions of adolescents who were physically active declined from 13 to 19 years of age and increased slightly from 19 to 21 years of age. Longitudinally, various measures indicated a weak degree of tracking of physical activity (Pearson's r was .22 for boys and. 18 for girls across the 8-year period). The least active persons during early adolescence were those least likely to change during their teenage years. In sum, the findings indicated a weak tendency of tracking of physical activity through adolescence.     

From concept to reality in implementing the Knowledge Triangle

The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional ‘one way’ flow of knowledge, essentially from research to education, by a ‘both ways’ circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the ‘poor relation’ of many universities. What are the main issues – barriers and drivers – and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry.     

The linguistic complexity of adult and child contextualized and decontextualized talk

The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M_age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book reading, story card conversations and toy play (collected 2010–2011 and 2017). Results show that DT was more complex than CT among children and teachers. Both types of talk were more complex during book reading and story conversations than during play. The conversational context should be accounted for when theorizing about the role of DT in language development.     

Personalizing e-Learning. The Social Effects of Pedagogical Agents

Numerous studies have evaluated the effects of pedagogical agents on students’ learning outcomes, but so far, beneficial effects have not been consistently demonstrated. The ambiguous results might partly be due to the strong emphasis on cognitive outcomes, which is characteristic for research in teaching and learning. The paper suggests a shift of attention to socio-emotional and relational variables, which might be considered as relevant moderator variables in learning or even as learning outcomes per se, for example, in social learning. In order to achieve this goal, we suggest a systematic account of the results from social psychology and in particular from nonverbal communication research, and findings from studies on the social effects of embodied agents in general. This perspective will include (1) a distinction between static and dynamic aspects of embodiment, such as the visual appearance of agents and their nonverbal behavior, and (2) a more systematic approach concerning the functions of embodiment and nonverbal behavior, such as modeling, discourse and dialogue functions, and socio-emotional effects. A further argument addresses the necessity of complementing outcome measures by process measures, which are sensitive to the tasks and the changing situational demands that occur during learning processes and tutor-learner interaction.