Differential time responses in inflammatory and oxidative stress markers after a marathon: An observational study

ABSTRACT

Acute and adaptive changes in systemic markers of oxidatively generated nucleic acid modifications (i.e., 8-oxo-7,8-dihydro-2?-deoxyguanosine (8-oxodG) and 8-oxo-7,8-dihydroguanosine (8-oxoGuo)) as well as inflammatory cytokines (i.e., C-reactive protein, interleukin-6, interleukin-10, and tumour necrosis factor alpha), a liver hormone (i.e., fibroblast growth factor 21 (FGF21)), and bone metabolism markers (sclerostin, osteocalcin, C-terminal telopeptide, and N-terminal propeptide of type 1 procollagen) were investigated following a marathon in 20 study participants. Immediate changes were observed in inflammatory cytokines, FGF21, and bone metabolism markers following the marathon. In contrast, no immediate changes in urinary excretion of 8-oxodG and 8-oxoGuo were evident. Four days after the marathon, decreased urinary excretion of 8-oxodG (-2.9 (95% CI -4.8;-1.1) nmol/24 h, P < 0.01) and 8-oxoGuo (-5.8 (95% CI -10.3;-1.3) nmol/24 h, P = 0.02) was observed. The excretion rate of 8-oxodG remained decreased 7 days after the marathon compared to baseline (-2.3 (95%CI -4.3;-0.4) nmol/24 h, P = 0.02), whereas the excretion rate of 8-oxoGuo was normalized. In conclusion marathon participation immediately induced a considerable inflammatory response, but did not increase excretion rates of oxidatively generated nucleic acid modifications. In fact, a delayed decrease in oxidatively generated nucleic acid modifications was observed suggesting adaptive antioxidative effects following exercise.     

Comparing Teachers’ Job Satisfaction across Countries: A Multiple‐Pairwise Measurement Invariance Approach

There is much interest in comparing latent traits, such as teacher job satisfaction, in large international surveys. However, different countries respond to questionnaires in different languages and interpret the questions through different cultural lenses, raising doubts about the psychometric equivalence of the measurements. Making valid comparisons depends on the latent traits displaying scalar measurement invariance. Unfortunately, this condition is rarely met across many countries at once. Different approaches that maximize the utility of such surveys, but remain faithful to the principles of measurement invariance testing, are therefore needed. This article illustrates one such approach, involving multiple‐pairwise comparisons. This enables us to compare teacher job satisfaction in England to 17 of the countries that participated in TALIS 2013. Teacher job satisfaction in England was as low, or lower, than all of the 17 comparable countries.     

The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools

Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality.     

The Development of Regional Dialect Locality Judgments and Language Attitudes Across the Life Span

The development of language attitudes and perception of talker regional background was investigated across the life span (N = 240, age range = 4–75 years). Participants rated 12 talkers on dimensions of geographic locality, status, and solidarity. Children could classify some dialects by locality by age 6–7 years and showed adult-like patterns by age 8 years. Children showed adult-like status ratings for some dialects by age 4–5 years but were not fully adult-like until age 12 years. Solidarity ratings were more variable and did not exhibit a clear developmental trajectory, although some adult-like patterns were in place by age 6–7 years. Locality ratings were a significant but modest predictor of attitude ratings, suggesting that geographic knowledge is one contributor to language attitudes throughout development.     

Interwealth Contact and Young Children's Concern for Equity

This study examined young children's contact with individuals of high-wealth and low-wealth backgrounds and their behavior toward peers of these backgrounds in a resource distribution task. The sample included 72 ethnically diverse higher income children (M_age = 6.68 years, SD = 0.98 years). Contact with individuals of low-wealth backgrounds (interwealth contact) affected children's behavior indirectly, through social-cognitive reasoning processes. The more interwealth contact children reported, the more likely they were to reason about access to resources rather than their own wealth preferences in this context. This reasoning, in turn, was associated with more resources allocated to a low-wealth peer relative to a high-wealth peer. Thus, interwealth contact early in development was associated with more equitable peer interactions.     

Critical Guidelines for U.S.-Based Counselor Educators when Working Transnationally: A Delphi Study

U.S.-based counselor education faculty increasingly are participating in transnational experiences, such as global research and study abroad. The purpose of this study was to develop guidelines for U.S.-based counselor educators when working transnationally. Using Delphi methodology, 69 consensus guidelines were developed from an expert panel. Implications for the counseling profession are discussed.     

Effecting cultural change from below? A comparison of Cape Town and Bandung's pathways to urban cultural governance

ABSTRACT

This article compares the cultural governance pathways of two UNESCO “Design Cities” – Bandung and Cape Town – methodologically framing them as “repeated instances” [Robinson, J. (2018). Policy mobilities as comparison: Urbanization processes, repeated instances, topologies. Revista de Administração Pública, 52(2), 221–243] of a globalized drive towards more creative cities. While the value of mobilizing culture for local urban change in rapidly growing cities of the global South is increasingly recognized [Mbaye, J., & Dinardi, C. (2018). Ins and outs of the cultural polis: Informality, culture and governance in the global South. Urban Studies, 56(3), 578–593], postcolonial urban scholars have rightly questioned whether internationally popular cultural policy approaches are able to speak to their complex challenges, underpinned by informality and the after-effects of colonialism [Pieterse, E. (2006). Building with ruins and dreams: Some thoughts on realising integrated urban development in South Africa through crisis. Urban Studies, 43(2), 285–304]. As postcolonial states are slowly shifting away from a centralized cultural institution model linked to symbolic nation building projects [Booyens, I. (2012). Creative industries, inequality and social development: developments, impacts and challenges in Cape Town. Urban Forum, 23(1), 43–60], travelling cultural policies brought in by foreign agencies and adapted by local epistemic communities have inspired a range of responses that can be broadly described as cultural policy innovation from below Cohen, D. (2015). Grounding mobile policies: Ad hoc networks and the creative city in Bandung, Indonesia. Singapore Journal of Tropical Geography, 36(2015), 23–37]. In turn, we examine how different cultural policy approaches have been locally mobilized and reworked in Bandung and Cape Town in response to situated realities and in partnerships between cultural, academic, business and local government actors. We argue that comparing the emerging “creative cityness” [Nkula-Wenz, L. (2018a). Worlding Cape Town by design: Encounters with creative cityness. Environment and Planning A: Economy and Space, 1–17] of both cities provides valuable insights into the opportunities and challenges of urban cultural governance in the global South.     

Interpreting evolutionary diagrams: When topology and process conflict

The authors argue that some diagrams in biology textbooks and the popular press presented as depicting evolutionary relationships suggest an inappropriate (anagenic) conception of evolutionary history. The goal of this research was to provide baseline data that begin to document how college students conceptualize the evolutionary relationships depicted in such noncladogenic diagrams and how they think about the underlying evolutionary processes. Study 1 investigated how students (n = 50) interpreted the evolutionary relationships depicted in four such evolutionary diagrams. In Study 2, new students (n = 62) were asked to interpret what the students in Study 1 meant when they used the terms evolved into/from and ancestor/descendant of. The results show the interpretations fell broadly into two categories: (a) evolution as an anagenic rather than cladogenic process, and (b) evolution as a teleological (purpose‐driven) process. These results imply that noncladogenic diagrams are inappropriate for use in evolution education because they lead to the misinterpretation of many evolutionary processes. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:861–882, 2010     

Tracing one teacher candidate's discursive identity work

Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.