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.     

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.     

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation in the book reading task was found to be high only when mothers’ behaviors were observed to be highly sensitive in nature, demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and needs.     

INSTRUCTIONAL ACTIVITIES AND GROUP WORK IN THE US INCLUSIVE HIGH SCHOOL CO-TAUGHT SCIENCE CLASS

In the US, there is a significant number of learning-disabled high school students included in regular science classrooms. It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles. In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying question of this research was whether inclusive classes with two teachers delivered the type of science education that is better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education teacher present in the class, learning-disabled students usually did not receive a science education that met their needs. We elaborate on the reasons for this problem and make suggestions for improvement.     

Childhood aerobic fitness predicts cognitive performance one year later

Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children.     

Lexical processing skill in college-age resilient readers

Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word recognition processes.

Girls' and Women's Issues in Counseling: A Theory‐Based Course Design

In this article, the development of a master's‐level course regarding girls' and women's issues in counseling is described. First, the pedagogical foundation for the course design is highlighted. Second, the learning goals for the course are outlined: (a) knowledge of counseling issues pertinent to girls and women in contemporary society, (b) development of effective interventions based on gender‐informed counseling approaches, and (c) awareness of counselors' advocacy role in improving the situation of girls and women. Corresponding teaching methods and class activities are also provided.