Effects of medium- and long-distance running on cardiac damage markers in amateur runners: a systematic review,meta-analysis,and metaregression

BackgroundTo finish an endurance race, athletes perform a vigorous effort that induces the release of cardiac damage markers. There are several factors that can affect the total number of these markers, so the aim of this review was to analyze the effect of endurance running races on cardiac damage markers and to identify the factors that modify the levels of segregation of these cardiac damage markers.MethodsA systematic search of PubMed, Web of Science, and the Cochrane Library databases was performed. This analysis included studies where the acute effects of running races on cardiac damage markers (troponin I and troponin T) were analyzed, assessing the levels of these markers before and after the races.ResultsThe effects of running races on troponin I (mean difference = 0.0381 ng/mL) and troponin T (mean difference = 0.0256 ng/mL) levels were significant. The ages (R² = 14.4%, p = 0.033) and body mass indexes (R² = 14.5%, p = 0.045) of the athletes had a significant interaction with troponin I. In addition, gender, mean speed, time to finish the race, and type of race can affect the level of cardiac damage markers.ConclusionEndurance running races induce the release of cardiac-damage markers that remain elevated for at least 24 h after the races. In addition, young male athletes with high body mass indexes who perform races combining long duration and moderate intensity (i.e., marathons) release the highest levels of cardiac damage markers. Physicians should take into consideration these results in the diagnosis and treatment of patients admitted to the hospital days after finishing endurance running races.     

Books and articles of academic interest

Books and articles of academic interest     

Making Difference Matter: Teaching and Learning in Desegregated Classrooms

In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new school; how students and teachers use small group work to co-construct expectations of academic ability; and how teachers communicate and students navigate the social significance of differentiated instruction and assessment. We find that assumptions that some students are more competent than others permeate the classroom, and these perceptions of ability are frequently tied to students' race and socioeconomic status. We provide suggestions for teachers and teacher educators who wish to challenge these unspoken classroom norms.     

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.     

A cross-cultural investigation of the use of teaching styles

Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.     

Which New Forms of Television Advertising Are Most Strongly Recalled? A Quantitative Analysis

In recent years the loss of effectiveness of television advertising based on traditional spots has led to the development and consolidation of new forms of advertising. In this article, the authors analyze the recall effectiveness of three new television advertising formats (television billboards, internal telepromotions, and external telepromotions). We use a representative sample of Spanish television audiences to compare the advertising recall generated by each new form of advertising. The empirical analysis, carried out by means of a probit model, shows that television billboards generate better recall than external or internal telepromotions.     

Erratum to: Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

Journal of Science Education and Technology -