Is salivary cortisol moderating the relationship between salivary testosterone and hand-grip strength in healthy men?

This study examined the moderating effect of cortisol (C) on the relationship between testosterone (T) and hand-grip strength (HGS) in healthy young men. Sixty-five males were monitored for salivary T, C and HGS before and 15?min after a short bout (5?×?6-s trials) of sprint cycling exercise. Sprint exercise promoted (p?<?.05) positive changes in T (6.1?±?24.9%) and HGS (3.4?±?7.5%), but a negative C response (?14.4?±?33.1%). The T and C measures did not independently predict HGS, but a significant T?×?C interaction was found in relation to these outcomes. Further testing revealed that pre-test T and HGS were negatively associated (p?<?.05), but only in men with high C levels. The exercise changes in T and HGS were also negatively related in men with low C levels (p?<?.05), but no relationship was seen in men with high C levels. In summary, complex relationships between T and HGS emerged when considering C as a moderating variable. The pre-test combination of high C and low T levels favoured absolute HGS, whereas low pre-test C levels and a smaller T change were linked to larger HGS changes. These associations suggest that, in the current format, T is not necessarily anabolic to muscle strength in healthy young men. Such complexities could also explain some of the inconsistent T relationships with physical performance in lesser trained male populations.     

Increasing heat storage by wearing extra clothing during upper body exercise up-regulates heat shock protein 70 but does not modify the cytokine response

Plasma heat shock protein 70 (HSP70) concentrations rise during heat stress, which can independently induce cytokine production. Upper body exercise normally results in modest body temperature elevations. The aim of this study was to investigate the impacts of additional clothing on the body temperature, cytokine and HSP70 responses during this exercise modality. Thirteen males performed 45-min constant-load arm cranking at 63% maximum aerobic power (62 ± 7%V?O_2peak) in either a non-permeable whole-body suit (intervention, INT) or shorts and T-shirt (control, CON). Exercise resulted in a significant increase of IL-6 and IL-1ra plasma concentrations (P < 0.001), with no difference between conditions (P > 0.19). The increase in HSP70 from pre to post was only significant for INT (0.12 ± 0.11ng?mL^?1, P < 0.01 vs. 0.04 ± 0.18 ng?mL^?1, P = 0.77). Immediately following exercise, T_core was elevated by 0.46 ± 0.29 (INT) and 0.37 ± 0.23ºC (CON), respectively (P < 0.01), with no difference between conditions (P = 0.16). The rise in mean T_skin (2.88 ± 0.50 and 0.30 ± 0.89ºC, respectively) and maximum heat storage (3.24 ± 1.08 and 1.20 ± 1.04 J?g^?1, respectively) was higher during INT (P < 0.01). Despite large differences in heat storage between conditions, the HSP70 elevations during INT, even though significant, were very modest. Possibly, the T_core elevations were too low to induce a more pronounced HSP70 response to ultimately affect cytokine production.     

The Rucker-Gable educational programming scale: Stability over time

The Rucker-Gable Educational Programming Scale (RGEPS) was designed to measure a respondent's attitude toward the knowledge of appropriate program placement for handicapped students, and has been used to evaluate in-service workshops and university courses. Nonetheless, a recent investigation by Graham and Henry (1981) found that, even though the average correlation among items within the scale was substantial, the cross-correlation between similar halves of the RGEPS varied considerably over a short period of time. The present study was designed to determine if the reduction in reliability was due to either one of two factors (i.e., content inequivalence or attribute instability). The findings replicated, in part, the results obtained by Graham and Henry. In addition, it appears that the construct or constructs measured by the RGEPS are unstable over short periods of time.     

The boder test: Neuropsychological and demographic features of dyslexic subtypes

The Boder Test may represent a viable screening instrument for the identification of dyslexia and dyslexic subtypes. Proportions of the 30 LD children studied identified by Boder's classification system as dysphonetic (63.3%), dyseidetic (6.7%), and mixed dysphonetic-dyseidetic (13.3%) were similar to those reported in earlier studies. Neuropsychological characteristics associated with the Boder categories were consistent with the literature: Significantly fewer dysphonetic readers were represented in the V > and Spatial<Sequential IQ groups, and left-handedness and left-hand tapping preference were overrepresented in the mixed dyslexic category. Black children who had been identified as learning disabled on the basis of other tests were categorized as normal readers by the Boder, suggesting its possible use as a nonbiased measure of reading.     

Construct validity of the K-ABC for gifted children

Fifty-four elementary-age gifted students were administered the K-ABC. To determine construct validity of the test for this population, the factor structure was obtained for mental processing and achievement subtests and then compared to the factor structure obtained for children from the standardization sample via a procedure that determines factor structure similiarity between groups. Except for minor variations, the factor structure for the gifted children was very similar to that for nongifted children in the standardization sample. However, the most parsimonious structure accounted for slightly less than 40% of the shared test variance, which leads to questions about the advisability of educational program planning based on obtained scores.     

Breadth and Balance? The Impact of the National Literacy and Numeracy Strategies on Art in the Primary School

This paper presents the findings of a small-scale qualitative research enquiry into some of the effects on the primary school art curriculum of the introduction of the National Literacy and Numeracy Strategies in 1988 and 1999. Five art curriculum co-ordinators and an additional part time specialist art teacher, drawn from five inner city primary schools in two London boroughs, were the subject of a semi-structured interview designed to elicit data on the broad changes in primary art education. Key external factors were the introduction of the Art National Curriculum in 1992, its subsequent development and its current condition during a period of ‘relaxation’ of the Orders, following the government's introduction of the Literacy and Numeracy Strategies. Little official attention has been given to other, perhaps unintended, outcomes of the latter strategy across the curriculum. This study gives an insight into the experience and perceptions of some of those carrying the responsibility for leadership of art in school in the primary phase.     

Sequences of upper and lower extremity motions in javelin throwing

Javelin throwing is technically demanding. Sequences of upper and lower extremity motions are important for javelin throwing performance. The purpose of this study was to determine the general sequences of upper and lower extremity motions of elite male and female javelin throwers. Three-dimensional kinematic data were collected for 32 female and 30 male elite javelin throwers during competitions. Shoulder, elbow, wrist, hip, knee, ankle, lower trunk, and upper trunk joint and segment angles were reduced for the best trial of each participant. Beginning times of 6 upper extremity and 10 lower extremity joint and segment angular motions were identified. Sequences of the upper and lower extremity motions were determined through statistical analyses. Upper and lower extremity motions of the male and female elite javelin throwers followed specific sequences (P?≤?0.050). Upper extremity motions of the male and female elite javelin throwers did not follow a proximal-to-distal sequence as suggested in the literature. Male and female elite javelin throwers apparently employed different sequences for upper and lower extremity motions (P?相似文献   

The Impact of School Disadvantage on Senior Secondary Science: a Study of Patterns of Participation and Achievement in Government Secondary Schools in Victoria,Australia

Research in Science Education - Science and science education are recognised internationally as essential for ensuring a sustainable and prosperous future. At the same time, significant equity...