Effects of concurrent training on interleukin-6, tumour necrosis factor-alpha and C-reactive protein in middle-aged men

The purpose of this study was to evaluate the effects of moderate- to high-intensity resistance and concurrent training on inflammatory biomarkers and functional capacity in sedentary middle-aged healthy men. Participants were selected on a random basis for resistance training (n = 12), concurrent training (n = 11) and a control group (n = 13). They performed three weekly sessions for 16 weeks (resistance training: 10 exercises with 3 × 8-10 repetition maximum; concurrent training: 6 exercises with 3 × 8-10 repetition maximum, followed by 30 minutes of walking or running at 55-85% [Vdot]O(2peak)). Maximal strength was tested in bench press and leg press. The peak oxygen uptake ([Vdot]O(2peak)) was measured by an incremental exercise test. Tumour necrosis factor-α, interleukin-6 and C-reactive protein were determined. The upper- and lower-body maximal strength increase for both resistance (+42.52%; +20.9%, respectively) and concurrent training (+28.35%; +21.5%, respectively) groups (P = 0.0001).[Vdot]O(2peak) increased in concurrent training when comparing pre- and post-training (P = 0.0001; +15.6%). No differences were found in tumour necrosis factor-α and interleukin-6 for both groups after the exercise. C-reactive protein increased in resistance training (P = 0.004). These findings demonstrated that 16 weeks of moderate- to high-intensity training could improve functional capacity, but did not decrease inflammatory biomarkers in middle-aged men.     

Organizing A Painting Set-Up For Young Children

The purpose of this study was to compare the perceptions of teacher competence within and among three groups of educators (teachers, college supervisors, and public school administrators) as measured by the interview scales of the Instrument for the Observation of Teaching Activities (IOTA) . Six teachers were interviewed, and the interviews were recorded on video tape. Thirty educators, stratified into three groups, and randomly selected from those trained in use of the Instrument, scored the taped interviews. A reliability coefficient for each group of recorders and for the total of the three groups of recorders was calculated from the statistics generated by a three-way analysis of variance. A two-way analysis of variance was then utilized to test for the significance of differences among the three groups of recorders and within each group of recorders and within all recorders on each individual scale. The major findings and conclusions of this study were as follows: 1.) The reliability coefficients as determined by the three-way analysis of variance for each of the three groups and for the total (30) recorders indicated a difference in perception as follows: administrators, .773; teachers, .618; college supervisors, .952; total (30) recorders, .961; 2.) the interview, normally considered a qualitative tool, can be evaluated with quantitative techniques; and 3.) administrators, teachers, and college supervisors perceive many areas of teacher competence similarly.     

Young Children's God Concepts: Influences of Attachment and Religious Socialization in a Family and School Context

This contribution offers an overview of two studies testing two attachment theoretical correspondence hypotheses in the prediction of individual differences in young children's God concepts. The correspondence hypothesis supposes that people's view on God parallels their images of their early caregiver–child relationship. The revised correspondence hypothesis incorporates caregiver religiosity and socialization. In the first study support was found for the correspondence hypothesis in the school context examining 72 preschoolers. In the second study the revised correspondence hypothesis was partly confirmed among 198 kindergarteners. Children cognitively learn about a powerful and comforting, helping God in their homes and schools, even when all relationships with their caregivers are experienced as negative. However, in such a surrounding they do not emotionally learn about an intimate, personal bond with God.     

Sociocultural approaches to learning and development: A Vygotskian framework

Sociocultural approaches emphasize the interdependence of social and individual processes in the coconstruction of knowledge. This article uses three central tenets of a Vygotskian framework to examine the relation between learning and development: (a) social sources of individual development, (b) semiotic (signs and symbols, including language) mediation in human development, and (c) genetic (developmental) analysis. The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article. The methodological foundation of this framework is examined, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge. The article concludes by surveying sociocultural research on and applications to classroom learning and teaching, particularly that which examines the role of collaboration.