Graded hypoxia and blood oxidative stress during exercise recovery

Altitude exposure and exercise elicit oxidative stress in blood; however, exercise recovery at 5000 m attenuates oxidative stress. The purpose was to determine the altitude threshold at which blood oxidative stress is blunted during exercise recovery. Twelve males 18–28 years performed four-cycle ergometry bouts (60 min, 70% VO_2max, at 975 m). In a randomised counterbalanced crossover design, participants recovered 6 h at 0, 1667, 3333 and 5000 m in a normobaric hypoxia chamber (recovery altitudes were simulated by using a computerised system in an environmental chamber by lowering the partial pressure of oxygen to match that of the respective altitude). Oxygen saturation was monitored throughout exercise recovery. Blood samples obtained pre-, post-, 1 h post- and 5 h post-exercise were assayed for ferric-reducing antioxidant plasma, Trolox equivalent antioxidant capacity, uric acid, lipid hydroperoxides and protein carbonyls. Muscle biopsies obtained pre and 6 h were analysed by real-time polymerase chain reaction to quantify expression of hemeoxgenase 1, superoxide dismutase 2 and nuclear factor (euthyroid-derived 2)-like factor. Pulse oximetry data were similar during exercise, but decreased for the three highest recovery elevations (0 m = 0%, 1667 m = ?3%; 3333 m = ?7%; 5000 m = ?17%). A time-dependent oxidative stress occurred following exercise for all variables, but the two highest recovery altitudes partially attenuated the lipid hydroperoxide response (0 m = +135%, 1667 m = +251%, 3333 m = +99%; 5000 m = +108%). Data may indicate an altitude threshold between 1667 and 3333 m, above which the oxidative stress response is blunted during exercise recovery.     

Age differences in strategic planning as indexed by the tower of London

The present study examined age differences in performance on the Tower of London, a measure of strategic planning, in a diverse sample of 890 individuals between the ages of 10 and 30. Although mature performance was attained by age 17 on relatively easy problems, performance on the hardest problems showed improvements into the early 20s. Furthermore, whereas age-related performance gains by children and adolescents (ages 10-17) on the hardest problems were partially mediated by maturational improvements in both working memory and impulse control, improved performance in adulthood (ages 18+) was fully mediated by late gains in impulse control. Findings support an emerging picture of late adolescence as a time of continuing improvement in planned, goal-directed behavior.     

How students socially evaluate interest: Peer responsiveness influences evaluation and maintenance of interest

Social influences (e.g., by teachers, parents and peers) on students’ experience of interest are typically described in terms of affecting students’ initial choice of and/or completion of specific educational activities. When considered within the framework of the Self-Regulation of Motivation (SRM) model, however, other people may influence the interest experience even after activity completion, by influencing how a person evaluates that past experience. Previous experimental research showed that when students talked about a game upon completion, listeners’ responsiveness influenced their evaluation of interest. The present research examined whether peer responsiveness when undergraduates talked about topics covered in actual classes predicted students’ evaluation of class interest. In Study 1, we examined responsiveness in the context of conversations that took place as a structured part of an online psychology class (i.e., discussion board), and found that the frequency of replies from classmates to students’ posts (but not the reverse) predicted students’ interest in the class measured at the end of the semester. In Study 2, we examined responsiveness in the context of students’ reported everyday conversations about two completed interesting class topics or two completed class exams in an introductory physics course. Perceived listener responsiveness in conversations about class topics (but not about exams) predicted students’ concurrent evaluation of class interest, even when controlling for anticipated interest at the beginning of the semester. Moreover, listeners indirectly affected interest measured at the end of the semester via their influence on interest during the semester.     

Polyptych construction as historical methodology: an intertextual approach to the stories of Central Technical School’s past

Adopting the lens of “new histories” as the basis for my inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), I created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. In polyptychs, I found a means to express both the form and content of my research in ways that are artful, permeable, and conductive. Through Prezi, a digital presentation and storytelling platform, I discovered how the polyptych can become three-dimensional. The resulting series of intertextual expressions create a portrait of the complex, expansive, and multigenerational stories that make up the history of CTS. This article describes how I came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how my identity as an artist, teacher, and researcher influences the way I organize stories within this framework.     

THE ROLE OF PEER ATTACHMENT AND NORMATIVE BELIEFS ABOUT AGGRESSION ON TRADITIONAL BULLYING AND CYBERBULLYING

This study examined the effects of normative beliefs about aggression and peer attachment on traditional bullying, cyberbullying, and both types of victimization. Cyberbullying departs from traditional forms of bullying in that it is through forms of technology, such as the Internet, which increases situational anonymity. Eight hundred fifty students in Grades 6 through 8 completed a survey that assessed normative beliefs about aggression, peer attachment, and traditional bullying and cyberbullying behaviors, which suggested that students who are involved with traditional bullying are also involved in cyberbullying. Adolescents with higher normative beliefs about aggression are more likely to be traditional bullies, traditional victims, cyberbullies, and cybervictims. Additionally, peer attachment was found to be negatively associated with both types of bullying and victimization. Implications and future directions are discussed.