Creatine kinase,myosin heavy chains and magnetic resonance imaging after eccentric exercise

The aim of this study was to examine the relationship between myosin heavy chain (MHC) release as a specific marker of slow-twitch muscle fibre breakdown and magnetic resonance imaging (MRI) of skeletal muscle injury after eccentric exercise. The effects of a single series of 70 high-intensity eccentric contractions of the quadriceps femoris muscle group (single leg) on plasma concentrations of creatine kinase and MHC fragments were assessed in 10 young male sport education trainees before and 1 and 4 days after exercise. To visualize muscle injury, MRI of the loaded thigh was performed before and 4 days after the eccentric exercise. All participants recorded an increase ( P ? 0.05) in creatine kinase after exercise. In five participants, T2 signal intensity was unchanged post-exercise compared with pre-exercise and MHC plasma concentration was normal; however, they showed an increase ( P ? 0.05) in creatine kinase after exercise. For the remaining five participants, there was an increase in T2 signal intensity of the loaded vastus intermedius and vastus lateralis. These changes in MRI were accompanied by an increase in MHC plasma concentration ( P ? 0.01) as well as an increase in creatine kinase ( P ? 0.01). We suggest that changes in MRI T2 signal intensity after muscle damage induced by eccentric exercise are closely related to damage to structurally bound contractile filaments of some muscle fibres. Additionally, MHC plasma release indicates that this damage affects not only fast-twitch fibres but also some slow-twitch fibres.     

Sticks and stones and words that harm: Liability vs. responsibility, section 230 and defamatory speech in cyberspace

This article explores recent developments inthe regulation of Internet speech, inparticular, injurious or defamatory speech andthe impact the attempts at regulation arehaving on the `body' in the sense of theindividual person who speaks through the mediumof the Internet and upon those harmed by thatspeech. The article proceeds in threesections. First, a brief history of the legalattempts to regulate defamatory Internet speechin the United States is presented; a shortcomparative discussion of defamation law in theUK and Australia is included. As discussedbelow, this regulation has altered thetraditional legal paradigm of responsibilityand, as a result, creates potential problems forthe future of unrestricted and even anonymousspeech on the Internet. Second, an ethicalassessment is made of the defamatory speechenvironment in order to determine which actorshave moral responsibility for the harm causedby defamatory speech. This moral assessment iscompared to the developing and anticipatedlegal paradigm to identify possible conformityof moral and legal tenants or to recognize theconflict between morality and law in assigningresponsibility to defamatory actors. Thisassessment then concludes with possiblesuggestions for changes in the legal climategoverning the regulation of defamatory speechon the Internet, as well as prediction of theresult should the legal climate continue todevelop on its present course. This is not tosuggest that all law, or even the law ofdefamation, be structured to reflect thesubjectivity of a moral construct, but since itis the authors position that the legalassignment of liability in online settings ismisaligned, this reflection can serve asbeginning reassessment of that assignment.     

Die moralischen Rechte von Kindern

THE MORAL RIGHTS OF CHILDREN – Most people today believe that children should be accorded legal or moral rights. In the course of the past few decades, however, objections to this view have been repeatedly raised. According to one objection, it is inappropriate for children to be the bearers of rights. Another group of objectors say that children’s interests are not being served if rights are allocated to them. This paper acknowledges that rights alone are not enough to protect children’s basic needs and interests in full. It is therefore inappropriate to resort to exclusively rights-based language when referring to the relationship between parents and children. Nevertheless, as this paper argues, it is advisable to provide children with moral rights. In response to the initial objection, a concept of rights is put forward which enables children, like adults, to be considered as the bearers of rights.

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Zusammenfassung Es ist heute selbstverst?ndlich, Kindern legale oder moralische Rechte zuzuschreiben. Gegen den breit abgestützten Konsens in dieser Frage sind in den vergangenen Jahrzehnten jedoch immer wieder Einw?nde laut geworden. Nach einem ersten Einwand sind Kinder als Tr?ger von Rechten ungeeignet. Eine zweite Gruppe von Einw?nden besagt, dass den Belangen von Kindern nicht gedient ist, wenn ihnen Rechte zugeschrieben werden. In diesem Aufsatz wird einger?umt, dass durch Rechte nicht alle grundlegenden Bedürfnisse oder Interessen von Kindern geschützt werden k?nnen. Es ist deshalb unangemessen, in Bezug auf die Eltern-Kind-Beziehung ausschlie?lich die Sprache der Rechte zu verwenden. Trotzdem, so die hier vertretene These, ist es sinnvoll, Kinder mit moralischen Rechten auszustatten. Als Reaktion auf den ersten Einwand wird ein Verst?ndnis von Rechten vorgeschlagen, das es erlaubt, auch Kinder als Tr?ger von Rechten zu sehen.

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Resumen LOS DERECHOS MORALES DE LOS NI?OS – Hoy en día, el reconocimiento de los derechos legales o morales de los ni?os es algo sobreentendido. Sin embargo, y contrariamente al consenso general que los apoya, siempre se han vuelto a plantear cuestionamientos en cuanto a esta temática durante los últimos decenios. Hay quienes argumentan que los ni?os no son adecuados como sujetos de derecho, y un segundo grupo de objetores opinan que el hecho de reconocer derechos para los ni?os no sirve a los intereses infantiles. En este trabajo se admite que los derechos no pueden proteger la totalidad de los intereses o necesidades de los ni?os, y que por eso es inadecuado utilizar solamente el lenguaje de derecho con respecto a las relaciones paterno-filiales. No obstante, según la tesis de este trabajo, es razonable que a los ni?os se les confieran derechos morales. Como reacción a la primera objeción, se propone un concepto de derecho que permita reconocer también a los ni?os como sujetos de derecho.

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Résumé LES DROITS MORAUX DES ENFANTS – La plupart des gens croient aujourd’hui que l’on devrait accorder des droits légaux ou moraux aux enfants. Au cours des dernières décennies, cependant, il y eut plusieurs objections formulées à cette vision des choses. Selon une objection, il ne convient pas que les enfants soient les sujets des droits. Un autre groupe d’objecteurs dit que les intérêts des enfants ne sont pas servis si on leur assigne des droits. Cet article reconna?t que les droits ne suffisent pas pour protéger complètement les besoins et les intérêts fondamentaux des enfants. Il est donc impropre de recourir au language exclusivement légal pour en référer au rapport entre les parents et les enfants. Néanmoins, ainsi que cet article le soutient, il est recommandé de fournir aux enfants des droits moraux. En réponse à l’objection initiale, on propose un concept de droits permettant aux enfants d’être considérés comme sujets des droits, comme des adultes.

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Der Autor Johannes Giesinger, Dr. phil., geboren 1972, Studium der Philosophie und P?dagogik an der Universit?t Zürich. T?tigkeit als Gymnasiallehrer für Philosophie. Promotion (2005) mit einer Arbeit zur Frage des p?dagogischen Paternalismus. Publikationst?tigkeit in den Bereichen Philosophiedidaktik und Bildungsphilosophie. Adresse: St.Georgenstrasse 181a, CH-9011 St. Gallen. E-mail: giesinger@st.gallen.ch     

Arousing News Characteristics in Dutch Television News 1990–2004: An Exploration of Competitive Strategies

This study investigates the processes by which competition in the television news market might promote the presence of arousing characteristics in television news. A total of 3,024 news stories from six Dutch television news programs over the period 1990 to 2004 were investigated through content analysis. The findings of the study show overall increases in all 6 arousing characteristics. The findings also show that commercial newcomers included more arousing characteristics in their news stories than the public service broadcasters, that commercial newcomers developed a news format that featured more arousing characteristics, and that existing programs reacted to newcomers by increasing the amount of arousing characteristics in their news stories.     

Early numeracy in low‐performing young children

The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, (special) educational support for low‐performing children is discussed.     

School transition from elementary to secondary school: changes in psychological adjustment

School transition is a critical life event for many children. However, the effects of school transition on children's stress experiences reported in the literature have been inconsistent. The present study with 564 third- to sixth-graders compared the changes in experienced stress level and in somatic and psychological symptoms during the transition from elementary to secondary schools (from grade 4 to grade 5) to the changes of two control groups (experiencing changes from grades 3 to 4 and from grades 5 to 6, but without school transition). The results show decreases in experienced stress levels and somatic and psychological symptoms after school transition. However, these decreases reflect mainly recovery effects after the school summer break, as comparisons with the control groups indicate.     

Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand

This study identified and compared the full body kinematics of different skill levels in the forehand groundstroke when balls were hit cross court and down the line. Forty-three three-dimensional retroreflective marker trajectories of six elite and seven high-performance players were recorded using an eight-camera 400 Hz, Vicon motion analysis system. The six highest horizontal velocity forehands with reliable kinematics of all participants were analysed for each specific situation (a total of 156 analysed shots). Significant differences (p < 0.01) and large effect sizes were observed between elite and high-performance players in linear velocity of the shoulder (2.0 vs. 1.2 m/s), angular velocity of the pelvis (295 vs. 168 degrees/s), and angular velocity of the upper trunk (453 vs. 292 degrees/s) at impact. The elite group showed a tendency towards higher racquet velocities at impact (p < 0.05). No significant differences were found in angular displacement of the racquet, hip alignment, or shoulder alignment at the completion of the backswing; nor did angular displacement vary significantly at impact. Irrespective of the group, different shoulder, hip, and racquet angles were found at impact, depending on the situation. The results should assist coaches when striving to improve their players' forehand.     

The science of pedagogy in Soviet Estonia (1944–1991): resilience in the face of adversity

This article examines how education unfolded as a science in Estonia in the period 1944–1991, i.e. from the second Soviet occupation to the fall of the USSR. Historical analysis of the way prominent scholars and institutions succeeded in overcoming the adverse conditions of that period is conducted by viewing their respective contributions through two theoretical lenses: cultural trauma theory to explore the adversities they had to contend with, and resilience theory to explain how those challenges were overcome. Through these means an account is constructed of how individuals and institutions succeeded in preserving the national Estonian and inter-war European legacy of educational philosophy, in the process confronting and countering adverse socio-cultural-political conditions.