Effects of Differing Prepuberty Exercise Programs on the Emotionality of Male Albino Rats

Abstract

The problem under investigation in this study was to determine if differing programs of prepuberty exercise had any effect upon the emotionality of male albino rats at puberty. The subjects were 48 male albino rats of the Sprague-Dawley strain who were subjected to a 35-day training program under conditions of sedentary existence, voluntary exercise, or forced exercise. At the end of the experimental period the animals were tested in an open field marked into 49 consecutively numbered 7 1/2-in. squares.

Emotionality in the open field was determined by two methods: (a) the total number of squares traversed by an animal in 5 min., and (b) the total number of squares traversed by an animal toward the center of the field. The relationship between exploratory behavior and emotionality is considered to be an inverse one, that is, the more exploratory the behavior, the less emotionality the animal exhibits.

The results indicated that the animals which had been subjected to the forced exercise regimen traversed significantly more squares under both testing conditions and therefore evidenced more exploratory behavior and therefore less emotionality than the animals in the voluntary exercise and sedentary groups. There were no significant differences on either measure of exploratory behavior between the voluntary exercise and sedentary groups.     

Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States

The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches are more likely to result in better academic outcomes than others. Using national survey data of ELA teachers in identified learner-centered schools, this study compared high and low-performing learner-centered schools (determined by their standardized test results) in terms of their use of five PL features (personalized learning plan, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring) and their use of technology for the four functions of planning, learning, assessment, and recordkeeping. Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools. Teachers in high-performing schools more frequently considered career goals when creating personal learning plans, shared the project outcomes with the community, and assessed non-academic outcomes. They stayed longer with the same students and developed close relationships with more students. Also, they more frequently used technology for sharing resources and reported having a more powerful technology system than those in low-performing schools. This study informs educators, administrators, and researchers of which PL approaches and technology uses are more likely to result in better academic outcomes measured by standardized assessments.

     

Social and cognitive correlates of children's lying behavior

The relation between children's lie-telling and their social and cognitive development was examined. Children (3–8 years) were told not to peek at a toy. Most children peeked and later lied about peeking. Children's subsequent verbal statements were not always consistent with their initial denial and leaked critical information revealing their deceit. Children's conceptual moral understanding of lies, executive functioning, and theory-of-mind understanding were also assessed. Children's initial false denials were related to their first-order belief understanding and their inhibitory control. Children's ability to maintain their lies was related to their second-order belief understanding. Children's lying was related to their moral evaluations. These findings suggest that social and cognitive factors may play an important role in children's lie-telling abilities.     

General solution to the losses estimation for multifractal traffic

In this work, we present a new approach for loss probability estimation in a single server link. We show how to get the estimates analytically once we assume multifractal input traffic. In order to make the estimation procedure numerically tractable without losing the accuracy, we propose the use of a Gaussian mixture model to represent the heavy tail distribution of modern network traffic trace. The adopted evaluation procedure is based on two performance measures: empirical traffic arrival load distribution and loss probability at connection. Extensive experimental tests validate the efficiency and accuracy of the proposed loss probability estimation approach against the results obtained by simulations with real traffic and by comparing with other multifractal approaches suggested in the literature.     

Systematic characterization of degas-driven flow for poly(dimethylsiloxane) microfluidic devices

Degas-driven flow is a novel phenomenon used to propel fluids in poly(dimethylsiloxane) (PDMS)-based microfluidic devices without requiring any external power. This method takes advantage of the inherently high porosity and air solubility of PDMS by removing air molecules from the bulk PDMS before initiating the flow. The dynamics of degas-driven flow are dependent on the channel and device geometries and are highly sensitive to temporal parameters. These dependencies have not been fully characterized, hindering broad use of degas-driven flow as a microfluidic pumping mechanism. Here, we characterize, for the first time, the effect of various parameters on the dynamics of degas-driven flow, including channel geometry, PDMS thickness, PDMS exposure area, vacuum degassing time, and idle time at atmospheric pressure before loading. We investigate the effect of these parameters on flow velocity as well as channel fill time for the degas-driven flow process. Using our devices, we achieved reproducible flow with a standard deviation of less than 8% for flow velocity, as well as maximum flow rates of up to 3 nL∕s and mean flow rates of approximately 1-1.5 nL∕s. Parameters such as channel surface area and PDMS chip exposure area were found to have negligible impact on degas-driven flow dynamics, whereas channel cross-sectional area, degas time, PDMS thickness, and idle time were found to have a larger impact. In addition, we develop a physical model that can predict mean flow velocities within 6% of experimental values and can be used as a tool for future design of PDMS-based microfluidic devices that utilize degas-driven flow.     

Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder

Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored. Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD. There were no significant differences in parent and teacher reports of older siblings' social, behavioral, and academic adjustment in families with and without a child with ASD. Sibling behavioral adjustment was, however, significantly related to maternal well-being. Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time.     

MEETING THE EDUCATIONAL NEEDS OF SERVICE PROVIDERS: EFFECTS OF A CONTINUING EDUCATION PROGRAM ON SELF‐REPORTED KNOWLEDGE AND ATTITUDES ABOUT AGING

A variety of approaches are available for meeting the educational needs of professionals currently providing services to older adults. This article focuses on the development of the Professional Development Program in Gerontology offered through Continuing Education at the University of North Carolina at Charlotte and examines the effectiveness of this program in educating regional service providers. The discussion is based on participants’ self‐reported before‐and‐after data on their knowledge and attitudes about aging and the aged. The importance of changing employers’ attitudes about the importance of gerontology education as a qualification for service providers is also discussed.