Vitamin C supplementation does not influence plasma and blood mononuclear cell IL-6 and IL-10 levels after exercise     

Antoni Aguiló  Marta Monjo  Carlos Moreno  Pau Martinez  Sonia Martínez 《Journal of sports sciences》2013,31(17):1659-1669

Abstract

The aim of this study was to determine whether the highest vitamin C supplementation associated with complete bioavailability influences the plasma and blood mononuclear cell IL-6 and IL-10 response to exercise. A double-blinded study of supplementation with vitamin C was performed. After 15 days of supplementation with vitamin C (500 mg · day^?1, n = 16) or a placebo (n = 15), participants in the study completed a 15-km run competition. Blood samples were taken before and after competition. Oxidative stress markers, antioxidants, cortisol, IL-6 and IL-10 were determined in plasma or serum. IL-6 and IL-10 protein and mRNA levels were measured in blood mononuclear cells. Although higher plasma and blood mononuclear cell vitamin C levels were observed in the supplemented group when compared with the placebo one, the two groups showed identical exercise-induced changes in all the measured parameters. Exercise induced increased IL-6 and IL-10 levels in plasma and blood mononuclear cells. IL-6 and IL-10 mRNA levels in blood mononuclear cells increased after the competition. After recovery, IL-6 mRNA returned to basal levels and IL-10 mRNA levels remained elevated. In conclusion, exercise induced increased IL-6 and IL-10 production in blood mononuclear cells. However, vitamin C supplementation did not influence IL-6 and IL-10 response to exercise.  相似文献   

Internet,Multimedia and Virtual Laboratories in a 'Third World' Environment     

Julián Antonio Monge-Nájera  Marta Rivas Rossi  Víctor Hugo Méndez-Estrada 《Open Learning》2013,28(3):279-290

Electronic education faces similar difficulties in low-budget institutions throughout the world (many of them in common with developed nations), including mainly rejection or disinterest from staff and students, insufficient funds, outdated hardware, incompatible software and poor Internet access. Over the past five years, with low budgets and considerable limitations in the equipment available, the Universidad Estatal a Distancia in Costa Rica has produced multimedia courses and materials for use on the Internet, as well as designing virtual laboratories that can be run on cheap computers. The authors recount their experiences in the hope that these will prove useful to others. They explain how simultaneous production of traditional materials (mainly printed textbooks) and online courses, together with simple automatic evaluation and 'outsourcing', reduce costs significantly. They conclude that HTML and JAVA are currently the choice computer languages to reach the greatest number of users without need of a specific computing platform, powerful computers or expensive software.  相似文献   

Recovering Predictor–Criterion Relations Using Covariate-Informed Factor Score Estimates     

Patrick J. Curran  Veronica T. Cole  Daniel J. Bauer  W. Andrew Rothenberg  Andrea M. Hussong 《Structural equation modeling》2018,25(6):860-875

Although it is currently best practice to directly model latent factors whenever feasible, there remain many situations in which this approach is not tractable. Recent advances in covariate-informed factor score estimation can be used to provide manifest scores that are used in second-stage analysis, but these are currently understudied. Here we extend our prior work on factor score recovery to examine the use of factor score estimates as predictors both in the presence and absence of the same covariates that were used in score estimation. Results show that whereas the relation between the factor score estimates and the criterion are typically well recovered, substantial bias and increased variability is evident in the covariate effects themselves. Importantly, using covariate-informed factor score estimates substantially, and often wholly, mitigates these biases. We conclude with implications for future research and recommendations for the use of factor score estimates in practice.  相似文献   

Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective     

Cristina Moral  Ana Martín-Romera  Estefanía Martínez-Valdivia  Marta Olmo-Extremera 《School Leadership & Management》2018,38(1):32-52

The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain.  相似文献   

Meanings given to algebraic symbolism in problem-posing     

María C. Cañadas  Marta Molina  Aurora del Río 《Educational Studies in Mathematics》2018,98(1):19-37

Some errors in the learning of algebra suggest that students might have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing to analyze the students’ capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process, depending on the characteristics of the algebraic statements given. We designed a written questionnaire composed of eight closed algebraic statements expressed symbolically, which was administered to 55 students who had finished their compulsory education and who had some previous experience in problem-posing. In our analysis of the data, we examine both syntactic and semantic structures of the problem posed. We note that in most cases students posed problems with syntactic structures different to those given. They did not include computations within variables, and changed the kinds of relationships connecting variables. Students easily posed problems for statements with additive structures. Other differences in the type of problems posed depend on the characteristics of the given statements.  相似文献   

Development of reading prosody in school-age Spanish children: a longitudinal study     

Marta Álvarez-Cañizo  Cristina Martínez-García  Fernando Cuetos  Paz Suárez-Coalla 《Journal of Research in Reading》2020,43(1):1-18

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Understanding mechanistic research     

Marta Halina 《Metascience》2015,24(3):405-407

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Message from the Editor     

Marta Mestrovic Deyrup 《Journal Of Archival Organization》2016,13(1-2)

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Some Learning Problems Concerning the Use of Symbolic Language in Physics     

De Lozano  Silvia Ragout  Cardenas  Marta 《Science & Education》2002,11(6):589-599

This paper aims to draw the attention of teachers of basic university physics courses towards students' problems concerning the interpretation of the symbolic language used in the discipline. Specific difficulties found in the first course of physics, related to different kinds of statements expressed in mathematical language, are pointed out and analysed, and some suggestions are made to cope with them during instruction. It could be concluded that teachers may need only to reflect and comment on the virtues of making explicit the semantic and syntactic aspects of formal languages as they teach physics.  相似文献   

The evaluation of institutional impact: The case of CPEIP in Chile     

Marta Soto-Rodriguez 《Studies in Educational Evaluation》1987,13(3)

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