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21.
Kelsey H.Collins Graham Z.MacDonald David A.Hart Ruth A.Seerattan Jaqueline L.Rios Raylene A.Reimer Walter Herzog 《运动与健康科学(英文)》2020,9(2):132-139,197
Background:Osteoarthritis is one of the leading causes of pain and disability worldwide,and a large percentage of patients with osteoarthritis are individuals who are also obese.In recent years,a series of animal models have demonstrated that obesity-inducing diets can result in synovial joint damage(both with and without the superimposition of trauma),which may be related to changes in percentage of body fat and a series of low-level systemic inflammatory mediators.Of note,there is a disparity between whether the dietary challenges commence at weaning,representing a weanling onset,or at skeletal maturity,representing an adult onset of obesity.We wished to evaluate the effect ofthe dietary exposure time and the age at which animals are exposed to a high-fat and high-sucrose(HFS) diet to determine whether these factors may result in disparate outcomes,as there is evidence suggesting that these factors result in differential metabolic disturbances.Based on dietary exposure time,we hypothesized that rats fed an HFS diet for 14 weeks from weaning(HFS Weanling) would demonstrate an increase in knee joint damage scores,whereas rats exposed to the HFS diet for 4 weeks,starting at 12 weeks of age(HFS Adult) and rats exposed to a standard chow diet(Chow)would not display an increase in knee joint damage scores.Methods:Male Sprague-Dawley rats were fed either an HFS diet for 14 weeks from weaning(HFS Weanling) or an HFS diet for 4 weeks,starting at 12 weeks of age(HFS Adult).At sacrifice,joints were scored using the modified Mankin Criteria,and serum was analyzed for a defined subset of inflammatory markers(Interleukin-6,leptin,monocyte chemoattractant protein-1,and tumor necrosis factorα).Results:When the HFS Weanling and HFS Adult groups were compared,both groups had a similar percent of body fat,although the HFS Weanling group had a significantly greater body mass than the HFS Adult group.The HFS Weanling and HFS Adult animals had a significant increase in body mass and percentage of body fat when compared to the Chow group.Although knee joint damage scores were low in all 3 groups,we found,contrary to our hypothesis,that the HFS Adult group had statistically significant greater knee joint damage scores than the Chow and HFS Weanling groups.Furthermore,we observed that the HFS Weanling group did not have significant differences in knee joint damage scores relative to the Chow group.Conclusion:These findings indicate that the HFS Weanling animals were better able to cope with the dietary challenge of an HFS diet than the HFS Adult group.Interestingly,when assessing various serum proinflammatory markers,no significant differences were detected between the HTS Adult and HFS Weanling groups.Although details regarding the mechanisms underlying an increase in knee joint damage scores in the HFS Adult group remain to be elucidated,these findings indicate that dietary exposure time maybe less important than the age at which an HFS diet is introduced.Moreover,increases in serum proinflammatory mediators do not appear to be directly linked to knee joint damage scores in the HFS Weanling group animals but may be partially responsible for the observed knee joint damage in the adults over the very short time of exposure to the HFS diet. 相似文献
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The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (Mage = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed. 相似文献
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This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward. 相似文献
25.
Myers Kayla D. Auslander Susan Swars Smith Stephanie Z. Smith Marvin E. 《Journal of Mathematics Teacher Education》2021,24(3):309-330
Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)... 相似文献
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Sara A. Hart 《Mind, Brain, and Education》2016,10(4):209-211
This article propose the Precision Education Initiative, which is the tailoring of education to the specific characteristics of the individual student. Mirroring precision medicine, the author lays out both near‐term and longer term goals that educational research, and importantly educational practice, should follow. 相似文献
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K. Hart 《Educational Studies in Mathematics》1981,12(2):205-218
In mathematics education literature the term hierarchy is used in a number of ways. It is important that the mathematics educator consider the usefulness of the hierarchies presented by various researchers and theorists, in the light of their application to teaching. Current works on mathematical learning hierarchies are illustrated and in particular the work of the mathematics team of the research project Concepts in Secondary Mathematics and Science is examined. 相似文献
30.
Mary E. Styslinger Jennifer Stowe Nicole Walker Kayla Hyatt Hostetler 《Clearing house (Menasha, Wis.)》2019,92(1-2):9-14
This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change. 相似文献