Effects of purposeful soccer heading on circulating small extracellular vesicle concentration and cargo     

Eric R. Muoz  Jaclyn B. Caccese  Brittany E. Wilson  Kyle T. Shuler  Fernando V. Santos  Carolina T. Cabn  John J. Jeka  Dianne Langford  Matthew B. Hudson 《运动与健康科学(英文)》2021,10(2):122

BackgroundConsidering the potential cumulative effects of repetitive head impact (HI) exposure, we need sensitive biomarkers to track short- and long-term effects. Circulating small extracellular vesicles (sEVs) (<200 nm) traffic biological molecules throughout the body and may have diagnostic value as biomarkers for disease. The purpose of this study was to identify the microRNA (miRNA) profile in circulating sEVs derived from human plasma following repetitive HI exposure.MethodsHealthy adult (aged 18–35 years) soccer players were randomly assigned to one of 3 groups: the HI group performed 10 standing headers, the leg impact group performed 10 soccer ball trapping maneuvers over 10 min, and the control group did not participate in any soccer drills. Plasma was collected before testing and 24 h afterward, and sEVs were isolated and characterized via nanoparticle tracking analysis. Next-generation sequencing was utilized to identify candidate miRNAs isolated from sEVs, and candidate microRNAs were analyzed via quantitative polymerase chain reaction. In silico target prediction was performed using TargetScan (Version 7.0; targetscan.org) and miRWalk (http://mirwalk.umm.uni-heidelberg.de/) programs, and target validation was performed using luciferase reporter vectors with a miR-7844-5p mimic in human embryonic kidney (HEK) 293T/17 cells.ResultsPlasma sEV concentration and size were not affected across time and group following repetitive HI exposure. After 24 h, the HI read count from next-generation sequencing showed a 4-fold or greater increase in miR-92b-5p, miR-423-5p, and miR-24-3p and a 3-fold or greater decrease in miR-7844-5p, miR-144-5p, miR-221-5p, and miR-22-3p. Analysis of quantitative polymerase chain reaction revealed that leg impact did not alter the candidate miRNA levels. To our knowledge, miR-7844-5p is a previously unknown miRNA. We identified 8 miR-7844-5p mRNA targets: protein phosphatase 1 regulatory inhibitor subunit 1B (PPP1R1B), LIM and senescent cell antigen-like domains 1 (LIMS1), autophagy-related 12 (ATG12), microtubule-associated protein 1 light chain 3 beta (MAP1LC3B), integrin subunit alpha-1 (ITGA1), mitogen-activated protein kinase 1 (MAPK1), glycogen synthase kinase 3β (GSK3β), and mitogen-activated protein kinase 8 (MAPK8).ConclusionCollectively, these data indicate repetitive HI exposure alters plasma sEV miRNA content, but not sEV size or number. Furthermore, for the first time we demonstrate that previously unknown miR-7844-5p targets mRNAs known to be involved in mitochondrial apoptosis, autophagy regulation, mood disorders, and neurodegenerative disease.  相似文献   

Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education     

Gill  Anneliese  Trask-Kerr  Kylie  Vella-Brodrick  Dianne 《Educational Psychology Review》2021,33(4):1553-1582

Educational Psychology Review - Identifying different conceptions of success and how these relate to wellbeing is an important area of research. These insights would be especially beneficial for...  相似文献   

Student Drivers and the Fiduciary Duty of School Boards     

James Kent Donlevy  Dianne Gereluk  Jim Brandon  Peggy Patterson 《Interchange》2017,48(2):195-203

Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions.  相似文献   

Creating Learning Prisms with an Interdisciplinary Case Study Workshop   总被引：1，自引：0，他引：1  

Sharon?B.?BuchbinderEmail author  Patricia?M.?Alt  Karen?Eskow  William?Forbes  Eva?Hester  Miriam?Struck  Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274

With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management.  相似文献   

What Schools Need to Know About Fostering School Belonging: a Meta-analysis     

Kelly Allen  Margaret L. Kern  Dianne Vella-Brodrick  John Hattie  Lea Waters 《Educational Psychology Review》2018,30(1):1-34

Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.  相似文献   

Voice over distance: a case of podcasting for learning in online teacher education     

Dianne Forbes  Elaine Khoo 《Distance Education》2015,36(3):335-350

This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.  相似文献   

Body matters in vocational education: the case of the competently trained     

Dianne Mulcahy 《International Journal of Lifelong Education》2013,32(6):506-524

Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable access to this knowledge and skill and secure its foundational role. Other knowledge and skill - that is, knowledge and skill that is situated and not easily visible and expressible - is seemingly rendered redundant. This paper discusses the role and significance of situated practises in competency-based training (CBT), most particularly embodied knowledge and tacit skills. Using empirical material collected in the course of a recent research project on CBT, the argument is made that the body, as currently constituted in VET products, is understood more as a symbolic/informational than material/physical entity. This understanding gives rise to a ‘thin’ conception of vocational competence and, sometimes, a thin practise of developing this competence. More broadly, the body is a critical site of contestation between radically different goals (e.g. industrial/educational, global/local). Bodily specificity (e.g. tacit skills, experienced judgement) can be mobilized to challenge the universalizing impulses of CBT. Indeed, this specificity completes or is necessary to these impulses. It plays a constitutive role in the practice of vocational education and training and could, with profit, be more fully recognized and supported in its policy.  相似文献   

An exploration of teacher's use of iPads for students with learning support needs          下载免费PDF全文

Dianne Chambers  Phyllis Jones  Donna McGhie‐Richmond  Michael Riley  Sarah May‐Poole  Ann Marie Orlando  Orhan Simsek  Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.  相似文献   

Re/assembling ‘innovative’ learning environments: Affective practice and its politics     

Dianne Mulcahy  Carol Morrison 《Educational Philosophy and Theory》2017,49(8):749-758

Abstract

In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made.  相似文献   

Supporting the transition to inclusive education: teachers’ attitudes to inclusion in the Seychelles     

Susan Main  Dianne J. Chambers  Paulette Sarah 《International Journal of Inclusive Education》2016,20(12):1270-1285

The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.  相似文献