Impaired neuronal insulin signaling precedes Aβ42 accumulation in female AβPPsw/PS1ΔE9 mice

Reduced glucose utilization is likely to precede the onset of cognitive deficits in Alzheimer's disease (AD). Similar aberrant glucose metabolism can also be detected in the brain of several AD mouse models. Although the cause of this metabolic defect is not well understood, it could be related to impaired insulin signaling that is increasingly being reported in AD brain. However, the temporal relationship between insulin impairment and amyloid-β (Aβ) biogenesis is unclear. In this study using female AβPPsw/PS1ΔE9 mice, we found that the level of Aβ40 was fairly constant in 6- to 15-month-old brains, whereas Aβ42 was only significantly increased in the 15-month-old brain. In contrast, increased levels of IRβ, IGF-1R, IRS1, and IRS-2, along with reduced glucose and insulin content, were detected earlier in the 12-month-old brains of AβPPsw/PS1ΔE9 mice. The reduction in brain glucose content was accompanied by increased GLUT3 and GLUT4 levels. Importantly, these changes precede the significant upregulation of Aβ42 level in the 15-month-old brain. Interestingly, reduction in the p85 subunit of PI3K was only apparent in the 15-month-old AβPPsw/PS1ΔE9 mouse brain. Furthermore, the expression profile of IRβ, IRS-2, and p85/PI3K in AβPPsw/PS1ΔE9 was distinct in wild-type mice of a similar age. Although the exact mechanisms underlining this connection remain unclear, our results suggest a possible early role for insulin signaling impairment leading to amyloid accumulation in AβPPsw/PS1ΔE9 mice.

Effects of the aromatase inhibitor Fadrozole on plasma sex steroid secretion and oocyte maturation in female coho salmon (Oncorhynchus kisutch) during vitellogenesis

17β-estradiol, 17α-20β-dihydroxy-4-pregnen-3-one (17α-20β-P), and testosterone levels were measured in plasma samples obtained from vitellogenic coho salmon (Oncorhynchus kisutch) before and 32 days after injection of the aromatase inhibitor Fadrozole (AI). Plasma 17β-estradiol levels decreased significantly 6 h after injection in all AI treated fish. The higher the dose the longer the maintenance of low plasma 17β-estradiol levels. Inversely, plasma 17α-20β-P increased significantly 6 h after injection in all AI treated fish, and the higher the dose the longer the maintenance of high plasma 17α-20β-P levels. At 48 h after injection plasma testosterone levels were significantly higher in the AI treated groups. The oocyte maturation index showed that multiple injections with AI retarded oocyte development. Besides, oocyte diameter and GSI were lower in the same group, which presented high incidence of atresia of vitellogenic oocytes. The ovarian follicles and brain of the fish which received multiple injections secreted less 17β-estradiol, in vitro. These findings suggest that aromatase inhibitors such as Fadrozole may have a potential as a tool to regulate sexual development in salmon.

Oh yes, he is hot : female football fans and the sexual objectification of sportsmen’s bodies

The past decade has witnessed a growing focus on the study of women sports fans within the social sciences and related disciplines. Emerging from and responding to the historical marginalization of women in sport and the bias towards the male fan in literature on sports spectatorship, critical research on women spectators serves the valuable function of illuminating “women’s everyday experiences of being a sports fan” (Gosling 2007: 250). This chapter considers one aspect of women’s participation as followers of male sports, namely, the extent to which female fans partake in the sexual objectification of sportsmen. We aim to assess how looking at male athletes in sexually desiring ways impacts on the individual and collective construction of women’s gender and sports fan identities.

Cultural barriers for female jockeys – the biggest hurdle

This thesis argues that inclusion of women jockeys at the elite level was enabled by the equal opportunity legislation when it was first enacted but the legislation has failed to live up to its' initial promise. Cultural barriers continue to inform and authorise unfair work practices.

Negotiating masculine hegemony : female physical educators in an all-boys’ school

School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching pedagogies draw heavily on ‘masculine’ practices that serve to legitimate and/or reproduce hierarchical and heteronormative masculinities. Embedded in the broader tenets of gender equity, this article draws on Foucault's technologies of the self to examine the experiences of two female physical educators in an all-boys' school as they negotiate their daily work in an environment where embodied masculinities are intensified. In doing so, it looks beyond the PE department to the wider school context (discourse and practice) as integral to the contestation and struggles for the professional identities available and taken up by female PE teachers in all-boy settings. Our findings reveal strategies that these teachers employed to negotiate and reconcile the tensions associated with being ‘positioned’ outside the gendered hegemony of the school.

The influence of parents in identifying and developing Australian female tennis talent

This study investigated the role of parents in developing Australian female professional tennis players. Top WTA ranked Australian singles players (n=10) and their parents (n=10) responded to written questionnaires. Participants were asked to recall their tennis
background and describe the current role of parents and compare these to possible earlier roles. Further, participants were asked to make recommendations to parents who wanted to help a player develop her talent. A series of inductive content analyses was conducted to analyze the data. These analyses revealed a significant, and changing, role of parents in a development process extending over 10 years. Sacrifices were necessary in order to pursue a tennis career but positive benefits were generally reported by players and their parents. The importance of a caring and respectful home environment for aspiring players was highlighted.

Female physical educators in all boys' schools - opportunities for enhancing social interactions?

The significance of physical education (PE) and sport in a boys’ school has long been highlighted as a device for the privileging of hyper-masculine identities (tough, stoic & assertive) at the expense of marginalised masculinities and femininities. The propensity for some “members of male sporting clique’s to engage in practices of bullying, shaming, violating and excluding” (Hickey, 2008, p. 148) raises important questions about how the practice of boys’ PE and sport can sometimes lead to unhealthy and damaging social interactions between different types of boys. In response to this rhetoric, some boys’ schools have acted to employ female PE teachers to disrupt “concern about the codes of unity, entitlement and privilege that can be forged among groups of boys whose identities are strongly aligned with sporting forms of hyper-masculinity” (Hickey, 2008, p. 148). Given this potential, we suggest that there is something unique or different about working in spaces or contexts around boys’ physicality. More specifically this paper raises questions about the particular implications for a PE teacher’s professional work, particularly as a female PE teacher.

In current educational climates the performance of boys in social and educational contexts attracts considerable concern. Better understanding the contributions and capacities of female PE teachers in all boys’ schools, (as localised social and political environments in which gendered identities are formed) is warranted. Professional identities and “the meaning of gender is negotiated in everyday interactions” (Priola, 2007, p. 23) implicating the culture of all boys’ schools as significant in the development of ideas around effective, gender inclusive, pedagogical practices. Drawing on case study data, this paper seeks to explore how notions of effectiveness about boys’ PE are formed, with intent to make visible the extent to which female PE teachers influence dominant gendered practices of social interaction in all boys’ PE settings.