Moderate exercise blunts oxidative stress induced by normobaric hypoxic confinement

PURPOSE: Both acute hypoxia and physical exercise are known to increase oxidative stress. This randomized prospective trial investigated whether the addition of moderate exercise can alter oxidative stress induced by continuous hypoxic exposure. METHODS: Fourteen male participants were confined to 10-d continuous normobaric hypoxia (FIO2 = 0.139 +/- 0.003, PIO2 = 88.2 +/- 0.6 mm Hg, approximately 4000-m simulated altitude) either with (HCE, n = 8, two training sessions per day at 50% of hypoxic maximal aerobic power) or without exercise (HCS, n = 6). Plasma levels of oxidative stress markers (advanced oxidation protein products [AOPP], nitrotyrosine, and malondialdehyde), antioxidant markers (ferric-reducing antioxidant power, superoxide dismutase, glutathione peroxidase, and catalase), nitric oxide end-products, and erythropoietin were measured before the exposure (Pre), after the first 24 h of exposure (D1), after the exposure (Post) and after the 24-h reoxygenation (Post + 1). In addition, graded exercise test in hypoxia was performed before and after the protocol. RESULTS: Maximal aerobic power increased after the protocol in HCE only (+6.8%, P < 0.05). Compared with baseline, AOPP was higher at Post + 1 (+28%, P < 0.05) and nitrotyrosine at Post (+81%, P < 0.05) in HCS only. Superoxide dismutase (+30%, P < 0.05) and catalase (+53%, P < 0.05) increased at Post in HCE only. Higher levels of ferric-reducing antioxidant power (+41%, P < 0.05) at Post and lower levels of AOPP (-47%, P < 0.01) at Post + 1 were measured in HCE versus HCS. Glutathione peroxidase (+31%, P < 0.01) increased in both groups at Post + 1. Similar erythropoietin kinetics was noted in both groups with an increase at D1 (+143%, P < 0.01), a return to baseline at Post, and a decrease at Post + 1 (-56%, P < 0.05). CONCLUSIONS: These data provide evidence that 2 h of moderate daily exercise training can attenuate the oxidative stress induced by continuous hypoxic exposure.

Spinal modulations accompany peripheral fatigue during prolonged tennis playing.

To examine the time course of alteration in neural process (spinal loop properties) during prolonged tennis playing, 12 competitive players performed a series of neuromuscular tests every 30 min during a 3-h match protocol. Muscle activation (twitch interpolation) and normalized EMG activity were assessed during maximal voluntary contraction (MVC) of plantar flexors. Spinal reflexes and M-waves were evoked at rest (i.e., H(max) and M(max) , respectively) and during MVC (i.e., H(sup) , V-wave, M(sup) , respectively). MVC torque declined significantly (P<0.001) across the match protocol, due to decrease (P<0.001) in muscle activation and in normalized EMG activity. The impairment in MVC was significantly correlated (r=0.77; P<0.05) with the decline in muscle activation. H(max) /M(max) (P<0.001), H(sup) /M(sup) (P<0.01) and V/M(sup) (P<0.05) ratios were depressed with fatigue and decreased by ∼80%, 46% and 61% at the end of exercise, respectively. Simultaneously, peak twitch torque and M-wave amplitude were significantly (P<0.01) altered with exercise, suggesting peripheral alterations. During prolonged tennis playing, the compromised voluntary strength capacity is linked to a reduced neural input to the working muscles. This central activation deficit partly results from a modulation in spinal loop properties.

Forecasting nano law: defining nano

Law and science have partnered together in the recent past to solve major public health issues, ranging from asbestos to averting the threat of a nuclear holocaust. This paper travels to a legal and health policy frontier where no one has gone before, examining the role of precautionary principles under international law as a matter of codified international jurisprudence by examining draft terminology from prominent sources including the Royal Commission on Environmental Pollution (UK), the Swiss Confederation, the USA (NIOSH) and the OECD. The research questions addressed are how can the benefits of nanotechnology be realized, while minimizing the risk of harm? What law, if any, applies to protect consumers (who comprise the general public, nanotechnology workers and their corporate social partners) and other stakeholders within civil society from liability? What law, if any, applies to prevent harm?

Application by Waterford Institute of Technology for Designation as a University (Port Report)

This report provides our advice to the Minister for Education and Science on the application for designation as a university made by Waterford Institute of Technology (WIT). WIT submitted an application for designation in February 2006. There is a statutory procedure for the creation of a new university under Section 9 of the Universities Act 1997. We were asked to advise the Minister on the merits of the submission in order for her to provide guidance to Government on whether such a formal statutory review should be initiated. It is not a straightforward task to advise on this case for several reasons. These include the facts that: the regulatory environment for Institutes of Technology has changed significantly since WIT made their application; and the designation of any IoT would potentially challenge the government’s current higher education policy. So our report has to range more widely than the merits of the WIT application, taken at face value.

Equal Measures

The Gender Equality Unit of the Department of Education and Science (DES) has produced this resource for primary schools entitled Equal Measures, which consists of a manual and a DVD. The manual contains four separate booklets. These booklets have been developed to assist teachers, parents, pupils, the school community and boards of management in formulating a gender equality policy and in promoting gender equality in primary school.

Horwath Report Survey

The Office of the Minister for Integration (OMI), in collaboration with the Department of Education and Science have commissioned consultants, Horwath Consulting Ire-land and their partners, to carry out an independent review to assist in the develop-ment of a National English Language Policy and Framework for legally–resident Adult Immigrants. This is inclusive of asylum seekers. This review aims to identify the strengths and weakness of current provision, to sug-gest ways in which the strengths can be optimised and the weaknesses can be mini-mised. The review will assist in identifying barriers to participation, taking into ac-count Ireland’s rapidly changing demographics, and will suggest ways of overcoming these barriers. To achieve as broad a view as possible the consultants are engaging in a multi-pronged consultative approach. Key stakeholders have been interviewed, focus group meetings have been arranged and to expand the process it is proposed to carry out this survey. This survey seeks to obtain the views of providers of English Language to adult immigrants and interest groups. The views received will be analysed and will be used to inform the process.

Internationalisation of Irish Education Services Report of Interdepartmental Working Group

Following Government approval of a proposal by the Minister for Education and Science, an interdepartmental group was established with the remit of considering the question of the ‘Internationalisation’ of Irish education services. Issues that arose in the context of the group’s work include quality assurance, immigration and visa issues and abuse of the system, need for better regulation, future marketing and promotion arrangements, academic and institutional supports for international students and scholarships.

Males into Primary Teaching - Report of the Primary Education Committee (2006)

In Ireland and in most other developed countries there are significantly more female than male teachers working in both first and second level schools. While this was not always the case, since the 1970s there has been a significant and continuous decline in the number of males entering the teaching profession, particularly at primary level. In recognition of the feminisation of primary teaching, the Minister for Education and Science established the Primary Education Committee in 2003. The main task of the Committee is to make recommendations on strategies and initiatives to increase the number of males entering primary teaching.

Ready to Learn White Paper on Early Childhood Education

The purpose of this White Paper is to set out Government policy on all issues relating to early childhood education. An essential starting point is to define what we mean by early childhood education. The Department of Education and Science�s mission is to support the development of a high quality education system which will enable individuals to develop to their full potential as persons and to participate fully as citizens in Ireland�s social and economic development. For many years, it was considered that education began when children went to school and ended when students left the formal education system at the end of first, second or third level. There is growing recognition of the importance of lifelong learning and the idea that children learn from the earliest moment and continue to learn throughout their lives. Education is concerned with all the phases of life, including the very early childhood phase.

Report of the Action Group on Access to Third Level Education

In line with a commitment under the Programme for Prosperity and Fairness the Minister for Education and Science, Dr Michael Woods, established the Action Group on Access to Third Level Education, in September 2000, to advise the Minister on the development of a co-ordinated framework to promote access by mature and disadvantaged students and students with disabilities to third level education.

Supporting Equity in Higher Education

The rationale for this review centres solely on the need to broaden access to third-level education in order to improve equity and social justice. It is founded on the Government’s social and economic policy objective of reducing and eliminating educational disadvantage, and increasing participation at third level by lower socio-economic groups. The Agreed Programme for Government of June 2002 commits the Government to building a caring and inclusive society and to achieving real and sustained social progress. Similar commitments are reflected in the National Development Plan, the National Anti-Poverty Strategy, the National Children’s Strategy and successive national partnership agreements, including Sustaining Progress. Tackling educational disadvantage is a core principle of social justice. The issues of educational disadvantage and social inclusion, therefore, are key priorities for the Government and, since taking up office, the Minister for Education and Science has emphasised his commitment to improving participation and achievement at every level of education. The need for interventions throughout the education system is well recognised. It is well established that addressing educational disadvantage requires intervention in the context of a continuum of provision from early childhood through to adulthood. Successive governments, of all political persuasions, have recognised this fact and have introduced a range of initiatives at pre-primary, primary and post-primary levels aimed at increasing pupil retention and achievement. These initiatives are currently being reviewed in order to ensure that individuals are enabled to obtain the appropriate supports they require to maximise the benefit they derive from the education system.

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.

Does the mechanical work in running change during the VO2 slow component?

PURPOSE: The origin of the slow component is not fully understood. The mechanical hypothesis is one of the potential factors, because an increase in external mechanical work with fatigue was previously reported for a constant velocity run. The purpose of this study was to determine whether a change in mechanical work could occur during the development of the VO2 slow component under the effect of fatigue. METHODS: Twelve regional-level competitive runners performed a square-wave transition, corresponding to 95% of the speed associated with peak VO2 obtained during an incremental test. The VO2 response was fit with a classical model including two exponential functions. A specific treadmill with three-dimensional force transducers was used to measure the ground reaction force. Kinetic work (W(kin)), potential work (W(pot)), external work (W(ext)), and an index of internal work (W(int)) per unit of distance were quantified continuously. RESULTS: During the slow component of VO2, a significant increase in W (P< 0.01), no change in W, and a significant decrease in W and W index (P< 0.05, P< 0.001, respectively) were observed. CONCLUSION: The present study showed that the slow component of VO2 did not result partly from a change in mechanical work under the effect of fatigue. Nevertheless, the decrease in stride frequency (P< 0.001) and contact time (P< 0.001) suggested an alternative mechanical explanation. The slow component during running may be due to the cost of generating force or to alterations in the storage and recoil of elastic energy, and not to the external mechanical work.

La dinàmica de les práctiques científiques des del punt de vista de l'experiencialisme

La tesi doctoral titulada "La Dinàmica de les Pràctiques Científiques des d'un punt de vista experiencialista" té com a objectiu oferir una alternativa a les tesis de Kuhn defensades a l'"Estructura de les Revolucions Científiques". En aquest sentit, s'utilitzaran diferents experiments i models teòrics actuals en l'àmbit de les ciències cognitives per tal de superar la teoria estructuralista de la cognició, quee Kuhn proposa com la base de la seva filosofia de la ciència. Contràriament a aquesta teoria, l'experiencialisme se situa lluny de les tesis estructuralistes, en la mesura en què assumeix que la cognició humana emergeix des de la dinàmica interactiva dels agents cognitius humans entre ells en un entorn material, en tant que agents corporals. A partir d'aquesta interacció dinàmica, l'ésser humà genera un horitzó de sentit. Ja que la interacció entre els éssers humans en un entorn cultural i material és complex, dinàmic i canviant, la generació de sentit emergent no és com una estructura semàntica, coherent i sistemàtica, sinó que ha de ser considerada com un conjunt asistemàtic de perspectives exploratòries que se succeeixen en el temps, en funció dels diferents contextos i propòsits que un agent corporal porta a terme al llarg de la seva interacció dinàmica i temporal amb l'entorn. Com a resultat de tot això, els èssers humans apliquen diferents criteris interactius que donen lloc a diferents perspectives per categoritzar o estructurar el món material i cultural. Aquest punt de vista és completament diferent del kuhnià, donat que el segon argumenta que cada èsser humà té la seva pròpia Gestalt o estructura semàntica que projecta "a priori" sobre la realitat. Aquesta diferència serà molt important no només des d'un punt de vista teòric, sinó també des d'un punt de vista pràctic. Per exemple, s'argumentarà que en l'àmbit de la didàctica de les ciències empíriques, es poden produir canvis beneficiosos significatius si s'utilitzen tesis extretes del model experiencialista de la cognició humana, i es deixen de banda el cognitivisme i el teoreticisme, que són actualment les bases teòriques de la manera en qué funciona l'educació científica. Finalment, conclourem afirmant que la visió experiencialista de la cognició implica assumir una forta relació entre l'ètica i la ciència, puix que els èssers humans són capaços d'utilitzar diferents criteris interactius per explorar la realitat i, per tant, sempre poden buscar millors estragègies per entendre's els uns amb els altres.