The missing Incs

Introduction: Resistance training is volume dependent. The muscular adaptations to resistance training vary between moderate and low training volume. Little is known about how these muscular adaptions happen. LncRNAs have emerged as an interesting regulator of different signaling pathways connected to cell proliferation and growth. The aim of this study was to explore and identify differentially expressed lncRNAs in m. vastus lateralis, and thus, explore volume- and time-effects on muscular adaptations. Method: Forty-one female and male participants were recruited to the study, of which 25 had biopsies, from all three timepoints, with sufficient RNA-quality. Strength tests and muscle biopsies were taken before, in the middle and after a 12week contralateral, within subject, resistance training intervention. Biopsies from the 25 participants were sent to RNA sequencing. RNA-seq data was analyzed with Mixed-effects negative binomial count models, and differential expression and log2fold-change was calculated on all three timepoints. Results: Analysis of RNA-seq data identified 1400 lncRNAs, of which ~12% percent were differentially expressed (DE). Between timepoint w2pre and w12, 169 lncRNAs were differentially expressed. Most of the lncRNAs identified were upregulated, and 17 lncRNAs were DE at all three timepoints. No significant difference was found between low and moderate volume. Conclusion As many as17 DE lncRNAs were found on all three timepoints, suggesting that they are important in muscle adaptations to resistance training. Resistance training with low and moderate volume resulted in similar changes in lncRNA expression, reiterating on the fact that the different volume conditions to not lead to substantial differences in cellular phenotypes measured per unit muscle tissue (though higher volume is associated with larger increases in muscle mass). More research is needed to expand the entrezgene id database and allocate gene annotations. Keywords RNA-seq, qPCR, resistance training, long non-coding RNA, skeletal muscle

En førsteklasse i Namibia : hvordan anerkjenner skolen elevenes sosiokulturelle bakgrunn?

Mastergradsoppgave i tilpasset opplæring, Avdeling for lærerutdanning og naturvitenskap, Høgskolen i Hedmark, 2009Norsk: Skolesystemene i mange land i Afrika bygger på vestlige verdier, og innholdet kritiseres for å være fjernt fra elevenes hverdag. Skoleelever i Namibia scorer dårligere på lesing, skriving og regning enn elever fra flere andre afrikanske land. Jeg har fulgt en førsteklasse i Namibia ved skolestart og sett på hvordan skolen anerkjenner elevenes sosiokulturelle bakgrunn. Anerkjennelse av elevenes sosiokulturelle bakgrunn er en forutsetning for at integrerende sosialisering skal kunne finne sted. Integrerende sosialisering innebærer at elevene får sin identitet bekreftet samtidig som det foregår en perspektivutvidelse, gjennom delvis eller fullt interessefellesskap og verdifellesskap mellom hjem og skole. Jeg har gjort en casestudiene, hvor jeg har observert mer og mindre strukturert, intervjuet en lærer, fire elever og deres familier, samt studert styringsdokumenter, planer og læremateriell. Ved hjelp av disse metodene har jeg funnet at undervisningen i 1.klasse er preget av rask progresjon og mye repetisjon. Innholdet i undervisningen er i stor grad løsrevet fra konteksten, og den mest brukte arbeidsmåten er korsnakking. Alle læremidlene er imidlertid produsert lokalt. Elevene får i liten grad anerkjent sin språklige bakgrunn, og noen av elevene må bruke et navn de ikke kjenner til på skolen. Det er i stor grad interessefelleskap mellom hjemmene og skolen, mens det ser ut til at det er for stor verdikonflikt mellom flere av hjemmene og skolen, til at integrerende sosialisering skal kunne finne sted. English: A 1st grade in Namibia: How do the school acknowledge the pupils’ sociocultural background? The educational systems in many African countries are based on western values, and the curricula are criticized for being distant from the pupils’ everyday life. Namibian pupils have lower scores in reading, writing and mathematics than pupils from many other African countries. I did my research in a Namibian 1.st grade for the first three weeks at school. My main question was how the school acknowledge the pupils’ sociocultural background. Acknowledging the pupils’ sociocultural background is a condition to make integrating socialization possible. Integrating socialization imply that the pupils get their identity recognized at the same time as new perspectives are added. For this to happen, there have to be partly or completely fellowship in interests and values between the home and the school. I did a case study, which included more and less structured observation. I interviewed a teacher, four pupils and their families, and I also studied government documents, plans and teaching material. By means of these methods I found that the teaching in 1st grade is characterized by a fast progression and repetition. The content of the teaching is often separated from the context, and the most common teaching method is talking as a choir. All the teaching material is local produced. The pupils don’t get their language acknowledged, and some of the pupils have to use a name they are not familiar with at school. There is a fellowship in interests between the homes and the school, but it seems like the conflict in values are too big between some of the homes and the school. This means that the conditions for integrated socialization are not complete

Tasco®: A Product of Ascophyllum nodosum Enhances Immune Response of Caenorhabditis elegans Against Pseudomonas aeruginosa Infection

The effects of Tasco®, a product made from the brown seaweed (Ascophyllum nodosum) were tested for the ability to protect Caenorhabditis elegans against Pseudomonas aeruginosa infection. A water extract of Tasco® (TWE) reduced P. aeruginosa inflicted mortality in the nematode. The TWE, at a concentration of 300 µg/mL, offered the maximum protection and induced the expression of innate immune response genes viz.; zk6.7 (Lypases), lys-1 (Lysozyme), spp-1 (Saponin like protein), f28d1.3 (Thaumatin like protein), t20g5.7 (Matridin SK domain protein), abf-1 (Antibacterial protein) and f38a1.5 (Lectin family protein). Further, TWE treatment also affected a number of virulence components of the P. aeuroginosa and reduced its secreted virulence factors such as lipase, proteases and toxic metabolites; hydrogen cyanide and pyocyanin. Decreased virulence factors were associated with a significant reduction in expression of regulatory genes involved in quorum sensing, lasI, lasR, rhlI and rhlR. In conclusion, the TWE-treatment protected the C. elegans against P. aeruginosa infection by a combination of effects on the innate immunity of the worms and direct effects on the bacterial quorum sensing and virulence factors

Bias Toward Psychodynamic Therapy: Framing the Problem and Working Toward a Solution

Although psychodynamic therapy (PDT) is an evidence-based intervention for a broad spectrum of psychiatric conditions, there is often notable bias in the way PDT is depicted both in the popular media and in the scientific literature. This has contributed to a negative view of PDT, which hampers both patient access to this treatment and researcher access to funding for further research on PDT. The adverse effects of these distortions and biases are detrimental not only to PDT but also to the overall field of psychotherapy, raising questions about its credibility. Here we summarize current evidence for PDT, describe existing biases, and formulate a set of recommendations to foster a more balanced perspective on PDT

Ligulate Desmarestia (Desmarestiales, Phaeophyceae) revisited : D. japonica sp. nov. and D. dudresnayi differ from D. ligulata

Funded by Korea Research Foundation UK Natural Environment Research Council Molecular Bioanalytics Facility. Grant Number: MGF-154 Natural Environment Research Council. Grant Number: 2025 NF3 German Academic Merit Foundation European Commission The Marine Alliance for Science and Technology for Scotland Scottish Funding Council. Grant Number: HR09011Peer reviewedPostprintPostprintPostprin

Quality of carrots as affected by pre- and postharvest factors and processing

The aim of this review is to provide an update on factors contributing to quality of carrots, with special focus on the role of pre- and postharvest factors and processing. The genetic factor shows the highest impact on quality variables in carrots, causing a 7–11-fold difference between varieties in content of terpenes, β-carotene, magnesium, iron and phenolics as well as a 1–4-fold difference in falcarindiol, bitter taste and sweet taste. Climate-related factors may cause a difference of up to 20-fold for terpenes, 82% for total sugars and 30–40% for β-carotene, sweet taste and bitter taste. Organic farming in comparison with conventional farming has shown 70% higher levels for magnesium and 10% for iron. Low nitrogen fertilisation level may cause up to 100% increase in terpene content, minor increase in dry matter (+4 to +6%) and magnesium (+8%) and reduction in β-carotene content (−8 to −11%). Retail storage at room temperature causes the highest reduction in β-carotene (−70%) and ascorbic acid (−70%). Heat processing by boiling reduces shear force (−300 to −1000%) and crispiness (−67%) as well as content of phenolics (−150%), terpenes (−85%) and total carotenes (−20%) and increases the risk of furan accumulation. Sensory and chemical quality parameters of carrots are determined mainly by genetic and climate-related factors and to a minor extent by cultivation method. Retail temperature and storage atmosphere as well as heating procedure in processing have the highest impact in quality reduction. © 2013 Society of Chemical Industr

Bildeteksjon og estimering av kjøretøyets posisjon og rotasjon i autonome konvoyer

Master's thesis in Cybernetics and signal processingAutonomous convoys, also known as platooning, are defined as a group of vehicles driving after one another autonomously. Acting as one single unit the gap between them can be significant reduced and hence the fuel costs compared to conventional driving. In this thesis a semi-automatic two-vehicle military convoy is studied. Assume the first vehicle remain in control by humans. The second vehicle should then follow it’s track autonomously based on information about the relative distance, position and velocity of the first vehicle. The purpose of this thesis is to find and test methods for vehicle detection and pose estimation. The methods are mainly based on 3D point cloud data gathered by a LiDAR, but information from cameras are also used. The LiDAR is chosen because of it’s robustness in shifting light and weather conditions, but also because most of today’s research on the field is based on camera vision. Classifiers based on the leading vehicle’s geometrical properties was found suitable. Also the POSIT method, which combines the imaging coordinates with the corresponding 3D properties provides good results. Distance error was measured to around 15% and orientation deviation to ±4°. For driving that not require millimetre precision the conclusion it that the methods used are well suited. They also have room for improvements as there was several sources of uncertainty in this project

Impact of the LaCrosse Wellness Project on the health behaviors and attitudes of students residing on the campus of the University of Wisconsin-LaCrosse

This research examined the impact of a specific health promotion process, the LaCrosse Wellness Project (LWP), on the health behaviors and attitudes of college students. The groups participating in the research consisted of a sample of students living in the residence halls on the University of Wisconsin-LaCrosse campus in LaCrosse, Wisconsin. There were 15 Ss in the experimental group and 17 Ss in the control group. Three instruments were used for th~ evaluation of this research: the LWP Impact Evaluation, the LWP Process Evaluation, and the Student Response Inventory. The LWP Impact Evaluation was used as a pre- posttest for the experimental and control groups. Both of the groups also completed the Student Response Inventory during the posttest phase. Finally, during the posttest phase, the experimental group completed the LWP Process Evaluation. The L\VP intervention materials for this experimental study included the LaCrosse Wellness Inventory and the Wellness Development Process. The MannWhitney U-test was chosen to analyze the data from 7 hypotheses. Relationships between variables for 2 hypotheses were analyzed using Spearman's r correlation factor. Significance was established at the p~ .05 level. Statistical significance was found in 1 of 9 hypotheses. The group experiencing the LWP significantly showed a greater desire to establish a personal wellness definition than the group not experiencing the process