Comparison of two models in the estimation of nitrogen uptake rates using data from 15-N incubation experiments

This paper compares two uptake rate models, Dugdale & Goering's (D&G) model and Elskens' model. The aim is to provide an insight into how estimates of uptake processes, i.e. regeneration and loss rates from both dissolved and particulate nitrogen pools, influence the total uptake rates when the two models are compared. The uptake rates of three nitrogenous nutrients (nitrate, ammonium and urea) from 15-N incubation experimental data were compared. The comparison indicated that the D&G model underestimated nitrate uptake rates by about 34%, implying a significant regeneration and loss rates of the nutrient. Elskens' model further showed that the loss rates from the dissolved phase were about 40% and 25% for the ammonium and urea pools, respectively, indicating that the D&G model underestimated the experimental uptake rates of the nutrients. On average, nitrification made up about 30% of the total ammonium uptake flux, whereas the sinks from particulate nitrogen and dissolved nitrogen were estimated at 36% and 56%, respectively. The D&G model sometimes overestimated the f-ratio values to about 60% and higher as a result of ammonium and urea uptake rates underestimation. This paper also shows that detritus adsorption, bacterial uptake and cell lysis are equally important processes

Neurobehavioral function and low-level exposure to brominated flame retardants in adolescents : a cross-sectional study

Background: Animal and in vitro studies demonstrated a neurotoxic potential of brominated flame retardants, a group of chemicals used in many household and commercial products to prevent fire. Although the first reports of detrimental neurobehavioral effects in rodents appeared more than ten years ago, human data are sparse. Methods: As a part of a biomonitoring program for environmental health surveillance in Flanders, Belgium, we assessed the neurobehavioral function with the Neurobehavioral Evaluation System (NES-3), and collected blood samples in a group of high school students. Cross-sectional data on 515 adolescents (13.6-17 years of age) was available for the analysis. Multiple regression models accounting for potential confounders were used to investigate the associations between biomarkers of internal exposure to brominated flame retardants [serum levels of polybrominated diphenyl ether (PBDE) congeners 47, 99, 100, 153, 209, hexabromocyclododecane (HBCD), and tetrabromobisphenol A (TBBPA)] and cognitive performance. In addition, we investigated the association between brominated flame retardants and serum levels of FT3, FT4, and TSH. Results: A two-fold increase of the sum of serum PBDE's was associated with a decrease of the number of taps with the preferred-hand in the Finger Tapping test by 5.31 (95% CI: 0.56 to 10.05, p = 0.029). The effects of the individual PBDE congeners on the motor speed were consistent. Serum levels above the level of quantification were associated with an average decrease of FT3 level by 0.18 pg/mL (95% CI: 0.03 to 0.34, p = 0.020) for PBDE-99 and by 0.15 pg/mL (95% CI: 0.004 to 0.29, p = 0.045) for PBDE-100, compared with concentrations below the level of quantification. PBDE-47 level above the level of quantification was associated with an average increase of TSH levels by 10.1% (95% CI: 0.8% to 20.2%, p = 0.033), compared with concentrations below the level of quantification. We did not observe effects of PBDE's on neurobehavioral domains other than the motor function. HBCD and TBBPA did not show consistent associations with performance in the neurobehavioral tests. Conclusions: This study is one of few studies and so far the largest one investigating the neurobehavioral effects of brominated flame retardants in humans. Consistently with experimental animal data, PBDE exposure was associated with changes in the motor function and the serum levels of the thyroid hormones

Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers

Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education

Narrowing down the conditions for extinction of Pavlovian feature-positive discriminations in humans

The aim of this study was to delineate the minimal conditions for extinction of Pavlovian modulation in humans. Previous experiments at our lab showed that, after X-- A+/A- acquisition training, X- trials did not extinguish differential X-- A+/A- responding, while X-- A- trials did. Additionally, X-- A- extinction training seemed only to extinguish differential X-- A+/A- responding, while leaving differential responding on a concurrently trained Y [Symbol: see text] B+/B- discrimination intact. It thus seemed that the X-- A+/A- discrimination can only be extinguished by X-- A- extinction trials. (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16-24, 1986), on the other hand, found that the minimal conditions for extinction were broader in pigeons: Namely, he found that an acquired X-- A+/A- discrimination could be extinguished by presenting the original feature X in combination with a different target (B) that was minimally trained as an exciter. We thus wanted to examine whether this was also the case in humans. We found that nonreinforced X-- B- presentations did not abolish discriminative X-- A/A responding when target B was a nonreinforced stimulus. Nonreinforced X-- B- trials did extinguish the X-- A+/A- discrimination when target B had previously been trained as a target for modulation (X-- B+/B- or Y [Symbol: see text] B+/B- training) or as a reinforced exciter (B+). Our results thusf parallel and extend those in nonhuman animals (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16-24, 1986)

Guided self-help concreteness training as an intervention for major depression in primary care: a Phase II randomized controlled trial

addresses: Mood Disorders Centre, University of Exeter, UK. [email protected]: PMCID: PMC3359637Copyright © Cambridge University Press 2011 The online version of this article is published within an Open Access environment subject to the conditions of the Creative Commons Attribution-NonCommercial-ShareAlike licence . The written permission of Cambridge University Press must be obtained for commercial re-use. DOI: http://dx.doi.org/10.1017/S0033291711002480The development of widely accessible, effective psychological interventions for depression is a priority. This randomized trial provides the first controlled data on an innovative cognitive bias modification (CBM) training guided self-help intervention for depression

Effects of hunger state on flavour pleasantness conditioning at home: flavour-nutrient learning vs. flavour-flavour learning

This study examined acquired liking of flavour preferences through flavour-flavour and flavour-nutrient learning under hungry or sated conditions in a naturalistic setting. Each participant consumed one of three versions of a test drink at home either before lunch or after lunch: minimally sweetened (CONTROL: 3% sucrose, 40kcal), artificially sweetened (3% sucrose 40kcal plus artificial sweeteners ASPARTAME) and sucrose-sweetened (SUCROSE: 9.9% sugar, 132kcal). The test drink was an uncarbonated peach-flavoured iced tea served in visually identical drink cans (330ml). Participants preselected as "sweet likers" evaluated the minimally sweetened flavoured drink (conditioned stimulus, CS) in the same state (hungry or sated) in which they consumed the test drink at home. Overall, liking for the CS flavour increased in participants who consumed the SUCROSE drink, however, this increase in liking was significantly larger when tested and trained hungry than sated, consistent with a flavour-nutrient model. Overall increases in pleasantness for the CS flavour in participants who consumed the SUCROSE drink when sated or the ASPARTAME drink independent of hunger state, suggest that flavour-flavour learning also occurred. These results are discussed in light of current learning models of flavour preference