60 research outputs found

    Other Types of Meaning: Relationships between Round Barrows and Landscapes from 1500 bc

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    What rivers did: a study of if and how rivers shaped later prehistoric lives in Britain and beyond

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    Countering the passive representation of rivers in many previous accounts of later prehistory – as static vessels for spectacular deposits, highways for transport and communication, and backdrops for settlement and farming – this paper asks if and how rivers actively shaped prehistoric lives. Rivers have long been hailed as conduits for prehistoric materials and ideas. However, positive archaeological correlates of the processes involved are notoriously difficult to identify and have rarely been scrutinised in detail. Using the example of Late Bronze and Early Iron Age pottery in the East of England (1150 to 350 BC), we examine in detail how prehistoric pottery making traditions cohered around river valleys over an extended time period and were thus, to a certain extent, generated by rivers. Drawing on wider evidence for the flow of people and things in this region we build a broader multidimensional account of how people, objects, and practices moved in a period of diverse lifeways in which the makeup of human mobility is not well understood. In doing so, we hope to tether abstract arguments about the active role of rivers and other non-human elements in shaping past lives, and to approach the often missing ‘middle ground’ – small-scale movements at local and regional scales – in existing archaeological discussions about mobility

    A professional development programme to enhance primary school teachers’ knowledge and operationalisation of physical literacy

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    Introduction: Despite increases in research and implementation, physical literacy continues to be largely misinterpreted by practitioners. The purpose of this study was to devise, implement, and evaluate a professional development programme that works in a primary school environment to enhance their knowledge and operationalisation of physical literacy. Methods: Following a three-month needs assessment phase, data were collected from structured observations, reflections, and semi-structured interviews with the teachers, before, during and after an introductory workshop and six-month physical literacy intervention. Thematic analysis was used to evaluate perceptions of programme effectiveness. Results: The needs assessment phase identified notable differences between teachers’ classroom and physical education practice. Results of the physical literacy workshop and intervention detailed an increase in teachers’ knowledge of, and operationalisation of, physical literacy. Discussion/Conclusions: Applying established principles of effective professional development in a contextually sensitive manner was viewed as effective in enhancing primary school teachers’ knowledge and practice regarding physical literacy

    Basic science232. Certolizumab pegol prevents pro-inflammatory alterations in endothelial cell function

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    Background: Cardiovascular disease is a major comorbidity of rheumatoid arthritis (RA) and a leading cause of death. Chronic systemic inflammation involving tumour necrosis factor alpha (TNF) could contribute to endothelial activation and atherogenesis. A number of anti-TNF therapies are in current use for the treatment of RA, including certolizumab pegol (CZP), (Cimzia Âź; UCB, Belgium). Anti-TNF therapy has been associated with reduced clinical cardiovascular disease risk and ameliorated vascular function in RA patients. However, the specific effects of TNF inhibitors on endothelial cell function are largely unknown. Our aim was to investigate the mechanisms underpinning CZP effects on TNF-activated human endothelial cells. Methods: Human aortic endothelial cells (HAoECs) were cultured in vitro and exposed to a) TNF alone, b) TNF plus CZP, or c) neither agent. Microarray analysis was used to examine the transcriptional profile of cells treated for 6 hrs and quantitative polymerase chain reaction (qPCR) analysed gene expression at 1, 3, 6 and 24 hrs. NF-ÎșB localization and IÎșB degradation were investigated using immunocytochemistry, high content analysis and western blotting. Flow cytometry was conducted to detect microparticle release from HAoECs. Results: Transcriptional profiling revealed that while TNF alone had strong effects on endothelial gene expression, TNF and CZP in combination produced a global gene expression pattern similar to untreated control. The two most highly up-regulated genes in response to TNF treatment were adhesion molecules E-selectin and VCAM-1 (q 0.2 compared to control; p > 0.05 compared to TNF alone). The NF-ÎșB pathway was confirmed as a downstream target of TNF-induced HAoEC activation, via nuclear translocation of NF-ÎșB and degradation of IÎșB, effects which were abolished by treatment with CZP. In addition, flow cytometry detected an increased production of endothelial microparticles in TNF-activated HAoECs, which was prevented by treatment with CZP. Conclusions: We have found at a cellular level that a clinically available TNF inhibitor, CZP reduces the expression of adhesion molecule expression, and prevents TNF-induced activation of the NF-ÎșB pathway. Furthermore, CZP prevents the production of microparticles by activated endothelial cells. This could be central to the prevention of inflammatory environments underlying these conditions and measurement of microparticles has potential as a novel prognostic marker for future cardiovascular events in this patient group. Disclosure statement: Y.A. received a research grant from UCB. I.B. received a research grant from UCB. S.H. received a research grant from UCB. All other authors have declared no conflicts of interes

    ‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

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    BACKGROUND:The concept of physical literacy has received increased research and international attention recently. Where intervention programs and empirical research are gaining momentum, their operationalizations differ significantly.OBJECTIVE:The objective of this study was to inform practice in the measure/assessment of physical literacy via a systematic review of research that has assessed physical literacy (up to 14 June, 2017).METHODS:Five databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols guidelines, with 32 published articles meeting the inclusion criteria. English-language, peer-reviewed published papers containing empirical studies of physical literacy were analyzed using inductive thematic analysis.RESULTS:Qualitative methods included: (1) interviews; (2) open-ended questionnaires; (3) reflective diaries; (4) focus groups; (5) participant observations; and (6) visual methods. Quantitative methods included: (1) monitoring devices (e.g., accelerometers); (2) observations (e.g., of physical activity or motor proficiency); (3) psychometrics (e.g., enjoyment, self-perceptions); (4) performance measures (e.g., exergaming, objective times/distances); (5) anthropometric measurements; and (6) one compound measure. Of the measures that made an explicit distinction: 22 (61%) examined the physical domain, eight (22%) the affective domain; five (14%) the cognitive domain; and one (3%) combined three domains (physical, affective, and cognitive) of physical literacy. Researchers tended to declare their philosophical standpoint significantly more in qualitative research compared with quantitative research.CONCLUSIONS:Current research adopts diverse often incompatible methodologies in measuring/assessing physical literacy. Our analysis revealed that by adopting simplistic and linear methods, physical literacy cannot be measured/assessed in a traditional/conventional sense. Therefore, we recommend that researchers are more creative in developing integrated philosophically aligned approaches to measuring/assessing physical literacy. Future research should consider the most recent developments in the field of physical literacy for policy formation
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