Omentin-1, visfatin and adiponectin levels in relation to bone mineral density in Iranian postmenopausal women

The bone and fat interface is implicated in the pathogenesis of postmenopausal osteoporosis. The association between circulating omentin-1 levels and bone mineral density (BMD) in postmenopausal women has never been assessed. A total of 382 healthy postmenopausal women were randomly selected. Omentin-1, visfatin, adiponectin, the receptor activator of nuclear factor-κB ligand (RANKL), osteoprotegerin, high sensitivity C-reactive protein, degradation products of C-terminal telopeptides of type I collagen, and osteocalcin were measured by highly specific enzyme-linked immunosorbent assay methods. BMD was determined for the lumbar spine (L2-L4) and the proximal femur using dual-energy X-ray absorptiometry. In multivariable-adjusted linear regression, serum omentin-1 levels were inversely correlated with BMD at the lumbar spine (β=-0.11, p=0.020). In multiple regression analyses, serum visfatin and adiponectin levels were not significantly correlated with BMD at different skeletal sites after controlling for age, body mass index, and bone-related markers. However, the highest quartile of adiponectin compared to the lowest quartile, after adjusting for potential confounders, revealed an inverse association with BMD in the lumbar spine (β=-0.19, p=0.010). In conclusion, circulating omentin-1 levels had an inverse correlation with BMD at the lumbar spine in Iranian postmenopausal women. To further understand the role of omentin-1 in bone and mineral metabolism, large-scale longitudinal studies focusing on BMD and osteoporotic fractures are warranted. Copyright © 2012 Elsevier Inc. All rights reserved

Omentin-1, visfatin and adiponectin levels in relation to bone mineral density in Iranian postmenopausal women

The bone and fat interface is implicated in the pathogenesis of postmenopausal osteoporosis. The association between circulating omentin-1 levels and bonemineral density (BMD) in postmenopausal women has never been assessed. A total of 382 healthy postmenopausal womenwere randomly selected. Omentin-1, visfatin, adiponectin, the receptor activator of nuclear factor-κB ligand (RANKL), osteoprotegerin, high sensitivity C-reactive protein, degradation products of C-terminal telopeptides of type I collagen, and osteocalcin were measured by highly specific enzyme-linked immunosorbent assay methods. BMDwas determined for the lumbar spine (L2–L4) and the proximal femur using dual-energy X-ray absorptiometry. In multivariable-adjusted linear regression, serum omentin-1 levels were inversely correlated with BMD at the lumbar spine (β=−0.11, p=0.020). In multiple regression analyses, serum visfatin and adiponectin levels were not significantly correlated with BMD at different skeletal sites after controlling for age, body mass index, and bone-related markers. However, the highest quartile of adiponectin compared to the lowest quartile, after adjusting for potential confounders, revealed an inverse association with BMD in the lumbar spine (β=−0.19, p=0.010). In conclusion, circulating omentin-1 levels had an inverse correlation with BMD at the lumbar spine in Iranian postmenopausal women. To further understand the role of omentin-1 in bone and mineral metabolism, large-scale longitudinal studies focusing on BMD and osteoporotic fractures are warrante

Reduced serum osteocalcin concentrations are associated with type 2 diabetes mellitus and the metabolic syndrome components in postmenopausal women: the crosstalk between bone and energy metabolism

Although it has been shown that osteocalcin functions as a hormone in the regulation of glucose metabolism and fat mass, no population-based study to date has addressed serum osteocalcin levels in relation to energy metabolism concurrent with bone metabolism in postmenopausal women. In a population-based study, cardiovascular risk factors, high-sensitivity C-reactive protein (hs-CRP), osteoprotegerin, receptor activator of nuclear factor-jB ligand, osteocalcin, CrossLaps, alkaline phosphatase, and bone mineral density (BMD) at the lumbar spine (L2–L4) and the proximal femur were measured in 382 Iranian postmenopausal women. In multiple logistic regression analysis, lower osteocalcin and CrossLaps levels were associated with a higher odds ratio (OR) of having type 2 diabetes mellitus when adjustments were made for age, hs-CRP, cardiovascular risk factors, BMD, and markers of bone metabolism [OR 5.17, CI (2.66–10.04), p\0.0001 and OR 2.51, CI (1.37–4.61), p = 0.003, respectively]. However, lower alkaline phosphatase levels were associated with a lower OR of having type 2 diabetes mellitus [OR 0.28, CI (0.15–0.52), p\0.0001] in regression analysis. No significant difference was found between serum osteocalcin levels of those with and without metabolic syndrome. Among the metabolic syndrome components, low osteocalcin levels had significant associations with elevated blood glucose [OR 1.89, CI (1.16–3.07), p = 0.010] and elevated waist circumference [OR 2.53, CI (1.13–5.67), p = 0.024] in multivariate analyses. In conclusion, serum osteocalcin was independently associated with glucose intolerance and abdominal obesity as the components of metabolic syndrome and type 2 diabetes mellitus in postmenopausal women. Since CrossLaps and alkaline phosphatase levels were independently associated with the presence of type 2 diabetes mellitus, the unique contribution of osteocalcin in glucose metabolism could not be concluded

Select-and-fill-in concept maps as an evaluation tool in science classrooms

Much research has been done on the application of concept maps as means for learning assessment. Similarly, different types of Concept-Map Based Assessments (CMBA) and their validity have been examined as well in many studies, but to a far less extent. The present study uses a descriptive quantitative method and mainly aims to put forward the idea that the select-and-fill-in (SAFI) concept maps could be used as a valid instrument to assess the conceptual understanding of science among thermodynamics students. For this purpose, the concurrent validity of the SAFI concept map was evaluated according to the last version of the Thermodynamic Concept Survey (TCS) in order to develop a standard conceptual survey in thermodynamics. The TCS has a total KR-20 of approximately 0.78, an acceptable value, which could be employed as a valid test to assess teacher-made SAFI concept maps. The study population includes 60 students from two physics classes. An evaluation of the conceptual understandings of thermodynamics students were made concurrently using two assessment tools. Based on the study findings, there is a moderate to strong correlation (0.6) between the Teacher-made SAFI concept map and TCS. This leads us to the conclusion that SAFI concept maps are valid tools, at least, for evaluating conceptual understanding in thermodynamics. Moreover, the results of this study are confirmed a significant relationship between a student’s ability to read and comprehend a given question and his/her ability to solve it

Higher education students’ perceived readiness for computer-supported collaborative learning

The purpose of this research was to study the perceived readiness of higher education students for computer-supported collaborative learning (CSCL). Moreover, the role of important demographic variables, such as gender, major of study, and computer ownership, was examined in students’ perceived readiness and its sub-scales. The data was collected from 326 higher education students of four study groups from a state university in Iran. MANOVA analysis was conducted to explore the possible role of the demographic variables in students’ perceived readiness for CSCL. Most of the participants showed high readiness for CSCL. The male participants demonstrated more online learning aptitude compared to females. A statistically significant difference was found in the online learning aptitude of the respondents majoring in engineering and basic sciences with the rest of the participants. Furthermore, the students with a personal computer, laptop, or tablet demonstrated higher levels of readiness for CSCL and online learning aptitude.</p

Bridging the fields of entrepreneurship and education : The role of philosophical perspectives in fostering opportunity identification

The number of entrepreneurship education (EE) programs that aim to foster opportunity identification (OI) as a key entrepreneurial capability has grown considerably in the past few decades. However, these EE programs mostly lack a robust theoretical framework that could help educators and researchers select teaching approaches in line with their philosophical perspectives. This study proposes a theory-driven framework for fostering OI by bridging entrepreneurship and education fields, considering the ontological and epistemological assumptions that exist in both fields. The proposed framework includes different philosophical perspectives on entrepreneurial opportunities and strategies for identifying opportunities coupled with the most relevant learning theories and teaching approaches for fostering OI. Based on this framework, behaviorism and cognitivism are the most consistent learning theories with the opportunity discovery perspective's philosophical assumptions, and social constructivist learning theory is more appropriate for developing EE programs based on the opportunity creation perspective. This framework suggests that for developing an efficacious EE program to improve individuals' OI performance, different perspectives on the emergence of opportunities and learning should be combined and integrated into a consistent, constructively aligned EE program. The paper concludes with implications for the theory and practice in the entrepreneurship education field

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

This study investigates the effects of a developed MOOC based on Merrill’s principles of instruction on participants’ learning outcomes and satisfaction. A pre-test-post-test with a control group design was used in this study. In total, 335 participants were assigned into experimental (using Merrill’s principles of instruction) and control group (using the conventional method). However, 291 subjects (143 participants from the experimental and 148 participants from the control group condition) remained in the course up to the last session, and only 200 participants (100 participants per each condition) filled in the surveys. The results were in favour of participants in the experimental condition both in terms of learning and satisfaction compared to the participants in the control group condition. By implementing Merrill’s principles of instruction in designing MOOCs and actively engaging participants in a problem-centred learning process, their learning outcomes and satisfaction can be further improved

The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

So far, the synergistic relationship between learning design and learning analytics and its impact on learners’ educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners’ engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners’ engagement and self-regulation. In this experimental study, 50 graduate students at Iranian’ Allameh Tabataba’i University were asked to participate in a Moodle course called “Teaching Skills” and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners’ engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.</p