New Zealand blackcurrant extract modulates the heat shock response in men during exercise in hot ambient conditions

Purpose: To determine if 7d of New Zealand blackcurrant (NZBC) extract alters the heat shock, inflammatory and apoptotic response during prolonged exertional-heat stress. Methods: Ten men (Age: 29 ± 2 years, Stature: 1.82 ± 0.02 m, Mass: 80.3 ± 2.7 kg, V̇O2max: 56 ± 2 mL·kg−1·min−1) ingested two capsules of CurraNZ™ (NZBC extract: 210 mg anthocyanins·day−1) or PLACEBO for 7d prior to 1 h treadmill run (65% V̇O2max) in hot ambient conditions (34 °C/40% RH). Blood samples were collected before (Pre), immediately after (Post), 1 h after (1-Post), and 4 h after (4-Post) exercise. Heat shock proteins (HSP90, HSP70, HSP32) were measured in plasma. HSP and protein markers of inflammatory capacity (TLR4, NF-κB) and apoptosis (BAX/BCL-2, Caspase 9) were measured in peripheral blood mononuclear cells (PBMC). Results: eHSP32 was elevated at baseline in NZBC(+ 31%; p < 0.001). In PLACEBO HSP32 content in PBMC was elevated at 4-Post(+ 98%; p = 0.002), whereas in NZBC it fell at Post(− 45%; p = 0.030) and 1-Post(− 48%; p = 0.026). eHSP70 was increased at Post in PLACEBO(+ 55.6%, p = 0.001) and NZBC (+ 50.7%, p = 0.010). eHSP90 was increased at Post(+ 77.9%, p < 0.001) and 1-Post(+ 73.2%, p < 0.001) in PLACEBO, with similar increases being shown in NZBC (+ 49.0%, p = 0.006 and + 66.2%, p = 0.001; respectively). TLR4 and NF-κB were both elevated in NZBC at PRE(+ 54%, p = 0.003 and + 57%, p = 0.004; respectively). Main effects of study condition were also shown for BAX/BCL-2(p = 0.025) and Caspase 9 (p = 0.043); both were higher in NZBC. Conclusion: 7d of NZBC extract supplementation increased eHSP32 and PBMC HSP32 content. It also increased inflammatory and apoptotic markers in PBMC, suggesting that NZBC supports the putative inflammatory response that accompanies exertional-heat stress

“Should It Be Considered Plagiarism?” Student Perceptions of Complex Citation Issues

Most research on student plagiarism defines the concept very narrowly or with much ambiguity. Many studies focus on plagiarism involving large swaths of text copied and pasted from unattributed sources, a type of plagiarism that the overwhelming majority of students seem to have little trouble identifying. Other studies rely on ambiguous definitions, assuming students understand what the term means and requesting that they self-report how well they understand the concept. This study attempts to avoid these problems by examining student perceptions of more complex citation issues. We presented 240 students with a series of examples, asked them to indicate whether or not each should be considered plagiarism, and followed up with a series of demographic and attitudinal questions. The examples fell within the spectrum of inadequate citation, patchwriting, and the reuse of other people’s ideas. Half were excerpted from publicized cases of academic plagiarism, and half were modified from other sources. Our findings indicated that students shared a very strong agreement that near verbatim copy and paste and patchwriting should be considered plagiarism, but that they were much more conflicted regarding the reuse of ideas. Additionally, this study found significant correlation between self-reported confidence in their understanding and the identification of more complex cases as plagiarism, but this study found little correlation between academic class status or exposure to plagiarism detection software and perceptions of plagiarism. The latter finding goes against a prevailing sentiment in the academic literature that the ability to recognize plagiarism is inherently linked to academic literacy. Overall, our findings indicate that more pedagogical emphasis may need to be placed on complex forms of plagiarism