Analisis Kadar Timbal (Pb) Dan Merkuri (Hg) Pada Ikan Pindang Salem (Scomber Australasicus) Yang Diperoleh Dari Tiga Pasar Tradisional Terbesar Di Kota Semarang

Smoked fish of Salem (Scomber australasicus) is kind of processing fish that well known in Indonesia. This study aim to detect presence of plumbum (Pb) and mercury (Hg) on smoked fish of Salem from traditional markets in Semarang. After determined its concentration, plumbum and mercury concentration in smoked fish of Salem were evaluated what were reached permissible limits based on standard of General Director Food and Drug Monitoring No. 03725/B/SK/VII/1989. This study is non-experimental research that analysed by analitycal descriptive method. Sample have been taken by simple random sampling from 9 sellers at three traditional markets in Semarang City that are Johar, Peterongan and Karangayu markets. Variabel which analysed were plumbum and mercury concentrations in smoked fish of Salem. Data were collected by laboratory test with Atomic Absorption Spectrophotometer. The results showed that smoked fish of Salem from three biggest traditional market in Semarang contained plumbum and mercury. Plumbum concentration on smoked fish of Salem from Johar market is 0.0633 ± 0.00577 mg/kg, from Peterongan market is 0.0600 mg/kg, and from Karangayu market is 0.0633 ± 0.00577 mg/kg. While mercury concentration on smoked fish of Salem from the three market are <0.01 mg/kg. Plumbum and mercury concentration on smoked fish of Salem from Johar, Peterongan, and Karangayu markets are not significant different. Plumbum and mercury concentration that accumulated on smoked fish of Salem from the three markets are not greater than quality standard of General Director of Food and Drug Monitoring No. 03725/B/SK/VII1989 about maximum restriction of metal pollution in food for fish and it processing result

Validade de um procedimento para indução de frustração

OBJECTIVE: To test a reliable and easily administered frustration-induction procedure for experimental research. METHOD: One hundred volunteers (81 women, mean age ± SD 34.2 ± 8 years) physically and psychiatrically healthy submitted to the frustration induction procedure were prevented from reaching reward level scores. Subjective aggressiveness feelings related to frustration were self-rated in a 13-item visual analogue scale before and after the procedure. RESULTS: Significant increases in aggressiveness-related feelings were detected in 12 of the 13 items. This was consistent with the observed overt behavior of the subjects during the task. CONCLUSIONS: The frustration-induction procedure is a simple, easy to administer frustration-induction procedure that can be used in experimental studies in normal subjects.OBJETIVO: Testar um procedimento de indução de frustração confiável e de simples aplicação para a pesquisa experimental. MÉTODO: Cem voluntários (81 mulheres, idade média ± DP 34,2 ± 8 anos), física e psiquiatricamente saudáveis, submetidos ao procedimento de indução de frustração, foram impedidos de atingir escores de recompensa. Os sentimentos de agressividade subjetivos relacionados à frustração foram autoclassificados em um escala analógica visual de 13 itens antes e após o procedimento. RESULTADOS: Foram detectados aumentos significativos nos sentimentos relacionados à agressividade em 12 dos 13 itens. Isto foi consistente com o comportamento manifestado pelos indivíduos e observado durante a tarefa. CONCLUSÕES: O procedimento de indução de frustração é simples, facilmente aplicável e que pode ser utilizado em estudos experimentais com indivíduos normais.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

MiRNA profiles in lymphoblastoid cell lines of Finnish prostate cancer families

201

Kirjallisuuskasvatuksen merkityksiä varhaiskasvatuksen opettajien tulkitsemana esiopetuksessa

Tiivistelmä. Tutkimuksen tarkoituksena on selvittää kirjallisuuskasvatuksen merkityksiä varhaiskasvatuksen opettajien tulkitsemana esiopetuksessa. Päätutkimuskysymykseksi muodostui: ”mikä on kirjallisuuskasvatuksen merkitys varhaiskasvatuksen opettajan näkökulmasta?” Lisäksi tutkimus jäsentyi seuraavien alatutkimuskysymyksien kautta: ”minkälaista kirjallisuuskasvatusmateriaalia varhaiskasvatuksen opettajat hyödyntävät esiopetuksen arjessa? ja ”millaisia merkityksiä kirjallisuuskasvatuksella on varhaiskasvatuksien opettajien tulkintojen mukaan lapsen kehitykselle ja oppimiselle?” Tutkimus on toteutettu mixed methods -lähestymistavalla, joka yhdistää laadullisen ja määrällisen metodologian. Määrällinen aineisto kerättiin kyselylomakkeella, johon saatiin vastaus 28 varhaiskasvatuksen opettajalta. Tämän lisäksi haastateltiin viittä varhaiskasvatuksen opettajaa. Aineiston analyysi tapahtui teoriaohjaavan sisällönanalyysin avulla. Teoria rakentuu ydinkäsitteen kirjallisuuskasvatus ympärille, jossa painottuu erityisesti pedagoginen käyttö sekä opettajan ja lapsen välinen vuorovaikutus. Otamme tutkimuksessa huomioon myös esiopetusta ohjaavat asiakirjat kirjallisuuskasvatuksen näkökulmasta. Esimerkiksi Esiopetuksen opetussuunnitelman perusteissa (2014) monilukutaito liittyy kiinteästi ajattelun ja oppimisen taitoihin. Jotta nämä taidot kehittyvät, lapsi tarvitsee avukseen opettajan lukemisen mallia ja rikasta tekstiympäristöä, jonka kirjallisuuskasvatuksen käyttö voi parhaimmillaan tarjota. Kirjallisuuskasvatuksen käsitettä ei kuitenkaan suoraan mainita kyseisessä asiakirjassa, joka voi osittain vaikuttaa tuloksissa esiin nousseeseen käsitteen vierauteen, vaikka sen merkitys koettiinkin vahvana. Kirjallisuuskasvatuksen käyttöä haastaa tulosten mukaan lasten vähentynyt kiinnostunut lukemista ja kirjallisuutta kohtaan. Tutkimustuloksista kuitenkin ilmenee, että kirjallisuuskasvatuksella katsotaan olevan tärkeä merkitys esiopetuksessa ja sitä käytetään monipuolisesti, säännöllisesti sekä pedagogisesti; lisätietoisuutta, materiaalia sekä koulutusta tulisi kuitenkin olla tarjolla enemmän

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools : cross-sectional associations

Abstract Background Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students&#8217; recess physical activity with school-related social factors. Methods Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. Results In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p &lt;0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p &lt;0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Conclusions Our results suggest that students&#8217; participation in physical activities during school recess is positively associated with students&#8217; school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.Background: Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors. Methods: Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. Results: In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Conclusions: Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.peerReviewe

The interlayer cohesive energy of graphite from thermal desorption of polyaromatic hydrocarbons

We have studied the interaction of polyaromatic hydrocarbons (PAHs) with the basal plane of graphite using thermal desorption spectroscopy. Desorption kinetics of benzene, naphthalene, coronene and ovalene at sub-monolayer coverages yield activation energies of 0.50 eV, 0.85 eV, 1.40 eV and 2.1 eV, respectively. Benzene and naphthalene follow simple first order desorption kinetics while coronene and ovalene exhibit fractional order kinetics owing to the stability of 2-D adsorbate islands up to the desorption temperature. Pre-exponential frequency factors are found to be in the range $10^{14}$-$10^{21} s^{-1}$ as obtained from both Falconer--Madix (isothermal desorption) analysis and Antoine's fit to vapour pressure data. The resulting binding energy per carbon atom of the PAH is $52\pm$5 meV and can be identified with the interlayer cohesive energy of graphite. The resulting cleavage energy of graphite is $61\pm5$~meV/atom which is considerably larger than previously reported experimental values.Comment: 8 pages, 4 figures, 2 table

Parent Involvement in Diet or Physical Activity Interventions to Treat or Prevent Childhood Obesity: An Umbrella Review

Parents substantially influence children’s diet and physical activity behaviors, which consequently impact childhood obesity risk. Given this influence of parents, the objective of this umbrella review was to synthesize evidence on effects of parent involvement in diet and physical activity treatment and prevention interventions on obesity risk among children aged 3–12 years old. Ovid/MEDLINE, Elsevier/Embase, Wiley/Cochrane Library, Clarivate/Web of Science, EBSCO/CINAHL, EBSCO/PsycInfo, and Epistemonikos.org were searched from their inception through January 2020. Abstract screening, full-text review, quality assessment, and data extraction were conducted independently by at least two authors. Systematic reviews and meta-analyses of diet and physical activity interventions that described parent involvement, included a comparator/control, and measured child weight/weight status as a primary outcome among children aged 3–12 years old were included. Data were extracted at the level of the systematic review/meta-analysis, and findings were narratively synthesized. Of 4158 references identified, 14 systematic reviews and/or meta-analyses (eight treatment focused and six prevention focused) were included and ranged in quality from very low to very high. Our findings support the inclusion of a parent component in both treatment and prevention interventions to improve child weight/weight status outcomes. Of note, all prevention-focused reviews included a school-based component. Evidence to define optimal parent involvement type and duration and to define the best methods of involving parents across multiple environments (e.g., home, preschool, school) was inadequate and warrants further research

Tieteelliset perusteet varhaisvuosien fyysisen aktiivisuuden suosituksille

AbstractThe proposal to update the Recommendations for physical activity in early childhood education (Guides of the Ministry of Social Affairs and Health 2005:17) was made in the context of the national Joy in Motion programme, where the focus is on early childhood education. The update was started by compiling the most recent scientific knowledge to be used as the basis for preparing the recommendations for physical activity in early childhood. The aim was to set out recommendations that could be applied as broadly as possible. The update and drafting of the recommendations was done as part of the work of the Physical exercise to promote health and wellbeing steering group (TEHYLI), appointed and coordinated jointly by the Ministry of Education and Culture and Ministry of Social Affairs and Health. The steering group commented on and approved the multidisciplinary international group of experts specifically invited to carry out the task. The experts represented different fields of science and some of them were carrying out nationally funded research projects on physical activity and wellbeing among children under eight years of age. The group of experts started its work in January 2016 by compiling the most recent international and national research information on various themes relating to physical activity and exercise and comprehensive development and wellbeing in early childhood. This work produced two publications: Recommendations for physical activity in early childhood 2016 - Joy, play and doing together (Ministry of Education and Culture 2016:21) and Scientific justification for the recommendations for physical activity in early childhood. The recommendations for physical activity in early childhood inform about the amount and type of physical activity for the under eight-year-olds, roles of the physical, psychological and social environments, and planning and implementation of guided physical exercise and education on exercise as part of early childhood education. The scientific justification is intended for early childhood education, physical exercise and healthcare professionals, including teachers and researchers.TiivistelmäVarhaiskasvatukseen keskittyvän valtakunnallisen Ilo kasvaa liikkuen -ohjelman kehittelytyössätehtiin aloite Varhaiskasvatuksen liikunnan suositusten (Sosiaali- ja terveysministeriön oppaita2005:17) päivittämisestä. Päivittämisen lähtökohtana oli erityisesti uusimman tutkimusperustaisentieteellisen tiedon kokoaminen ja niiden pohjalta varhaisvuosien fyysisen aktiivisuudensuositusten laatiminen. Tavoitteena oli kirjata sellaiset suositukset, joita voitaisiin soveltaamahdollisimman laajalle kohdejoukolle. Suositusten päivittäminen ja valmistelu tapahtuivatosana opetus- ja kulttuuriministeriön sekä sosiaali- ja terveysministeriön yhdessä asettamanja koordinoiman Terveyttä ja hyvinvointia edistävän liikunnan (TEHYLI) -ohjausryhmäntyötä. TEHYLI-ohjausryhmä kommentoi ja hyväksyi tehtävään erikseen kutsutun monitieteisenkansallisen asiantuntijaryhmän. Asiantuntijat edustivat eri tieteenaloja ja osalla heistä olikansallista tutkimusrahoitusta saaneita tutkimusprojekteja alle kahdeksan vuotiaiden lastenliikunnasta ja hyvinvoinnista. Asiantuntijaryhmä aloitti työnsä tammikuussa 2016 kokoamallaeri teema-alueilta uusinta kansainvälistä ja kansallista tutkimustietoa varhaiskasvatusikäistenlasten fyysistä aktiivisuutta ja liikuntaa sekä kokonaisvaltaista kehitystä ja hyvinvointia selvittäneistätutkimuksista. Työskentely johti kahteen julkaisuun, joissa toisessa annetaan fyysisenaktiivisuuden suosituksia varhaisvuosille (Varhaisvuosien fyysisen aktiivisuuden suositukset2016. Iloa, leikkiä ja yhdessä tekemistä. Opetus- ja kulttuuriministeriö 2016:21) sekä tähänsuositusten tieteelliset perusteet sisältävään julkaisuun. Varhaisvuosien fyysisen aktiivisuudensuositukset antavat ohjeita alle kahdeksanvuotiaiden lasten fyysisen aktiivisuuden määrästäja laadusta, fyysisen, psyykkisen ja sosiaalisen ympäristön rooleista sekä ohjatun liikunnanja liikuntakasvatuksen suunnittelusta ja toteuttamisesta osana varhaiskasvatusta. Suositustentieteelliset perusteet on tarkoitettu erityisesti varhaiskasvatus-, liikunta- ja terveydenhuollonammattilaisten, kuten opettajien ja tutkijoiden käyttöön.</p