Effects of follicular phase exercise on luteinizing hormone pulse characteristics in sedentary eumenorrhoeic women

OBJECTIVE Current studies reveal little regarding the Inception of exercise-induced LH changes during physical training. This study aimed to assess the susceptibility of the hypothalamic–pituitary axis to the acute physical stress of exercise in untrained, physically inactive women. The acute effects of submaximal endurance exercise upon the pulsatile LH secretion in the follicular phase were compared with those accompanying leisurely strolling for a similar time period. SUBJECTS All subjects were eumenorrhoelc, as determined by biphasic temperature patterns, detection of the urinary LH surge, and mid-luteal serum progesterone levels. Subjects were not physically active and had little history of strenuous exercise ( V o 2 max = 38·0 ± 1·8) (mean ± SEM) ml/kg/min). DESIGN All women completed a 13·5-hour pulsatility test which included three consecutive 20-minute runs on a treadmill at 50, 60 and 70% of the subjects’maximum oxygen uptake ( n = 16). Six of these same subjects completed a separate test on another occasion in which one hour of leisurely strolling was substituted for exercise. Blood was sampled every 10 minutes via an indwelling cannula for 4·5 hours before and 8 hours after one hour of exercise and or strolling. MEASUREMENTS A pulse algorithm (Pulsar) was used to quantify LH pulse characteristics. RESULTS Exercise produced no significant effects upon LH pulse frequency or mean serum LH concentration. However, exercise of moderate intensity caused a significant increase in LH pulse amplitude ( P < 0·05). Strolling produced no significant changes in LH secretion. CONCLUSION Acute exercise of moderate intensity in the follicular phase of untrained women is an insufficient stimulus to inhibit the GnRH pulse generator in the post-exercise period, yet may produce a slight stimulatory effect on the amount of LH released per pulsePeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73507/1/j.1365-2265.1994.tb02794.x.pd

Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space

This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers’ work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through “third space” theory, the article discusses the value that such experiences have for prospective teachers’ learning. The goals of the article align with the commitment to preparing a future teaching force for the diverse educational settings that they will encounter in the twenty-first century

Entropy Stable Finite Volume Approximations for Ideal Magnetohydrodynamics

This article serves as a summary outlining the mathematical entropy analysis of the ideal magnetohydrodynamic (MHD) equations. We select the ideal MHD equations as they are particularly useful for mathematically modeling a wide variety of magnetized fluids. In order to be self-contained we first motivate the physical properties of a magnetic fluid and how it should behave under the laws of thermodynamics. Next, we introduce a mathematical model built from hyperbolic partial differential equations (PDEs) that translate physical laws into mathematical equations. After an overview of the continuous analysis, we thoroughly describe the derivation of a numerical approximation of the ideal MHD system that remains consistent to the continuous thermodynamic principles. The derivation of the method and the theorems contained within serve as the bulk of the review article. We demonstrate that the derived numerical approximation retains the correct entropic properties of the continuous model and show its applicability to a variety of standard numerical test cases for MHD schemes. We close with our conclusions and a brief discussion on future work in the area of entropy consistent numerical methods and the modeling of plasmas

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity