The Impact Grit and Achievement Goal Orientation have on Athletic Training Students\u27 Persistence

Purpose: Athletic training education continues to evolve thereby increasing the importance of student retention. Understanding student motivation through achievement goal orientation and grit scores may help support student’s persistence in an athletic training program. The purpose was to determine if a relationship exists between achievement goal orientation and grit to help provide educators a better understanding of their students’ reasons for persisting to help improve retention. Methods: An achievement goal orientation survey and grit scale were administered, and quantitative data was analyzed statistically from Commission on Accreditation of Athletic Training Education- accredited programs in good standing for the 2018-2019 academic year. Results: A total of 520 professional athletic training students participated. There was a significant main effect (F(1,3)=690.0, pConclusions: Athletic training students have similar grit scores across all cohorts and classify higher with mastery goal orientation compared to performance-approach, performance-avoidant, and work-avoidant orientations. Educators should understand students’ motivation to provide support and challenging tasks for their passion and perseverance for athletic training. Key Words: grit, mastery, performance-approach, performance-avoidant, work-avoidant

The Effect of Exercise on Cognitive Function as Measured by ImPact Protocol: Aerobic Vs. Anaerobic

Background: Exercise has long played a critical role in the recovery from athletic injuries. Of recent, concussion research has escalated creating new insights into the treatment of and rehabilitation from concussion syndromes. As part of the concussion research, multiple uses of the ImPACT tool have evolved to measure cognitive function. However, combining the variables of cognitive improvement as measured by the ImPACT protocol with aerobic and anaerobic exercise has not been investigated. Purpose: The purpose of this investigation was to assess the influence of acute bouts of aerobic versus resistance exercise on cognitive function of college-aged participants as measured by the ImPACT Protocol. Study Design: Pre-Test – Post Test Experimental Design. Methods: We compared composite scores on two sessions of ImPACT testing (dependent variables) immediately before, immediately after, and 45 minutes after interventions consisting of a randomly assigned aerobic exercise session, resistance exercise session, or seated rest control (independent variables). Twenty college aged participants (11 females, age= 20.1±0.9; 9 males, age= 20.2± 1.6 yrs) completed the study. Results: The aerobic group’s average (p = 0.07) weight (166±16.8) demonstrated the trend of being higher (p=0.07) than the control (153.9 ±19.0) or resistance group (130±16.1). There was no significant difference (p=0.18) in average height or age between the study groups. Findings indicate a significant change in measures of reaction time (p=0.008), impulse control (p=0.008), and visual motor speed (p = 0.03) across all three groups of participants. No significant change was seen in measures of visual (p=0.08) or verbal memory (p=0.198). Discussion: The results cannot be seen as suggesting that exercise has no effect on cognitive function. Conclusion and Clinical Implications: These findings may suggest a learning effect previously unaccounted for in the ImPACT testing protocol. Keywords: Aerobic, Anaerobic, Cognitive Testing, Exercis

Long-Distance Translocation of Protein during Morphogenesis of the Fruiting Body in the Filamentous Fungus, Agaricus bisporus

Commercial cultivation of the mushroom fungus, Agaricus bisporus, utilizes a substrate consisting of a lower layer of compost and upper layer of peat. Typically, the two layers are seeded with individual mycelial inoculants representing a single genotype of A. bisporus. Studies aimed at examining the potential of this fungal species as a heterologous protein expression system have revealed unexpected contributions of the mycelial inoculants in the morphogenesis of the fruiting body. These contributions were elucidated using a dual-inoculant method whereby the two layers were differientially inoculated with transgenic β-glucuronidase (GUS) and wild-type (WT) lines. Surprisingly, use of a transgenic GUS line in the lower substrate and a WT line in the upper substrate yielded fruiting bodies expressing GUS activity while lacking the GUS transgene. Results of PCR and RT-PCR analyses for the GUS transgene and RNA transcript, respectively, suggested translocation of the GUS protein from the transgenic mycelium colonizing the lower layer into the fruiting body that developed exclusively from WT mycelium colonizing the upper layer. Effective translocation of the GUS protein depended on the use of a transgenic line in the lower layer in which the GUS gene was controlled by a vegetative mycelium-active promoter (laccase 2 and β-actin), rather than a fruiting body-active promoter (hydrophobin A). GUS-expressing fruiting bodies lacking the GUS gene had a bonafide WT genotype, confirmed by the absence of stably inherited GUS and hygromycin phosphotransferase selectable marker activities in their derived basidiospores and mycelial tissue cultures. Differientially inoculating the two substrate layers with individual lines carrying the GUS gene controlled by different tissue-preferred promoters resulted in up to a ∼3.5-fold increase in GUS activity over that obtained with a single inoculant. Our findings support the existence of a previously undescribed phenomenon of long-distance protein translocation in A. bisporus that has potential application in recombinant protein expression and biotechnological approaches for crop improvement

Global prevalence and genotype distribution of hepatitis C virus infection in 2015 : A modelling study

Publisher Copyright: © 2017 Elsevier LtdBackground The 69th World Health Assembly approved the Global Health Sector Strategy to eliminate hepatitis C virus (HCV) infection by 2030, which can become a reality with the recent launch of direct acting antiviral therapies. Reliable disease burden estimates are required for national strategies. This analysis estimates the global prevalence of viraemic HCV at the end of 2015, an update of—and expansion on—the 2014 analysis, which reported 80 million (95% CI 64–103) viraemic infections in 2013. Methods We developed country-level disease burden models following a systematic review of HCV prevalence (number of studies, n=6754) and genotype (n=11 342) studies published after 2013. A Delphi process was used to gain country expert consensus and validate inputs. Published estimates alone were used for countries where expert panel meetings could not be scheduled. Global prevalence was estimated using regional averages for countries without data. Findings Models were built for 100 countries, 59 of which were approved by country experts, with the remaining 41 estimated using published data alone. The remaining countries had insufficient data to create a model. The global prevalence of viraemic HCV is estimated to be 1·0% (95% uncertainty interval 0·8–1·1) in 2015, corresponding to 71·1 million (62·5–79·4) viraemic infections. Genotypes 1 and 3 were the most common cause of infections (44% and 25%, respectively). Interpretation The global estimate of viraemic infections is lower than previous estimates, largely due to more recent (lower) prevalence estimates in Africa. Additionally, increased mortality due to liver-related causes and an ageing population may have contributed to a reduction in infections. Funding John C Martin Foundation.publishersversionPeer reviewe

On the issue of transparency and reproducibility in nanomedicine.

Following our call to join in the discussion over the suitability of implementing a reporting checklist for bio-nano papers, the community responds

Erratum: Corrigendum: Sequence and comparative analysis of the chicken genome provide unique perspectives on vertebrate evolution

International Chicken Genome Sequencing Consortium. The Original Article was published on 09 December 2004. Nature432, 695–716 (2004). In Table 5 of this Article, the last four values listed in the ‘Copy number’ column were incorrect. These should be: LTR elements, 30,000; DNA transposons, 20,000; simple repeats, 140,000; and satellites, 4,000. These errors do not affect any of the conclusions in our paper. Additional information. The online version of the original article can be found at 10.1038/nature0315

The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success

The changing context of sport and medicine’s social contract with society: Implications for sports medicine ethics

Sports medicine professionals are facing new dilemmas in light of the changing dynamics of sport as an enterprise. These changes have considerable ethical implications as sports medicine team members are placed in challenging ethical decision-making situations that often create values tensions. These values conflicts have the potential to threaten and degrade the trust established through the mutual expectations inherent in the social contract between the health care providers and society. According to Starr,1 the social contract is defined as the relationship between medicine and society that is renegotiated in response to the complexities of modern medicine and contemporary society. Anchored in expectations of both society and the medical professions, this tacit contract provides a strong compass for professional practice as it exemplifies the powerful role and examines the deep responsibilities held by health care providers in our society. Although governed by professional boards and organizational codes of ethics, sports medicine professionals are challenged by the conflicts of interest between paternalistic care for the athlete and autonomous decisions often influenced by stakeholders other than the athletes themselves. Understanding how the construct of sport has impacted sports health care will better prepare sports medicine professionals for the ethical challenges they will likely face and, more importantly, facilitate awareness and change of the critical importance of upholding the integrity of the professional social contract