Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?

Objectives: This paper explores the impact of physical education (PE) lessons, focusing on children aged 6–7 years, an underrepresented age in physical activity research. Methods: 10 children wore Actigraph accelerometers recording physical activity throughout the school day (9 am until 3.10 pm), for a year. Repeated measures ANOVA analysed: type of day (days including PE and days that did not) and gender (p <.05). Results: Boys achieved 88% (girls 70%) of the recommended daily physical activity levels on PE days compared to 77% (girls 63%) on non PE days. Significant differences occurred, boys more active than girls also PE days being more active than non-PE days. Conclusion: The novel findings indicate PE lessons significantly contributes to children’s physical activity levels

Transplacental murine cytomegalovirus infection in the brain of SCID mice

BACKGROUND: Congenital cytomegalovirus (CMV) infection is the most common congenital viral infection in humans and the major nonhereditary cause of central nervous system (CNS) developmental disorders. Previous attempts to develop a murine CMV (MCMV) model of natural congenital human CMV (HCMV) infection have failed because MCMV does not cross the placenta in immunocompetent mice. RESULTS: In marked contrast with immunocompetent mice, C.B-17 SCID (severe combined immunodeficient) mice were found to be highly susceptible to natural MCMV transplacental transmission and congenital infection. Timed-pregnant SCID mice were intraperitoneally (IP) injected with MCMV at embryonic (E) stages E0-E7, and vertical MCMV transmission was evaluated using nested polymerase chain reaction (nPCR), in situ hybridization (ISH) and immunohistochemical (IHC) assays. SCID mouse dams IP injected at E0 with 10(2 )PFU of MCMV died or resorbed their fetuses by E18. Viable fetuses collected at E18 from SCID mice IP injected with 10(2)–10(4 )PFU of MCMV at E7 did not demonstrate vertical MCMV transmission. Notably, transplacental MCMV transmission was confirmed in E18 fetuses from SCID mice IP injected with 10(3 )PFU of MCMV at stages E3-E5. The maximum rate of transplacental MCMV transmission (53%) at E18 occurred when SCID mouse dams were IP injected with 10(3 )PFU of MCMV at E4. Congenital infection was confirmed by IHC immunostaining of MCMV antigens in 26% of the MCMV nPCR positive E18 fetuses. Transplacental MCMV transmission was associated with intrauterine growth retardation and microcephaly. Additionally, E18 fetuses with MCMV nPCR positive brains had cerebral interleukin-1α (IL-1α) expression significantly upregulated and cerebral IL-1 receptor II (IL-1RII) transcription significantly downregulated. However, MCMV-induced changes in cerebral cytokine expression were not associated with any histological signs of MCMV infection or inflammation in the brain. CONCLUSION: Severe T- and B-cell immunodeficiencies in SCID mice significantly enhance the rate of natural MCMV transplacental transmission and congenital infection. During gestation MCMV exhibits a tissue tropism for the developing brain, and vertical MCMV transmission is correlated with fetal growth retardation and abnormal cerebral proinflammatory cytokine expression. These data confirm that natural vertical MCMV infection in SCID mice constitutes a useful new experimental rodent model of congenital HCMV infection

Selection in context: requirements for achieving widening participation goals

The authors use the example of ‘contextual admissions’ in the UK to demonstrate the importance of clarity, transparency and evidence for overcoming myths that surround fair and equitable selection

Addressing Assessment in Libyan Medical Education

Assessment is a powerful driver of student learning: it gives a message to learners about what they should be learning, what the learning organisation believes to be important, and how they should go about learning. Assessment tools allow measurement of student achievement and thereby give teachers insight into their students' learning, and enable teachers to make systematic judgements about progress and achievement. It is vital then that assessment tools drive students to learn the right things as well as measure student learning appropriately. Any attempts to reform curricula and teaching methods must consider the role of assessment in the learning process

The ethnicity attainment gap among medical and biomedical science students: a qualitative study.

Background Black, Asian and Minority Ethnic (BAME) medical students and professionals frequently underachieve when compared with their White counterparts not only in the United Kingdom, but across the globe. There is no consensus for the definitive causes of this attainment gap, but suggestions contributing towards it include: increased feelings of isolation as a member of a minority culture or religion; a poorer higher education (HE) experience compared with White counterparts; and stereotype threat, whereby students underperform in exams from the stresses of fearing confirming to a negative-stereotype. Methods The aim of this study was to gather qualitative data on HE experiences of medical and biomedical science students to explore factors contributing to the attainment gap. Audio-recorded, semi-structured interviews and a novel approach for this research area of ethnically-homogenous student-led focus groups, were held with students and staff at a healthcare-based university in London, where lower attainment, slower rates of degree completion and lower levels of satisfaction with HE experience were identified in BAME students compared with White students. Thematic analysis was used to manage, summarize and analyse the data. Results Forty-one students and eight staff members were interviewed or took part in focus groups. The student data were best explained by two main themes: social factors and stereotyping, whilst staff data were also best explained by two main themes: social factors and student and staff behaviour. Social factors suggested ethnically-defined social networks and the informal transfer of knowledge impacted academic performance, isolating minority groups from useful academic information. BAME students may also be at a further disadvantage, being unable to attend social and academic functions for cultural or family reasons. Black students also mentioned changing their behaviour to combat negative stereotypes in a variety of contexts. Conclusions This study suggests that forms of discrimination, whether conscious or unconscious, may be negatively impacting the abilities of BAME students both in examinations and in coursework choice. It highlights the importance of social networks for the transfer of academic knowledge and the impact ethnicity may have on their formation, with issues around segregation and the sharing of information outside defined groups

Modelling tidal energy converters in TELEMAC-3D

HydrodynamicsAbstrac

Disciplined doctors: Does the sex of a doctor matter? A cross-sectional study examining the association between a doctor's sex and receiving sanctions against their medical registration.

To examine the association between doctors' sex and receiving sanctions on their medical registration, while controlling for other potentially confounding variables

Space-based retrievals of air-sea gas transfer velocities using altimeters: Calibration for dimethyl sulfide

This study is the first to directly correlate gas transfer velocity, measured at sea using the eddy-correlation (EC) technique, and satellite altimeter backscattering. During eight research cruises in different parts of the world, gas transfer velocity of dimethyl sulfide (DMS) was measured. The sample times and locations were compared with overpass times and locations of remote sensing satellites carrying Ku-band altimeters: ERS-1, ERS-2, TOPEX, POSEIDON, GEOSAT Follow-On, JASON-1, JASON-2 and ENVISAT. The result was 179 pairs of gas transfer velocity measurements and backscattering coefficients. An inter-calibration of the different altimeters significantly reduced data scatter. The inter-calibrated data was best fitted to a quadratic relation between the inverse of the backscattering coefficients and the gas transfer velocity measurements. A gas transfer parameterization based on backscattering, corresponding with sea surface roughness, might be expected to perform better than wind speed-based parameterizations. Our results, however, did not show improvement compared to direct correlation of shipboard wind speeds. The relationship of gas transfer velocity to satellite-derived backscatter, or wind speed, is useful to provide retrieval algorithms. Gas transfer velocity (cm/hr), corrected to a Schmidt number of 660, is proportional to wind speed (m/s). The measured gas transfer velocity is controlled by both the individual water-side and air-side gas transfer velocities. We calculated the latter using a numerical scheme, to derive water-side gas transfer velocity. DMS is sufficiently soluble to neglect bubble-mediated gas transfer, thus, the DMS transfer velocities could be applied to estimate water-side gas transfer velocities through the unbroken surface of any other gas Key Points: - Show relations between altimeter data and field values of air-sea gas transfer - DMS gas transfer velocity can be used to estimate direct gas transfer of any gas - Direct gas transfer velocity (for Sc = 660) is roughly double 10 m wind spee