High-Fat Diet Aggravates Cerebral Infarct,Hemorrhagic Transformation and Neuroinflammation in a Mouse Stroke Model

Background: Stroke in context of type 2 diabetes (T2D) is associated with a poorer outcome than in non-diabetic conditions. We aimed at creating a new reproducible mouse model of stroke in impaired glucose tolerance conditions induced by high-fat diet. Methods: Adult C57BL6 mice were fed for 2 months with either normal diet (ND) or high-fat diet (HFD). We used a model of Middle Cerebral Artery Occlusion (MCAO) for 90 min. Oral Glucose Tolerance Test (OGTT) and Insulin Tolerance Test (ITT) were used to assess pre-diabetic status. Brain infarct volume, hemorrhagic transformation (HT) as well as systemic and cerebral inflammatory markers were evaluated. Results: HFD was associated with an increased body weight and glycemia following OGTT. The HFD group presented a significant increase in brain infarct volume (38.7 (IQR 30–46.7%) vs. 28.45 (IQR 21–30%); p = 0.016) and HT (HFD: 2 (IQR 1–5) vs. ND: 0 (IQR 0–1); p = 0.012) and higher levels of IL-6 and MCP-1 in infarcted hemisphere compared to the ND group. Conclusion: Two months of HFD in adult mice were sufficient to alter the lipid profile and the control of hyperglycemia. These metabolic perturbations were significantly associated with increased infarct volume and hemorrhagic complications.     

Colostrum source and passive immunity transfer in dairy bull calves

Colostrum is essential for good neonate health; however, it is not known whether different calves absorb the nutrients from colostrum equally well. In this study, the absorption of protein, IgG, and γ-glutamyl transferase was compared in newborn dairy bull calves for 1 wk after feeding colostrum from different sources. Thirty-five Holstein-Friesian bull calves were randomly allocated into 3 groups and fed colostrum within 4 h after birth. Group A calves (n = 12) were bottle fed colostrum from their own dam for 3 d. Colostrum from these group A cows was also used as foster cow colostrum for the group B calves (n = 12), such that each group A and B calf pair received identical colostrum from each milking of the respective group A dam (10% of birth weight per day). The group C calves (n = 11) were fed 1 bottle (2 L) of pooled colostrum and transition milk (referred to as pooled colostrum), as was the standard practice on the dairy farm. The pooled colostrum was collected from the other dairy cows on the farm 0 to 4 d postpartum and stored at 4°C for less than 12 h. Blood was sampled from calves before the first feeding and at 1, 2, 3, and 7 d after birth. Levels of total solids, total protein, and IgG were higher in the dam colostrum than in the pooled colostrum. At birth, there were no differences between the calf groups for any measurements, and all calves had very low IgG levels. After receiving colostrum, the glucose, plasma γ-glutamyl transferase, serum total protein, and IgG concentrations increased significantly in all calves. There were no differences in any blood measurements at any time point between the pairs of group A and group B calves that received colostrum from the same cow except for the IgG concentration 2 d after birth. However, the group A calves had a higher total serum protein level and IgG concentration than the group C calves for all the time points after the first feeding. The group B calves had a higher IgG concentration than the group C calves on d 1, 2, and 7 after birth. Compared with groups A and B, there was no difference in the proportion of calves in group C that failed to have passive immunity transferred adequately based on the IgG threshold (<10 g/L). Thus, the calves receiving identical colostrum from the same cow had the same levels of IgG, and even the pooled colostrum provided sufficient transfer of IgG as the calves were fed within 4 h after birth.     

"Interactive use of lexical information in speech perception": Correction to Connine and Clifton.

Reports an error in "Interactive use of lexical information in speech perception" by Cynthia M. Connine and Charles Clifton (Journal of Experimental Psychology: Human Perception and Performance, 1987[May], Vol 13[2], 291-299). In the aforementioned article, Figures 1 and 2 were inadvertently transposed. The figure on p. 294 is actually Figure 2, and the figure on p. 296 is actually Figure 1. The captions are correct as they stand. (The following abstract of the original article appeared in record 1987-23984-001.) Two experiments are reported that demonstrate contextual effects on identification of speech voicing continua. Experiment 1 demonstrated the infuence of lexical knowledge on identification of ambiguous tokens from word–nonword and nonword–word continua. Reaction times for word and nonword responses showed a word advantage only for ambiguous stimulus tokens (at the category boundary); no word advantage was found for clear stimuli (at the continua endpoints). Experiment 2 demonstrated an effect of a postperceptual variable, monetary payoff, on nonword–nonword continua. Identification responses were influenced by monetary payoff, but reaction times for bias-consistent and bias-inconsistent responses did not differ at the category boundary. An advantage for bias-consistent responses was evident at the continua endpoints. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of Online Ultrasound Instructional Module and Comparison to Traditional Teaching Methods

A Web‐based teaching device was constructed to deliver information on fundamentals of ultrasound imaging to approximately one‐half the students in an undergraduate medical imaging course, while the remaining students were taught the same material via traditional lectures and typed notes. The students participating in this study were separated randomly but in such a manner that prior achievement was statistically equivalent for the two groups. After approximately two weeks of instruction, an ultrasound imaging exam was administered. Results indicated no statistically significant difference in scores on homework assigned during the instructional period between the traditional and online groups. Similarly, there was no statistically significant difference in the average exam scores of students in the two groups. The traditional group required significantly more time on learning activities than did the online group. These results indicated that level of understanding was not affected by use of the online device, while efficiency of learning improved dramatically. Reasons reported by the students for the improved efficiency of the online method included flexibility in time usage and ability to cater to the individual, which came with the added responsibility of self‐discipline. The traditional teaching method, meanwhile, allowed interaction with and instant feedback from a professor and other students. In this study we have demonstrated that the nature of an online device yields a higher level of efficiency than traditional lectures, despite the inherent drawbacks of the approach. The effectiveness of this device could potentially be improved by implementing enhancements to increase the level of interaction for the user and to help with discipline and time management.     

Enhancing the construct validity of differential response latencies for personality test items.

Evaluated the effects of increasing scale reliability and of priming dimensional activation on the construct validity of personality test item differential response latencies. 93 undergraduates were computer-administered items from the 3 lengthened scales of the Personality Research Form. Findings show that differential response latencies can demonstrate remarkably strong evidence for their construct validity. In addition, the priming of personality traits may enhance the construct validity of their corresponding differential response latencies. Results support a model of test item responding where differential item response latencies reflect the interaction of an individual's schema with test item content. (French abstract) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Morphologic and morphometric analysis of testis of Pseudis limellum (Cope, 1862) (Anura, Hylidae) during the reproductive cycle in the Pantanal, Brazil

The spermatogenesis of Pseudis limellum, from the Southern Pantanal, Brazil, was studied from July 1995 to May 1996, through histological sections of the testis. The cells could be differentiated as: primary spermatogonia, large cells, generally with bilobed nucleus; secondary spermatogonia, smaller cells, with darker cytoplasm, chromatin of radial form; primary and secondary spermatocytes, differentiated according to the different stages of the nucleus during the successive cells divisions. Furthermore, we observed cells in process of morphologic differentiation: rounded spermatids much smaller, with nucleus containing chromatin in compacting process and cytoplasm reduction; elongated spermatids, generally parallel organized in well defined bundles, with the anterior region directed toward the periphery of the seminiferous tubule and the tail directed toward the lumen. Spermatozoa are free in the lumen of the seminiferous tubule. All the cells are organized as cysts, which are supported by a large amount of Sertoli cells. The spermatogenesis in P. limellum is very similar to that of other anurans, but peculiarities were observed regarding the organization of the germ cells, the great amount of free Sertoli cells in the lumen of testis collected in May, and the long cytoplasmatic extensions of the cells bearing pigments and involving the seminiferous tubule. The diameter of the seminiferous tubule (SD) exhibited an annual mean of 251.79 +/- 37.57 microm. Spermatozoa number by seminiferous tubule (SN) exhibited an annual mean of 306.66 +/- 39.83, also with higher and lower values at each month. Variations in SD and SN were not significantly correlated with climatic variables. In this species, reproduction occurs throughout the year in ponds and flooded areas, despite the seasonal climate of the Pantanal. Although males varied in their annual reproductive activity, they were considered potentially reproductive in all months throughout the year.     

Peer-assisted learning interventions with elementary school students: A meta-analytic review.

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p     

Flexural and Shear Rigidity of Composite Sheet Piles

The flexural and shear rigidity of pultruded composite sheet pile panels consisting of E-glass fiber-reinforced polyester are studied in this paper. The analysis consists of an experimental investigation and an analytical modeling to determine the resistance of the sheet pile panels to the deflections for design of composite sheet pile walls. Timoshenko’s beam theory was used to experimentally determine the flexural rigidity (EI) and shear rigidity (kAG) of the panel. Three- and four-point bending tests were performed on six different span lengths and the results were self-compared from the two independent tests. Analytical expressions for the flexural and shear rigidities were derived to allow the prediction based on the layered structure of pultruded shapes. The values computed from the analytical expressions were examined with the experimental results.