27 research outputs found
A Mixed Methods Study of the Impact of an Undergraduate Course on the Intercultural Competency of Undergraduate Students
No full textThis investigation examined the intercultural competency (ICC) of undergraduate students, during Fall 2021. ICC was defined as “ability to shift cultural perspective and adapt behavior appropriately to cultural differences and commonalities.” Data suggested that undergraduates who completed “Introduction to Critical Race Theory” (CRT) scored at a higher level of ICC at the beginning of “Human Relations” (HR) than students without CRT. There were no statistically significant differences between the groups by the conclusion of the HR course
Impact of Two Courses, Critical Race Theory and Human Relations in Multicultural Society, on Intercultural Competence of Undergraduate Students
No full textControl of sulfur number in sulfur-containing compounds: the effect of base type, equivalent of the base, and reaction solvent in synthesizing linear sulfur
No full textThis is a pre-copyedited, author-produced version of an article accepted for publication in Chemistry Letters following peer review. The version of record Nishimura R., Kobayashi Y., Kamioka R., et al. Control of sulfur number in sulfur-containing compounds: the effect of base type, equivalent of the base, and reaction solvent in synthesizing linear sulfur. Chemistry Letters 53, upae105 (2024); is available online at: https://doi.org/10.1093/chemle/upae105.Since the properties of sulfur-containing compounds depend on the number of sulfur atoms (sulfur number) contained in the compounds, it is desirable to develop a method to control the sulfur number. A common method for synthesizing sulfur-containing compounds is to mix sulfur with a base to form linear sulfur, which is then reacted with an organic compound to obtain a sulfur-containing compound. In this study, we systematically investigated the relationships between the type of base, equivalent amount of base, the reaction solvent, and the sulfur number in the resulting sulfur-containing compound. The sulfur numbers of sulfur-containing compounds prepared in water were controlled by the equivalent ratio of elemental sulfur (S8) and base. Sulfur-containing compounds with high sulfur values were obtained using solvents with low dielectric constants and with lower base equivalents compared to S
Comparison of the Effects of Intra-Third Ventricular Administration of Interleukin-1 or Platelet Activating Factor on ACTH Secretion and the Sympathetic-AdrenomeduIIary System in Conscious Rats
No full textThe effects of centrally administered interleukin-1 beta (IL-1) or platelet activating factor (PAF) on adrenocorticotropin (ACTH) and catecholamine secretion, blood pressure and heart rate were examined to determine if these agents stimulate similarly the hypothalamic-pituitary-adrenal (HPA) axis or the sympathetic-adrenomedullary system. Intra-third ventricular administration of IL-1 (50, 200 ng) evoked significant ACTH secretion. Centrally administered IL-1 (50 ng) elevated plasma noradrenaline and adrenaline levels, systolic blood pressure and heart rate. Plasma ACTH, noradrenaline and adrenaline levels were also increased by the higher dose (200 ng) of IL-1 while systolic blood pressure and heart rate were not affected. Intra-third ventricular administration of 9 micrograms of PAF elevated the plasma ACTH level while 3 micrograms of PAF did not stimulate ACTH secretion. Neither dose of centrally administered PAF affected any plasma catecholamine level or systolic blood pressure. These results suggest that central IL-1 stimulates both the HPA axis and the sympathetic-adrenomedullary system, that a higher dose of IL-1 stimulates a mechanism to antagonize the elevation of blood pressure and heart rate and that central PAF is not involved in the control of the sympathetic-adrenomedullary system. Thus, IL-1 and PAF do not interact in the brain, although they interact peripherally.</p
A role of central alpha-1 adrenergic mechanism in shaking stress-induced ACTH and noradrenaline secretion.
No full textThe role of alpha-1 adrenergic mechanism in the shaking stress-induced adrenocorticotropic hormone (ACTH), and plasma noradrenaline secretion and pressor response were investigated using conscious rats. We also studied whether or not central corticotropin releasing hormone (CRH) is involved in the shaking stress-induced ACTH secretion. The shaking stress caused significant elevations of plasma ACTH, noradrenaline, and systolic blood pressure. Intra-third ventricular administration of alpha-1 adrenergic blocker, bunazosin, inhibited the shaking stress-induced ACTH secretion, but did not alter stress-induced noradrenaline secretion and pressor response. Furthermore, intra-third ventricular administration of CRH antagonist, alpha-helical CRH, significantly attenuated stress-induced ACTH secretion. These results indicate that alpha-1 adrenergic pathway and CRH at least partly mediate the shaking stress-induced ACTH secretion.</P></p
Fostering Intercultural Competence Among Undergraduate Students: Course Design for Growth
No full textTertiary education can provide students with experience with and understanding about other cultures, toward the goal of intercultural competence (ICC). This investigation examined the impact of two undergraduate courses on students’ ability to understand and adapt their behavior to cultural differences. The two courses were: (1) Introduction to Critical Race Theory (CRT) and (2) Human Relations in a Multicultural Society (HRMS). Researchers reviewed archived data of students’ scores on the Intercultural Development Inventory during the Fall 2021 semester. The hypotheses included: (1) students who completed the CRT course (called CRT group) will begin the HRMS course at a higher developmental stage of ICC compared to students who did not complete the CRT course (called non-CRT group) and (2) students who completed the CRT course will make larger gains in their ICC during the HRMS course compared to the non-CRT group. Data analysis found statistically a significant difference between groups at the beginning of the HRMS course (Hypothesis 1). In other words, the CRT course may have had a statistically significant impact on students. Analysis also found that there was no statistically significant difference between groups by the conclusion of the HRMS course (Hypothesis 2). The initial difference between groups seems to have dissipated; the non-CRT group caught up with the CRT group. The investigators report course instructional strategies that may have led to this development. Universities may use this information to consider the effectiveness of course design for growth in ICC among undergraduate students
A role of central alpha-1 adrenergic mechanism in shaking stress-induced ACTH and noradrenaline secretion.
No full textThe role of alpha-1 adrenergic mechanism in the shaking stress-induced adrenocorticotropic hormone (ACTH), and plasma noradrenaline secretion and pressor response were investigated using conscious rats. We also studied whether or not central corticotropin releasing hormone (CRH) is involved in the shaking stress-induced ACTH secretion. The shaking stress caused significant elevations of plasma ACTH, noradrenaline, and systolic blood pressure. Intra-third ventricular administration of alpha-1 adrenergic blocker, bunazosin, inhibited the shaking stress-induced ACTH secretion, but did not alter stress-induced noradrenaline secretion and pressor response. Furthermore, intra-third ventricular administration of CRH antagonist, alpha-helical CRH, significantly attenuated stress-induced ACTH secretion. These results indicate that alpha-1 adrenergic pathway and CRH at least partly mediate the shaking stress-induced ACTH secretion.</P></p
Impact of Two Courses on Intercultural Competence of Undergraduate Students
No full textIncreasing migrations across the world mean leaders at all levels need to become more competent in working across cultures. During the past 30 years, program designers, researchers, and others have investigated intercultural competence (ICC), often described as the capability to accurately understand and adapt behavior to cultural differences and commonalities. Tertiary education programs (TEP) are accepting these challenges by offering experiences (such as coursework, study away, study abroad, cultural events, etc.) that are intended to produce culturally competent graduates. The teaching and learning experiences described in this study at a midwestern American university may inform others. This study examined archived data from two courses designed to enhance undergraduates’ ICC. Researchers expected that students who completed a course, called Critical Race Theory in Education (CRT), would show statistically larger gains during a second course, called Human Relations in a Multicultural Society (HRMS). At the beginning and conclusion of HRMS, students completed the Intercultural Development Inventory (IDI). Researchers used the two-sample t-test to compare the pre-HRMS scores of students who had completed CRT and students who had not completed CRT. Analysis showed students who took CRT before HRMS had statistically significantly higher beginning scores than students who had not completed CRT before they enrolled in HRMS (p = .042). Although students who completed CRT started HRMS with the higher IDI mean score, those individuals did not make statistically significant gains in their ICC during the HRMS course (p = .130). However, the students who had not completed CRT before HRMS did make statistically significant gains in their ICC during the HRMS course (p \u3c .001). These results, with additional research, could be used to redesign the courses or to design other curricula approaches
Comparison of the Effects of Intra-Third Ventricular Administration of Interleukin-1 or Platelet Activating Factor on ACTH Secretion and the Sympathetic-AdrenomeduIIary System in Conscious Rats
No full textThe effects of centrally administered interleukin-1 beta (IL-1) or platelet activating factor (PAF) on adrenocorticotropin (ACTH) and catecholamine secretion, blood pressure and heart rate were examined to determine if these agents stimulate similarly the hypothalamic-pituitary-adrenal (HPA) axis or the sympathetic-adrenomedullary system. Intra-third ventricular administration of IL-1 (50, 200 ng) evoked significant ACTH secretion. Centrally administered IL-1 (50 ng) elevated plasma noradrenaline and adrenaline levels, systolic blood pressure and heart rate. Plasma ACTH, noradrenaline and adrenaline levels were also increased by the higher dose (200 ng) of IL-1 while systolic blood pressure and heart rate were not affected. Intra-third ventricular administration of 9 micrograms of PAF elevated the plasma ACTH level while 3 micrograms of PAF did not stimulate ACTH secretion. Neither dose of centrally administered PAF affected any plasma catecholamine level or systolic blood pressure. These results suggest that central IL-1 stimulates both the HPA axis and the sympathetic-adrenomedullary system, that a higher dose of IL-1 stimulates a mechanism to antagonize the elevation of blood pressure and heart rate and that central PAF is not involved in the control of the sympathetic-adrenomedullary system. Thus, IL-1 and PAF do not interact in the brain, although they interact peripherally.</p
