49 research outputs found
Conservation of fresh ram spermatozoa at 5°C in the presence of seminal plasma
No full text Seminal plasma aids sperm transport and contains factors beneficial for sperm function. In artificial insemination, however, diluting the semen reduces the concentration of seminal plasma. To test the hypothesis that supplemental seminal plasma in extended ram semen improves conservation at 5°C, we added various concentrations of seminal plasma to semen during storage, and investigated subsequent sperm function in vitro. Semen was divided into three aliquots, extended in a commercial diluent (Triladyl) supplemented with 0, 10 or 25% (vol:vol) ovine seminal plasma and cooled to 5°C. After 8 and 24 h at 5°C, sperm were suspended in a modified synthetic oviduct fluid (SOF-m) at 39°C to mimic the female genital tract at insemination. Sperm aliquots were assessed for motility and chlortetracycline fluorescence after 0, 4 and 8 h in the SOFm. No significant differences were observed due to seminal plasma supplementation during conservation at 5°C or incubation in SOF-m at 39°C. However, decreased sperm motility and fewer non-capacitated sperm were observed concomitant with an augmentation of capacitated and acrosome-reacted cells during incubation in SOF-m. Therefore, the hypothesis that diluent supplementation with homologous seminal plasma improves ram sperm conservation or subsequent sperm function was not supported. Key words: Ovine, ram, sperm, motility, viability, chlortetracycline fluorescence, artificial insemination, SOF </jats:p
Glycerol addition and conservation of fresh and cryopreserved ram spermatozoa
No full text Fresh extended ram semen has a short fertile lifespan whereas acceptable fertility with cryopreserved semen is achieved only by laparoscopy, which limits widespread artificial insemination in sheep. Although glycerol is considered essential for freezing spermatozoa, it is often included in extenders for short-term storage at above-freezing temperatures. To test the hypothesis that glycerol reduces the function of fresh sperm, ram semen was divided into two aliquots and diluted with commercial extenders that were identical, except that one contained 7% glycerol (n = 6). In a second experiment, ram semen was prepared for cryopreservation by a one-step dilution with a 7% glycerol extender or gradually, with a two-step protocol, to test the hypothesis that the method and time of glycerol addition affects sperm quality after freezing and thawing (n = 7). For both experiments, semen was diluted in a synthetic oviductal fluid (SOF-m) and sperm quality was assessed by computer-assisted motility, viability and chlortetracycline fluorescence (CTC) patterns (an indicator of capacitation status). The presence of glycerol did not affect the quality of fresh sperm (P > 0.27). For cryopreserved sperm, the method of glycerol addition also did not affect thawed sperm. However, a decrease in sperm motility and viability, and different distribution of CTC patterns occurred due to the duration of time in extender and in SOF-m (P ≤ 0.0002). Cryo-capacitation was also observed. In conclusion, the presence of glycerol in the extender did not reduce ram sperm quality during conservation of the semen at 5°C or when it was used to completely and rapidly dilute the semen before cooling for cryopreservation. Key words: Sheep, Triladyl, Biladyl, chlortetracycline, artificial insemination, spermatozoa. </jats:p
Atrial natriuretic peptide stimulates submandibular gland synthesis and secretion of cGMP
No full textBinding of atrial natriuretic peptide (ANP) to rat submandibular gland and its effect on guanosine 3',5'-cyclic monophosphate (cGMP) formation and salivary secretion were investigated. Membranes rapidly and specifically bound 125I-ANP. Binding was inhibited by unlabeled ANP (IC50 approximately 1.6 nM), but not by atriopeptin I, other COOH- and NH2-terminal deleted ANP fragments, or agents such as pilocarpine or substance P. Scatchard analysis revealed a single class of high-affinity sites (dissociation constant 0.74 +/- 0.25 nM; maximal binding capacity 20.5 +/- 6.3 pmol/mg protein). Intravenous infusion of ANP with pilocarpine caused a significant dose-dependent increase in the levels of cGMP detected in plasma and saliva. Because salivary cGMP may have originated in plasma, the effect of ANP on cGMP formation was evaluated in dispersed cells. ANP evoked a concentration-dependent increase in both cGMP synthesis and secretion (EC50 approximately 1.7 x 10(-8) M). The atrial peptide did affect basal or l-isoproterenol-stimulated adenosine 3',5'-cyclic monophosphate synthesis in dispersed cells. When infused by itself and/or with pilocarpine, ANP did not alter the rate of spontaneous or pilocarpine-induced salivary flow, secretion of chloride, or protein release. The data demonstrate the presence of guanylate cyclase-coupled ANP receptors in submandibular gland; the atrial peptide, however, does not exert an effect of the secretory function of the gland.</jats:p
Sci‐AM1 Sat ‐ 03: Comparison of chest radiographs, fluoroscopy and seed‐migration detector for the detection of embolized seeds to the lung
No full textI Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum
No full textBuddies: A Structured Outdoor Play Curriculum in an Integrated Preschool
No full textPlay is the natural context in which children with neuroptypical development (NTD) hone their communication and social interaction skills. It is precisely these key developmental areas in which children with a diagnosis of Autism Spectrum Disorder (ASD) present with deficits (American Psychiatric Association, 2013). Early childhood education centers typically offer daily outdoor recess times in which children are given the opportunity to play outside (Georgia Department of Early Care and Learning, 2016). However, the curriculum during recess is often unstructured and adult staffing is reduced. (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012). This lack of a structured activity time, which could otherwise be used for focused treatment, lends to children with ASD experiencing difficulties engaging in play, due to engagement in repetitive and compulsive behaviors, and impulsiveness that may be more motivating (Peeters 1997; Veale 1998). Unstructured periods of time during the school day are missed opportunities for needed social skills treatment for children with ASD. This study, conducted in an integrated preschool setting across four age groups, examines if a structured, cooperative outdoor play curriculum with a focus on natural modeling and imitation, increases the rate that children with ASD are in proximity to typically developing peers, increases the number of social bids from children with ASD to peers with NTD, and increases the number of social bids from children with NTD to peers with ASD, in both outdoor recess and indoor free-play sessions. This study is currently being conducted, however it is hypothesized that children, both with ASD and NTD, will increase these defined behaviors
Reducing the research to practice gap in autism intervention: a professional development design
No full textDiagnoses for students with autism spectrum disorders (ASD) in educational institutions are steadily rising. As a result, the need for effective educational, behavioral, and other beneficial services is required to ensure best outcomes for this population of learners. Federal legislations such as No Child Left Behind Act of 2001 (PL 107-110) and the Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446) mandate educational institutions utilize evidence-based practices (EBP) for students with disabilities to improve and/or develop socially significant behaviors in the least restrictive educational environment. While EBPs informed by applied behavior analysis have substantial evidence supporting their use for educating learners with ASD, several barriers towards their regular implementation exist. These behaviorally based EBPs are reported to be used infrequently in mainstream classrooms (Morrier, Hess, & Heflin, 2010) and have been perceived negatively by educators who are expected utilize them (Allen & Bowles, 2014).
The purpose of this study was to examine the effects of professional development activities that incorporate active learning with ongoing coaching and feedback on treatment integrity and adherence to a behaviorally based EBP, prompting. Further, this study examined if educator perceptions of the behaviorally based EBPs for learners with ASD are affected by the proposed PD activities. Specifically, Behavioral Skills Training (Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) was implemented with educators of learners with ASD in an out-of-district educational program.Ed.D.Includes bibliographical referencesby James C. Maraventan
Increasing Social Interactions of Preschool Children With Autism Through Cooperative Outdoor Play
No full textUnstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.</p
African American Parents' Beliefs About Autism Spectrum Disorders
No full textCurrent estimates indicate that autism spectrum disorder (ASD) affects approximately 1 in 68 children in the United States, a 123% increase between 2002 and 2010 (Baio, 2014). The trend in autism related research has paralleled the increase in prevalence, with the rate of publications increasing 3.9 fold since 2000 and continuously outpacing related fields. Despite the increased awareness and researcher interest in the disorder, the literature exploring the experiences of ASD in African American communities is minimal to non-existent. This is important, considering studies have indicated no racial differences in the epidemiology of autism (Fombonne, 2003; Yeargin-Allsopp et al., 2003). Furthermore, racial disparities in identification have been indicated in health and educational settings (Mandell, Listerud, Levy, & Pinto-Martin, 2002; Morrier, Hess, & Heflin, 2008). In particular, African American children receive a diagnosis on average 1.5 years later than their Caucasian counterparts and are more likely to be misdiagnosed prior to receiving an autism spectrum diagnosis (Mandell et al., 2009, 2002). In school settings, Morrier and Hess (2012) and Travers and colleagues (2011) have indicated mixed findings regarding the over- and under-identification of Black students in the special education category of autism.
It is necessary to understand diagnostic delays for African American children because impairments associated with ASD are pervasive and influence the day-to-day functioning of individuals affected by the disorder. Children with ASD may experience difficulties with peer interactions, academic functioning, and behavior difficulties. There is no cure for ASD, though evidence supports early intervention as a treatment that improves outcomes for children (Howlin, Magiati, & Charman, 2009; Virués-Ortega, 2010). Delayed diagnosis also delays the age at which children begin to receive intervention, therefore, it is important to understand the role of culturally influenced variables in the identification of ASD. Because parents are key informants in the diagnostic process, and have unique perspectives about symptom recognition and child development, it is logical to begin the exploration of cultural factors by understanding the beliefs and attitudes of African American parents related to ASD.
Quantitative and qualitative methods were used to assess the beliefs and experiences of African American parents of children with ASD. Forty-five parents completed an online questionnaire measuring their beliefs about ASD through the Illness Perception Questionnaire-Revised Autism (IPQ-RA; Al Anbar et al., 2010), in addition to demographic questions and questions related to types of treatments utilized. The IPQ-RA indicated that African American parents of children with ASD reported ASD to be a chronic, cyclical disorder associated with many negative consequences on their lives. They also reported a moderately high degree of control over their ability to control their child’s ASD and their child’s ASD related treatment. Parent education level and family history of ASD were the only significant predictors of parent beliefs.
A subgroup of six mothers who participated in the online survey, participated in one of three focus groups conducted in a Southern metropolitan city. Parents reported the initial behaviors they observed that caused concern about their child’s development, and described their beliefs about the various causes of their child’s ASD. The mothers shared difficult experiences with service providers that lead to the development of a “fighting” spirit within them to advocate for their children. Finally, the mothers illustrated the difficulties of raising a child with ASD while highlighting family member reactions, lack of support from church, cultural conflict with behavioral intervention strategies, and the need for more education about ASD in the African American community.
Overall, the results of this study suggest that African American parents are resilient in facing distinct challenges of raising a child with ASD. Implications are provided to address the multi-layered needs highlighted by the mothers. Further research is required to investigate African American parent beliefs with a larger sample that includes a larger range of children ages and socioeconomic status.Psychological, Health, and Learning Sciences, Department o
