366 research outputs found
Reduced level of the histone deacetylase Sir2 in mRNA decapping mutants leads to silencing defects and premature aging
No full textRNA metabolism directly or indirectly impacts various cellular pathways.
Mutations in factors involved in mRNA decapping result in phenotypic markers of apoptosis and lead to premature aging. These traits are accompanied by elevated histone mRNA levels persisting throughout the cell cycle and defects in S-phase progression.
Here we show that decapping mutants exhibit low levels of Sir2, which reduces silencing and leads to the elevated transcription of rDNA intergenic spacer regions.
We postulate that defects in decapping are associated with the derepression of silencing at heterochromatic-like regions. This, in turn, may affect histone modification and induce loss of silencing at specific loci, as well as recombination within rDNA repeats, both of which have been shown to regulate cellular lifespan.
References
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[2] Mroczek S & Kufel J (2008).Nucleic Acids Res 36, 2874-2888.
[3]Mazzoni C, Herker E, Palermo V, Jungwirth H, Eisenberg T, Madeo F & Falcone C (2005).EMBO Rep 6, 1076-108.
[4]Palermo V, Cundari E, Mangiapelo E, Falcone C & Mazzoni C (2010).Cell Cycle 9, 3991-3996.
[5] Thompson DM & Parker R (2007).Mol Cell Biol 27, 92-101
The curved relationship between subjective well-being and age
No full textThis article is concerned with a body of work on happiness and age represented by important papers such as Mroczek and Kolarz (1998) and Mroczek and Spiro (2005). Using a large British data set, the paper presents new longitudinal evidence. It also points out that, perhaps unknown to many psychologists, a parallel literature on this topic exists in economics journals. The paper shows that subjective well-being follows a U-shape through the life course. We argue that eventually the two literatures will have to be made consistent with one another, and suggest that, although it is not easy to live in both worlds, with their different styles and conventions, economists and psychologists still have much to learn from one another.happiness ; ageing ; well-being
Assessment of body posture of boys aged 7-15 in relation to the body mass index – BMI
No full textŁubkowska Wioletta, Mroczek Bożena. Assessment of body posture of boys aged 7-15 in relation to the body mass index – BMI. Journal of Education, Health and Sport. 2017;7(3):371-380. eISSN 2391-8306. DOI http://dx.doi.org/10.5281/zenodo.344520
http://ojs.ukw.edu.pl/index.php/johs/article/view/4289
The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 1223 (26.01.2017).
1223 Journal of Education, Health and Sport eISSN 2391-8306 7
© The Author (s) 2017;
This article is published with open access at Licensee Open Journal Systems of Kazimierz Wielki University in Bydgoszcz, Poland
Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium,
provided the original author(s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License
(http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited.
This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial
use, distribution and reproduction in any medium, provided the work is properly cited.
The authors declare that there is no conflict of interests regarding the publication of this paper.
Received: 12.02.2017. Revised 23.02.2017. Accepted: 28.02.2017.
ASSESSMENT OF BODY POSTURE OF BOYS AGED 7‑15 IN RELATION TO THE BODY MASS INDEX -BMI
Wioletta Łubkowska¹, Bożena Mroczek²
¹Faculty of Physical Education and Health Promotion, University of Szczecin, Poland [email protected]
²Department of Humanities in Medicine, Faculty of Health Sciences, Pomeranian Medical University in Szczecin, Poland [email protected]
SUMMARY
Introduction. The problem of growing incidence of bad posture in children and adolescents is so significant that it has become an important social problem. One of reasons behind higher incidence of abnormal posture may be underweight, overweight or obesity. Objectives. Evaluation of incidence of bad posture in boys aged 7-15, including the Body Mass Index (BMI). Material and methods. The study included 511 boys aged 7-15 from Szczecin. Each age group consisted of approx. 50-70 children. Posture was assessed with the spherosomatometric method. Physiological curvature of the spine in the sagittal plane were determined. Next, normative values for anterior-posterior spinal curvatures were used to determine the incidence of bad posture. Based on logistic regression, the parameters of the logit model were assessed, taking into account subjects’ age and BMI. Results. In the entire population, bad posture was identified in 32.48% of subjects. Age did not differentiate the incidence of bad posture in terms of statistical significance. Boys with incorrect BMI amounted to 28.37% of all subjects. Underweight was observed in 6.96% of subjects. 7.54% of subjects were overweight and 2.03% obese, which gave a total of 9.57% of the researched population. The increase in BMI correlated with higher chances of bad posture by almost 25%, while age was a variable which reduced the risk of bad posture by almost 15%. Conclusions. Incorrect BMI predisposed subjects to bad posture. High proportion of children with bad posture justify the need to promote preventive and corrective measures. The increasing proportion of overweight and obese children should serve as a motivator to shape healthy behaviors of students and parents, as well as schools and the medical environment.
Key words: body posture, bad posture, BMI, children and adolescent
The evaluation of a BA seminar based on the methodology of the ‘pear story’
No full textBadania oparte na „pear story” dotyczą analizy dyskursu na podstawie ustnych streszczeń tak zwanego „pear film”. Analiza dyskursu ma długą historię w językoznawstwie. Metodologię „pear story” charakteryzuje jednak unikalny charakter, ponieważ stwarza ona liczne możliwości zarówno w obszarze eksperymentalnym jak i teoretycznym. Artykuł przedstawia wyniki badania sondażowego dotyczącego efektywności seminarium dyplomowego opartego na metodologii „pear story” przeprowadzonego wśród uczestników tego kursu. Rezultaty wskazują, że badani seminarzyści oceniają kurs jako bardzo skuteczny. Ustalono następujące
obszary problemowe: ograniczenia metodologii, niedostateczny nacisk na kolaboracyjny charakter kursu, specyficzne trudności, takie jak poszukiwanie źródeł, przenoszenie problemów teoretycznych na grunt empiryczny, trudności związane z pisaniem i edycją tekstu.The ‘pear story’ research involves a discourse analysis of oral retellings of the so-called ‘pear film’. The analysis of narratives has a long history in the field of linguistics. The ‘pear story’ methodology, however, is unique as it provides diverse opportunities both in experimental and theoretical areas. This article presents the results of a survey study on the effectiveness of the BA seminar course based on the ‘pear story’ methodology conducted among the participants of this seminar at the University of Białystok. The results of the research indicate that the seminar students under investigation perceive the programme of the course as very effective. The following problem areas were identified: the limitation of the methodology, an inadequate emphasis on the collaborative aspect of the programme, specific difficulties, such as finding relevant sources, transferring theoretical problems into empirical analysis and writing and editing problems.Ewa Lewicka-Mroczek: [email protected] Wajda: [email protected] Karczewski : [email protected] Lewicka-Mroczek - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiEdyta Wajda - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiDaniel Karczewski - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiBartlett F.C., Remembering. A Study in Experimental and Social Sociology, Cambridge 1967.Chmiel A., Mazur I., Percepcja filmu a ogólnoeuropejskie standardy audiodeskrypcji – polski wkład w projekt Pear Tree, „Przekładaniec” 2009, 2, s. 138-158.Collaborative language learning and teaching, D. Nunan (red.), Cambridge 1992.Dickinson L., Self-instruction in language learning, Cambridge 1987.Dörney Z., Research Methods in Applied Linguistics. Quantitative, Qualitative, and Mixed Methodologies, Oxford 2007.Erbaugh M.S., Mandarin oral narratives compared with English: The Pear/Guava stories, „Journal of the Chinese Language Teachers Association” 1990, 25, s. 21-42.Feiz P., Traveling through space in Persian and English: a comparative analysis of motion events in elicited narratives, „Language Sciences” 2011, 33, s. 401-416.Holec H., Autonomy and foreign language learning, Oxford 1981.Learner autonomy, teacher autonomy: Future directions, B. Sinclair, I. McGrath, T. Lamb (red.), Harlow 2000.Łobocki M., Metody i techniki badań pedagogicznych, Kraków 2010.Nunan D., The Learner-centred curriculum, Cambridge 1988.Orero P., Three Different Receptions of the Same Film. The Pear Stories Project Applied to Audio Description, „European Journal of English Studies” 2008, 12 (2), s. 179-193.Pavlenko A., Autobiographic Narratives as Data in Applied Linguistics, „Applied Linguistics” 2007, 28/2, s. 163-188.Pilch T., Bauman T., Zasady badań pedagogicznych. Strategie ilościowe i jakościowe, Warszawa 2001.Stewart J., A quantitative analysis of sign lengthening in American Sign Language, „Sign Language and Linguistics” 2014, 17(1), s. 82-101.Tannen D., A Comparative Analysis of Oral Narrative Strategies: Athenian Greek and American English, [w:] The Pear Stories: Cognitive, Cultural, and Linguistic Aspects of Narrative Production, W. Chafe (red.), Norwood 1980, s. 51-87.The Pear Stories. Cognitive, Cultural and Linguistic Aspects of Narrative Production, W. Chafe (red.), Norwood 1980.Toldova S., Bergelson M.B., Khudyakova M.V., Coreference in Russian Oral Movie Retellings (the Experience of Coreference Relations Annotation in “Russian CliPS” corpus). Computational
Linguistics and Intellectual Technologies: Proceedings of the International Conference, „Dialogue 2016” Moscow, 2016, June 1-4.Wilczyńska W., Uczyć się czy być nauczanym? O autonomii w przyswajaniu języka obcego, Warszawa 1999.228510
Użycie języka ojczystego na lekcjach języka angielskiego – opinie studentów filologii angielskiej
No full textFor years there have been debates among applied linguists and in-service teachers as to whether to allow any inclusion of learners’ mother tongue in the process of foreign language teaching. Since second language acquisition theories do not offer a precise answer, the actual use of the first language in the classroom depends on the beliefs of teachers and learners. Recent research studies concerning teachers and students’ views on whether learners’ L1 should be present or avoided in the teaching context seem to suggest that at present the controlled use of the L1 is perceived as beneficial. This article presents the results of a survey study on the perception of the usefulness of the L1 conducted among pre-service teachers of English at the University of Białystok. The findings support the view that the purposeful employment of the L1 may result in an increase in learning outcomes.Od wielu lat toczą są dyskusje wśród językoznawców i praktykujących nauczycieli, czy język ojczysty uczniów powinien być obecny w procesie nauczania języka obcego. Teorie nabywania drugiego języka nie dają jednoznacznych odpowiedzi. Zakres użycia języka ojczystego zatem zależy od przekonań nauczycieli i uczących się. Ostatnie badania na ten temat przeprowadzone wśród nauczycieli i uczniów zdają się wskazywać, że ograniczone stosowanie języka pierwszego przynosi korzyści dydaktyczne. Artykuł przedstawia wyniki badań sondażowych dotyczących postrzegania użyteczności języka ojczystego przeprowadzone wśród studentów filologii angielskiej na Uniwersytecie w Białymstoku. Rezultaty potwierdzają wyniki dotychczasowych badań i wskazują, że stosowanie języka ojczystego w procesie uczenia się języka obcego może przynieść pozytywne rezultaty.Ewa Lewicka-Mroczek: [email protected] Wajda: [email protected] Ewa Lewicka-Mroczek - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut Neofilologiidr Edyta Wajda - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiAtkinson D., Teaching Monolingual Classes, London 1993.Auerbach E.R., Reexamining English only in the ESL classroom, “TESOL Quarterly” 1993, 27/1, s. 9–32.Brooks-Lewis K.A., Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning, “Applied Linguistics” 2009, s. 216–235.Carson E., Kashihara H., Using the L1 in the L2 classroom: The students speak, “The Language Teacher” 2012, 36.4, July/August, s. 41–48.Cheng X., Research on Chinese college English teachers’ classroom code-switching: Beliefs and attitudes, “Journal of Language Teaching and Research” 2013, 4, s. 1277–1284.Dulay H., Burt H., Krashen S., Language Two, Oxford 1982.Gebhard J.G., Teaching English as a Foreign Language, Ann Arbor 1996.Howatt A.P.R., A History of English Language Teaching, Oxford 1984.Imran S., Wyatt M., Pakistani university English teachers’ cognitions and classroom practices regarding their use of learners’ first languages, “Asian EFL Journal” 2015, 17(1), s. 138–179.Kim S., Elder C., Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk, “Language Teaching Research” 2005, 9, s. 355–380.Knight T., Learning vocabulary through shared speaking tasks, “The Language Teacher” 1996, 20, 1, s. 24–29.Krashen S., The Input Hypothesis: Issues and Implications, New York 1985.Laufer B., Shmueli K., Memorizing new words: Does teaching have anything to do with it, “RELF Journal” 1997, 28, 1, s. 89–108.Lewicka-Mroczek E., Potocka D., Język ojczysty na lekcji języka obcego. Przegląd badań, [w:] Z problematyki kształcenia językowego, E. Awramiuk, M. Karolczuk (red.), Białystok 2016, s. 211–228.Lin A.M.Y., Teaching in Two Tongues: Language Alternation in foreign Language Classrooms, “ERIC DIGEST ED” 1990, http://files.eric.ed.gov/fulltext/ED399799.pdf, DOA: 05.09.2017.Lin A.M.Y., Wu Y., May I speak Cantonese?” Co-constructing a scientific proof in an EFL junior secondary science classroom, “International Journal of Bilingual Education and Bilingualism”, 2015, 18, s. 289–305, https://hub.hku.hk/bitstream/10722/214647/1/Content.pdf, DOA: 05.09.2017.Macaro E., Codeswitching in the L2 classroom: a communication and learning strategy, [w:] Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, E. Llurda (red.), Boston, MA 2005, 63–84.MacDonald C., Using the target language, Cheltenham, England 1993.Nation I.S.P., Learning vocabulary in another language, Cambridge 2001.Neocleus G., Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms, “TESOL Journal” 2017, Volume 8, Issue 2, s. 314–341.Sampson A., Learner code-switching versus English only, “ELT Journal” 2012, 66, s. 293–303. https://academic.oup.com/eltj/article-abstract/66/3/293/438516/Learner-code-switching-versus-English-only?redirectedFrom=PDF, DOA: 05.09.2117.Schweers C.W. Jr., Using L1 in the L2 Classroom, “English Teaching Forum Online” 1999, 37/2. 6–9, https://scholar.google.com/scholar?q=Schweers,+C.+W.+Jr.,+Using+L1+in+the+L2+Classroom,+%E2%80%9CEnglish+Teaching+Forum+Online%E2%80%9D&hl=pl&as sdt=0&as vis=1&oi=scholart&sa=X&
ved=0ahUKEwiO7IWvs-DWAhWOh7QKHfAlBRIQgQMIJDAA, DOA: 05.09.2017.Sharma K., Mother tongue use in English classroom, “Journal of NELTA” 2006, 11(1–2), s. 80–87.Swain M., Kirkpatrick A., Cummins, How to have a guiltfree life using Cantonese in the English class: A handbook for the English language teacher in Hong Kong, Hong Kong, China 2011.Yavuz F., The attitudes of English teachers about the use of L1 in the teaching of L2, “Procedia-Social and Behavioral Sciences” 2012, 46, s. 4339–4344.2116517
Why do inventors move out of MNCs’ host country subsidiaries? The role of institutional distance
No full textTo continue or discontinue aspirin? The risk of perioperative complications
No full text
Mroczek
Anna, Bałabuszek Kamil, Radzka Agnieszka, Fałkowska Urszula,
Pawlicka
Marta, Bednarski Jerzy.
To continue or discontinue aspirin? The risk of perioperative
complications.
Journal of Education, Health and Sport. 2018;8(8):743-747.
eISNN 2391-8306. DOI http://dx.doi.org/10.6084/m9.figshare.6983222
http://ojs.ukw.edu.pl/index.php/johs/article/view/5836
To
continue or discontinue aspirin? The risk of perioperative
complications
Anna
Mroczek1,
Kamil Bałabuszek1,
Agnieszka Radzka1,
Urszula Fałkowska1,
Marta
Pawlicka1,
Jerzy Bednarski2
1
Chair and Department of Epidemiology and Clinical Research
Methodology, Medical
University
of Lublin, Poland
2
Department
of Human Anatomy, Chair of Human Anatomy, Medical University of
Lublin, Poland
Corresponding
author: Anna Mroczek, e-mail: [email protected]
Key
words: aspirin; acetylsalicylic acid; complications
ABSTRACT
Acetylsalicylic
acid (aspirin) is a noncompetitive irreversible antagonist of the
enzyme cyclooxygenase 1 (COX1). This drug is commonly used in
prevention of cardiovascular and cerebrovascular events due to
inhibition of platelet function. Because of the risk of surgical
hemorrhage it is recommended to cessation aspirin intake couple days
before the surgical intervention. However, discontinuation of aspirin
treatment may results in increased risk of thrombotic events and
perioperative complications. Antithrombotic Trialist's Collaboration
proved that low dose of aspirin intake before surgery reduces the
risk of nonfatal myocardial infarction by 33%, vascular events by 17%
and nonfatal stroke by 25%. However, some studies showed the
increased risk of perioperative bleeding in patients continuing
aspirin treatment. The position of experts is not unambiguous and
there have been doubts about the necessity of discontinuation or
continuation this drug before surgery.</p
Experimental results of model-based fuzzy control solutions for a laboratory antilock braking system
No full textThis chapter presents aspects concerning the design of model-based fuzzy control solutions dedicated to the longitudinal slip control of an Antilock Braking System laboratory equipment. Continuous-time and discrete-time Takagi-Sugeno (T-S) fuzzy models of the controlled process are first derived on the basis of the modal equivalence principle. The consequents of the T-S models of the T-S fuzzy controllers are local state feedback controllers which are solutions to several linear quadratic regulator (LQR) problems and the parallel distributed compensation is next applied. Linear matrix inequalities are solved to guarantee the global stability of the discrete-time fuzzy control systems and to give the optimal state feedback gain matrices of the LQR problems. A set of real-time experimental results is included to validate the new fuzzy control solutions
OWiki: enabling an ontology-led creation of semantic data
No full textWhile the original design of wikis was mainly focused on a completely open free-form text model, semantic wikis have since moved towards a more structured model for editing: users are driven to create ontological data in addition to text by using ad-hoc editing interfaces. This paper introduces OWiki, a frame- work for creating ontological content within not-natively-semantic wikis. Ontolo- gy-driven forms and templates are the key concepts of the system, that allows even inexpert users to create consistent semantic data with little effort. Multiple and very different instances of OWiki are presented here. The expressive power and flexibility of OWiki proved to be the right trade-off to deploy the authoring environments for such very different domains, ensuring at the same time editing freedom and semantic data consistency
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