Scientists are sprinting to outpace the novel coronavirus.
Ontology highlight
ABSTRACT:
SUBMITTER: Ghebreyesus TA
PROVIDER: S-EPMC7159275 | biostudies-literature |
REPOSITORIES: biostudies-literature
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2013-05-03 | E-GEOD-45042 | biostudies-arrayexpress
Project description:BackgroundAnecdotally, a wide variety of benefits of barefoot running have been advocated by numerous individuals. The influence of the alterations in the properties of the shoe on the running movement has been demonstrated in adults at submaximal jogging speeds. However, the biomechanical differences between shod and barefoot running in children at sprinting speeds and the potential developmental implications of these differences are still less examined. The purpose was to determine the potential differences in habitually shod children's sprint kinematics between shod and barefoot conditions.MethodsNinety-four children (51 boys and 43 girls; 6-12 years-old; height, 135.0 ± 0.12 m; body mass, 29.0 ± 6.9 kg) performed 30 m maximal sprints from standing position for each of two conditions (shod and barefoot). To analyze sprint kinematics within sagittal plane sprint kinematics, a high-speed camera (300 fps) was set perpendicular to the runway. In addition, sagittal foot landing and take-off images were recorded for multiple angles by using five high-speed cameras (300 fps). Spatio-temporal variables, the kinematics of the right leg (support leg) and the left leg (recovery leg), and foot strike patterns: rear-foot strike (RFS), mid-foot strike (MFS), and fore-foot strike (FFS) were investigated. The paired t-test was used to test difference between shod and barefoot condition.ResultsBarefoot sprinting in habitually shod children was mainly characterized by significantly lower sprint speed, higher step frequency, shorter step length and stance time. In shod running, 82% of children showed RFS, whereas it decreased to 29% in barefoot condition. The touch down state and the subsequent joint movements of both support and recovery legs during stance phase were significantly altered when running in condition with barefoot.DiscussionThe acute effects of barefoot sprinting was demonstrated by significantly slower sprinting speeds that appear to reflect changes in a variety of spatiotemporal parameters as well as lower limb kinematics. It is currently unknown whether such differences would be observed in children who typically run in bare feet and what developmental benefits and risks may emerge from increasing the proportion of barefoot running and sprinting in children. Future research should therefore investigate potential benefits that barefoot sprinting may have on the development of key physical fitness such as nerve conduction velocity, muscular speed, power, and sprinting technique and on ways to minimize the risk of any acute or chronic injuries associated with this activity.
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Project description:The primary and secondary learning years shape development of scientific interest and skills required for science literacy, presenting a critical timeline target for science education intervention. Although many initiatives exist to target this timeframe, the modern classroom belies easy scientific investigation. Numerous initiatives often run simultaneously in a given classroom, creating limited capacity for variable control. Consequently, there is a dearth of high-quality and meaningful data in education sciences that exacerbates the general segregation of education research from practice. Many science reform programmes go unmeasured. The limited number that is researched often report strictly qualitative results or stop short of statistically significant quantitative investigation. Lack of high-resolution data restricts the ability to make informed policy changes and precludes attainment of "evidence-based education". Here, we demonstrate 5-year efficacy of a novel, inquiry-based primary and secondary science reform programme Integrated Science Education Outreach (InSciEd Out). Five years of data over three cohorts of matched students from US grades 5-8 show maintained gains in science fair and honours biology election, as well as improved performance on Minnesota state standardized science testing. Detailed value-added analyses further reveal InSciEd Out-correlated gains in partnership-focused areas of life sciences, and history and nature of science. These analyses provide evidence that scientifically rigorous evaluation demonstrating relevant programme efficacy is indeed achievable in education science. Our results support the premise that the InSciEd Out programme is a scalable intervention capable of primary and secondary science education reform. The programme substantively builds upon prior efforts in the field. Although InSciEd Out deploys novel approaches and tools, the broad lessons learned from this programme are readily translatable to other contemporary efforts cultivating science literacy for all.
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Project description:Differential expression was determined in Calu-3 cells between mock infected and infection with either Human coronavirus EMC and SARS coronavirus at different times post infection.
2013-05-03 | GSE45042 | GEO