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  • 1
    Online Resource
    Online Resource
    The Spectrum of Genetic Defects in Congenital Adrenal Hyperplasia in the Population of Cyprus: A Retrospective Analysis
    Georg Thieme Verlag KG ; 2019
    In:  Hormone and Metabolic Research Vol. 51, No. 09 ( 2019-09), p. 586-594
    Details
    In: Hormone and Metabolic Research, Georg Thieme Verlag KG, Vol. 51, No. 09 ( 2019-09), p. 586-594
    Abstract: Congenital adrenal hyperplasia (CAH) due to 21-hydroxylase deficiency (21-OHD) is caused by mutations in the CYP21A2 gene. The study refers to CAH patients of Greek-Cypriot ancestry between years 2007 and 2018. One hundred and twenty patients with various degrees of CAH were categorized and genotyped. The patients were categorized in 4 mutation groups based on their clinical and biochemical findings. The majority of patients (85.0%) belonged to the non-classic (NC)-CAH form and the disorder was more often diagnosed in females (71.7%). The most severe classic salt-wasting (SW) form was identified in 11 neonates (9.2%). Seven (5.8%) children were also identified with the simple virilizing (SV) form and a median presentation age of 5 years [interquartile range (IQR) 3.2–6.5]. In the 240 nonrelated alleles, the most frequent mutation was p.Val281Leu (60.0%) followed by c.655 A/C 〉 G (IVS2–13A/C 〉 G) (8.8%), p.Pro453Ser (5.8%), DelEx1–3 (4.6%), p.Val304Met (4.6%), and p.Gln318stop (4.2%). Other less frequent mutations including rare deletions were also identified. Following our recent report that the true carrier frequency of CYP21A2 in Greek-Cypriots is 1:10, this study reports that the CAH prevalence is predicted around 1.7 cases per 10 000 people. Therefore, the up-to-date 120 CAH patients identified by our group make only the 6.9% of the ones estimated (approximately 1750) to exist in the Greek Cypriot population. The compiled data from a coherent population such as the Greek-Cypriot could be valuable for the antenatal diagnosis, management and genetic counselling of the existing and prospect families with CAH.
    Type of Medium: Online Resource
    ISSN: 0018-5043 , 1439-4286
    URL: Article
    DOI: 10.1055/a-0957-3297
    RVK:
    XA 46918
    Language: English
    Publisher: Georg Thieme Verlag KG
    Publication Date: 2019
    detail.hit.zdb_id: 2056576-8
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  • 2
    Online Resource
    Online Resource
    ‘…because there’s nobody who can just sit that long’ : Teacher perceptions of classroom-based physical activity and related management issues
    SAGE Publications ; 2016
    In:  European Physical Education Review Vol. 22, No. 3 ( 2016-08), p. 390-408
    Details
    In: European Physical Education Review, SAGE Publications, Vol. 22, No. 3 ( 2016-08), p. 390-408
    Abstract: Classroom teachers are increasingly called upon to help increase pupils’ physical activity (PA). Grounded in Guskey’s model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers’ attempts to implement CBPA and focused on their self-reported practices (number of CBPAs implemented and management routines used) as well as their perceptions of this process. Participants ( N = 13) were teachers from a U.S. primary school. Data collection included self-reported number of CBPAs implemented (in the year prior to, and the year of, the intervention), self-assessment of management routines used, semi-structured interviews, self-reflection cards, and field notes from classroom observations. Descriptive statistics were calculated and group mean comparison tests were performed for the number of CBPAs implemented and the use of management routines. Qualitative data analysis involved constant comparison and analytic induction techniques, along with several trustworthiness techniques. Teachers implemented a significantly greater number of CBPAs on most days during the study compared to the year before ( M = 2.55, SD = 1.36, Cohen’s d = 1.88) and indicated a high level of consistency relative to the use of management strategies taught. Four themes were generated from the qualitative data: (a) positive teacher perceptions of CBPA; (b) perceived positive pupil outcomes and responses; (c) common management routines and common challenges; and (d) teacher support and valuable feedback for the intervention. Findings suggest that sustained professional development can provide classroom teachers with the knowledge and skills needed to regularly implement CBPAs. Also, findings indicate the usefulness of Guskey’s model of teacher change in studying classroom teachers’ involvement in PA promotion programmes and provide valuable insights that can inform similar future projects.
    Type of Medium: Online Resource
    ISSN: 1356-336X , 1741-2749
    URL: Article
    DOI: 10.1177/1356336X15613968
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2016
    detail.hit.zdb_id: 2025496-9
    SSG: 31
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  • 3
    Online Resource
    Online Resource
    Dietary intake and educational outcomes among Australian university students: cross-sectional and longitudinal associations
    Cambridge University Press (CUP) ; 2022
    In:  Public Health Nutrition Vol. 25, No. 12 ( 2022-12), p. 3291-3305
    Details
    In: Public Health Nutrition, Cambridge University Press (CUP), Vol. 25, No. 12 ( 2022-12), p. 3291-3305
    Abstract: This study aimed to examine cross-sectional and longitudinal associations between dietary intake and educational outcomes (EO) in Australian first-year university students. Design: This cross-sectional and longitudinal study measured outcomes of interest at three points over 1 year. Measures included self-reported dietary patterns and dietary intake via a three-day estimated food record. Objective EO (corresponding semester grade point average (GPA), overall GPA and graduation status) variables were extracted from academic records. Cross-sectional and longitudinal associations were examined using regression models and generalised estimating equations, respectively. Setting: A large university in Queensland, Australia. Participants: Participants ( n 80) were first-year students who had completed high school in the previous year. Results: Some significant associations were found with semester GPA, including: (a) moderate positive associations between serves of vegetables and semester GPA at time point 2 and over time; and (b) a weak negative association between Na intake and semester GPA at time point 2. Although insignificant, meaningful negative associations were found between alcohol consumption and semester GPA at time point 1 and over time. Some significant associations were also found with graduation status, including: (a) a positive association between meeting Australian carbohydrate recommendations and graduation status; and (b) a negative association between Fe intake and graduation status, both at time point 1. Conclusions: Both cross-sectional and longitudinal findings highlight positive associations between vegetable intake and EO and negative associations between alcohol consumption and EO. Further relevant work is needed with larger, more variable samples in demographic, dietary and EO characteristics.
    Type of Medium: Online Resource
    ISSN: 1368-9800 , 1475-2727
    URL: Article
    DOI: 10.1017/S1368980022001847
    Language: English
    Publisher: Cambridge University Press (CUP)
    Publication Date: 2022
    detail.hit.zdb_id: 2016337-X
    SSG: 21
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  • 4
    Online Resource
    Online Resource
    Effects of school-based before-school physical activity programmes on children’s physical activity levels, health and learning-related outcomes: a systematic review
    BMJ ; 2022
    In:  British Journal of Sports Medicine Vol. 56, No. 13 ( 2022-07), p. 740-754
    Details
    In: British Journal of Sports Medicine, BMJ, Vol. 56, No. 13 ( 2022-07), p. 740-754
    Abstract: To review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children’s PA levels, health and learning-related outcomes. Design Systematic review. Data sources PubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021. Eligibility criteria for selecting studies (1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded. Results Thirteen articles representing 10 studies were included (published 2012–2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25–40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies. Conclusion There is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools. PROSPERO registration number CRD42020181108.
    Type of Medium: Online Resource
    ISSN: 0306-3674 , 1473-0480
    URL: Article
    DOI: 10.1136/bjsports-2021-104470
    Language: English
    Publisher: BMJ
    Publication Date: 2022
    detail.hit.zdb_id: 2003204-3
    SSG: 31
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  • 5
    Online Resource
    Online Resource
    Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K–12 Physical Educators?
    Informa UK Limited ; 2022
    In:  Research Quarterly for Exercise and Sport
    Details
    In: Research Quarterly for Exercise and Sport, Informa UK Limited
    Type of Medium: Online Resource
    ISSN: 0270-1367 , 2168-3824
    URL: Article
    DOI: 10.1080/02701367.2022.2114590
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2022
    detail.hit.zdb_id: 2068118-5
    SSG: 5,2
    SSG: 31
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  • 6
    Online Resource
    Online Resource
    Elementary Fitness for Life in Action
    Informa UK Limited ; 2016
    In:  Strategies Vol. 29, No. 5 ( 2016-09-02), p. 37-41
    Details
    In: Strategies, Informa UK Limited, Vol. 29, No. 5 ( 2016-09-02), p. 37-41
    Type of Medium: Online Resource
    ISSN: 0892-4562 , 2168-3778
    URL: Article
    DOI: 10.1080/08924562.2016.1205538
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2016
    detail.hit.zdb_id: 2543973-X
    SSG: 31
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  • 7
    Online Resource
    Online Resource
    Physical Education Teachers’ Metaphors of Teaching and Learning
    Human Kinetics ; 2013
    In:  Journal of Teaching in Physical Education Vol. 32, No. 1 ( 2013-01), p. 22-45
    Details
    In: Journal of Teaching in Physical Education, Human Kinetics, Vol. 32, No. 1 ( 2013-01), p. 22-45
    Abstract: This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers’ initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants’ metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey ( N = 66; Alger, 2009) and interviews ( N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.
    Type of Medium: Online Resource
    ISSN: 0273-5024 , 1543-2769
    URL: Article
    DOI: 10.1123/jtpe.32.1.22
    Language: Unknown
    Publisher: Human Kinetics
    Publication Date: 2013
    SSG: 31
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  • 8
    Online Resource
    Online Resource
    Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes
    Human Kinetics ; 2016
    In:  Journal of Teaching in Physical Education Vol. 35, No. 4 ( 2016-10), p. 337-348
    Details
    In: Journal of Teaching in Physical Education, Human Kinetics, Vol. 35, No. 4 ( 2016-10), p. 337-348
    Abstract: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were using the Dynamic Physical Education (DPE) curricular model with low, moderate, and high fidelity. Methods: Participants were 20 physical education teachers, and their 4th and 5th grade students. Each teacher was observed teaching three times during the study. Fidelity data were collected using a validated observation instrument. PA, lesson context, and teacher behavior data were collected using the System for Observing Fitness Instruction Time (SOFIT). Data analysis included descriptive statistics and group difference tests. Results: Significant differences among the three fidelity groups were identified in several items of the observation instrument. No significant moderate-to-vigorous PA or lesson context differences were found among the three groups. Students taught by teachers in the high fidelity group spent a significantly higher proportion of lesson time (7.5%) in vigorous PA than students taught by teachers in the low fidelity group. Teachers in the moderate and high fidelity groups spent a significantly higher proportion of lesson time promoting in-class PA than teachers in the low fidelity group. Discussion: Fidelity of implementation to the DPE model had little impact on student PA. The findings of this study can inform future researchers about the methodological importance of examining teacher fidelity to curricular models and associated outcomes.
    Type of Medium: Online Resource
    ISSN: 0273-5024 , 1543-2769
    URL: Article
    DOI: 10.1123/jtpe.2016-0112
    Language: Unknown
    Publisher: Human Kinetics
    Publication Date: 2016
    SSG: 31
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  • 9
    Online Resource
    Online Resource
    Physical Activity, Sedentary Behavior, and Educational Outcomes Among Australian University Students: Cross-Sectional and Longitudinal Associations
    Human Kinetics ; 2022
    In:  Journal of Physical Activity and Health Vol. 19, No. 3 ( 2022-03-1), p. 211-222
    Details
    In: Journal of Physical Activity and Health, Human Kinetics, Vol. 19, No. 3 ( 2022-03-1), p. 211-222
    Abstract: Background : This study aimed to examine cross-sectional and longitudinal associations between physical activity (PA), sedentary behavior (SB), and educational outcomes (EO) in first-year university students in Australia. Method : Participants (N = 80) engaged in 3 data collection points (semesters 1, 2, and 3) that included self-reported and device-based PA and SB, and objective EO measures. Cross-sectional associations were examined using linear and binary logistic regressions, and longitudinal associations were examined using generalized estimating equations. Result : Overall, results indicated some positive but weak cross-sectional associations between some device-based and self-reported measures of PA and EO outcomes when controlling for confounders. Self-reported SB was negatively associated with semester GPA at time point 3 after adjusting for confounders ( β  = −0.224; 95% confidence interval, −0.446 to −0.001; P   〈  .05). No other significant cross-sectional or longitudinal associations were identified. Conclusion : Our findings suggest that SB may be a more important target healthy behavior than PA when aiming to influence EO, and that related interventions may be more appropriate in second rather than first-year university students. Further research is needed to better understand this relationship that uses larger sample sizes, follows students beyond first year, and includes measures that distinguish between leisure and educational screen time.
    Type of Medium: Online Resource
    ISSN: 1543-3080 , 1543-5474
    URL: Article
    DOI: 10.1123/jpah.2021-0535
    Language: Unknown
    Publisher: Human Kinetics
    Publication Date: 2022
    SSG: 31
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  • 10
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    Online Resource
    Successful Outpatient Treatment of Severe Diabetic-Foot Myositis and Osteomyelitis Caused by Extensively Drug-Resistant Enterococcus faecalis with Teicoplanin plus Rifampicin: A Case Report
    International Scientific Information, Inc. ; 2023
    In:  American Journal of Case Reports Vol. 24 ( 2023-09-21)
    Details
    In: American Journal of Case Reports, International Scientific Information, Inc., Vol. 24 ( 2023-09-21)
    Type of Medium: Online Resource
    ISSN: 1941-5923
    URL: Article
    DOI: 10.12659/AJCR.941337
    Language: English
    Publisher: International Scientific Information, Inc.
    Publication Date: 2023
    detail.hit.zdb_id: 2517183-5
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