We aimed to explore the effects of low energy availability (EA)15 kcal·kg lean body mass (LBM)−1·d−1 achieved by diet or exercise on bone turnover markers in active, eumenorrheic women.
By using a ...crossover design, ten eumenorrheic women (VO2 peak: 48.1 ± 3.3 ml·kg−1·min−1) completed all three, 3-day conditions in a randomised order: controlled EA (CON; 45 kcal·kgLBM−1·d−1), low EA through dietary energy restriction (D-RES; 15 kcal·kgLBM−1·d−1) and low EA through increasing exercise energy expenditure (E-RES; 15 kcal·kgLBM−1·d−1), during the follicular phase of three menstrual cycles. In CON, D-RES and E-RES, participants consumed diets providing 45, 15 and 45 kcal·kgLBM−1·d−1. In E-RES only, participants completed supervised running sessions (129 ± 10 min·d−1) at 70% of their VO2 peak that resulted in an exercise energy expenditure of 30 kcal·kg LBM−1·d−1. Blood samples were collected at baseline (BASE) and at the end of the 3-day period (D6) and analysed for bone turnover markers (β-CTX and P1NP), markers of calcium metabolism (PTH, albumin-adjusted Ca, Mg and PO4) and hormones (IGF-1, T3, insulin, leptin and 17β-oestradiol).
In D-RES, P1NP concentrations at D6 decreased by 17% (BASE: 54.8 ± 12.7 μg·L−1, D6: 45.2 ± 9.3 μg·L−1, P < 0.001, d = 0.91) and were lower than D6 concentrations in CON (D6: 52.5 ± 11.9 μg·L−1, P = 0.001). P1NP did not change significantly in E-RES (BASE: 55.3 ± 14.4 μg·L−1, D6: 50.9 ± 15.8 μg·L−1, P = 0.14). β-CTX concentrations did not change following D-RES (BASE: 0.48 ± 0.18 μg·L−1, D6: 0.55 ± 0.17 μg·L−1) or E-RES (BASE: 0.47 ± 0.24 μg·L−1, D6: 0.49 ± 0.18 μg·L−1) (condition × time interaction effect, P = 0.17). There were no significant differences in P1NP (P = 0.25) or β-CTX (P = 0.13) responses between D-RES and E-RES. Both conditions resulted in reductions in IGF-1 (−13% and − 23% from BASE in D-RES and E-RES, both P < 0.01) and leptin (−59% and − 61% from BASE in D-RES and E-RES, both P < 0.001); T3 decreased in D-RES only (−15% from BASE, P = 0.002) and PO4 concentrations decreased in E-RES only (−9%, P = 0.03).
Low EA achieved through dietary energy restriction resulted in a significant decrease in bone formation but no change in bone resorption, whereas low EA achieved through exercise energy expenditure did not significantly influence bone metabolism. Both low EA conditions elicited significant and similar changes in hormone concentrations.
•We explored the effects of low energy availability (EA) achieved by diet or exercise on bone metabolism in active women.•Low EA achieved by dietary energy restriction (3 days) decreased bone formation, but did not influence bone resorption.•Low EA achieved by exercise energy expenditure (3 days) did not affect bone formation or resorption.•No differences in bone metabolic responses were seen between diet- and exercise-induced low EAs over a 3-day protocol.
Background
Women and minorities remain significantly underrepresented in the undergraduate engineering disciplines despite decades‐long recruitment and retention efforts. As United States ...demographics shift and the nation continues to recognize the value of workplace diversity, engineering education stakeholders continue to seek ways to increase participation of women and minority students.
Purpose
Our research examines the following question: For Hispanic women whose parents have limited educational attainment, what available sources of potential social capital do they identify, and by what means do they access and activate these resources in their decisions to select and persist in engineering as a college major? We hope to provide insights for United States institutions that serve Hispanic students, as well as those seeking to diversify their student body.
Design/method
Utilizing Lin's network theory of social capital as a framework, we employed semi‐structured interviews in a multiple case study research methodology, taking a constructivist epistemological view.
Results
Three major findings are that (1) lack of available family social capital was supplemented mostly by school personnel; (2) delayed recognition or identification of available resources slowed access and activation of resources, leading to difficult university transitions; and (3) if accessed and activated, peer groups and institutional support systems provided sources of social capital.
Conclusions
Even single instances or weak ties can be effective in bridging gaps in engineering‐related social capital. Facilitating opportunities for students to develop sustained social capital may have potential to attract and retain underrepresented students in engineering.
Background
The higher education literature is replete with deficit-based studies of first-generation college students. By thinking of students’ social relationships as embedded assets, our research ...adds to an anti-deficit, or asset-based, framing of first-generation students majoring in engineering. Our multi-institution study qualitatively characterizes how the various people (alters) in students’ social networks provide expressive and instrumental social capital that helps students decide to enter and then to persist in undergraduate engineering majors. Our work compares and contrasts social capital assets described by first-generation college students and those described by continuing-generation college students.
Results
Both first-generation college students and continuing-generation college students described how they leveraged the social capital inherent in their social relationships. In our comparison of the two groups, we found far more similarities than differences in the way participants described their social capital. For example, the network compositions (the specific alters providing resources) were similar for both groups. Both groups reported how parents, family members, peers, middle and high school teachers, individuals associated with science, technology, engineering, and mathematics programs, university professors, academic advisors and other personnel, employers and coworkers, professional organization contacts, and graduate students provided social capital related to major choice and persistence. One difference between the two groups relates to the type of social capital provided by parents and intergenerational family members. First-generation college students described their familial relationships as assets that provided robust emotional support (expressive social capital) while the students decided upon a college major and vigorous encouragement to persist once the students enrolled in undergraduate studies. Continuing-generation college students described their families as providing engineering-specific instrumental actions and information during their selection of a college major, and then familial support changing to that of an expressive nature while the students were enrolled in engineering studies.
Conclusions
Our findings illustrate that engineering undergraduates’ social relationships and networks are critical to their success in engineering. The relational assets first-generation college students possess support an anti-deficit framing of this group. Our work helps us understand specifically how students gain support from a variety of alters, and it provides implications for how to better support all students’ engineering educational pathways.
Contribution: This study contributes to efforts to diversify the field of engineering by studying the influence of co-curricular activities on African American students' development of key ...nontechnical professional skills. Background: The 21st Century workforce requires significant collaboration and communication. For engineering graduates to meet workforce challenges, they must graduate with nontechnical skills. This study operationalized these skills using traits identified in the National Academy of Engineering's (NAE) "Engineer of 2020" report. The NAE also points to the urgent need for the United States to diversify its workforce; broadening the participation of African American engineers is key to doing so. Co-curricular activities help students develop nontechnical professional skills and are particularly important to African Americans at predominantly White institutions (PWIs). Research Question: How do African American engineering students attending PWIs in the United States develop nontechnical professional skills through participation in ethnic-specific co-curricular activities? Methodology: This qualitative study explored the lived experiences of 16 participants from one of six engineering disciplines. Each participant was a member of at least one of the following organizations: a Black fraternity or sorority (termed Black Greek Letter organizations), their campus student chapter of the National Society of Black Engineers, or an institution-sponsored program for racially underrepresented students such as a minority engineering program. Findings: Data analysis revealed significant evidence that involvement in one or more of the studied ethnic-specific co-curricular activities enhanced African American engineering students' educational experiences by providing resources and opportunities to help them develop professional skills.
Inhibition of cyclin-dependent kinase 1 (CDK1) activity by Tyr-15 phosphorylation directly regulates entry into mitosis and is an important element in the control of the unperturbed cell cycle. ...Active site phosphorylation of other members of the CDK family that regulate cell cycle progression instates checkpoints that are fundamental to eukaryotic cell cycle regulation. Kinetic and crystallographic analyses of CDK2-cyclin A complexes reveal that this inhibitory mechanism operates through steric blockade of peptide substrate binding and through the creation of an environment that favors a non-productive conformation of the terminal group of ATP. By contrast, tyrosine phosphorylation of CDK2 alters neither its Km for ATP nor its significant intrinsic ATPase activity. Tyr-15-phosphorylated CDK2 retains trace protein phosphorylation activity that should be considered in quantitative and qualitative cell cycle models.
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2‐year institutions and ultimately completing baccalaureate ...degrees in STEM fields at 4‐year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2‐year institutions and successful transfer to 4‐year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed‐methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2‐ and 4‐year graduation, transfer to a 4‐year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets‐based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit‐based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed‐upon methods to evaluate commonly agreed‐upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.
Background
The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering ...faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model.
Results
Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding.
Conclusions
This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.
Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. ...Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional contexts, such as academic climate and feelings of belonging (fit). This study examines the experiences of women and URM students in engineering undergraduate programs, focusing on how they fit, experiential factors affecting fit, and how fit is mitigated by social relationships from their networks and organizations in which they participate (i.e., social capital). Thematic analysis of 55 women and URM interviewee responses shows that students who fit well were those with majority characteristics, including race (i.e., White, White‐passing) and gender (i.e., men, masculine appearance), and those in groups well represented in their programs numerically (i.e., men, Asian). In contrast, women and Black students encountered threats to their fit due to stereotyping from bias and differential treatment from others (i.e., being excluded from group work). However, students received advice from their social networks (i.e., family, professors) in which they were warned to expect discrimination, or through organizations in which they participated (i.e., National Association of Black Engineers) where their sense of community was expanded. The advice and resources provided through this network‐based and participatory social capital mitigated fit for women and Black students, albeit in different ways, helping to preserve their feelings of belonging and promote their persistence in engineering. We offer suggestions to enact university policies to increase access to social capital with homophilious alters and educational opportunities for majority groups.
Introduction and hypothesis
There is a growing body of evidence demonstrating frailty as an important predictor of surgical outcomes in older adults undergoing major surgeries. The age-related onset ...of many symptoms of female pelvic floor dysfunction (PFD) in women suggests that many women seeking treatment for PFD may also have a high prevalence of frailty, which could potentially impact the risks and benefits of surgical treatment options. Our primary objective was to determine the prevalence of frailty, cognitive impairment, and functional disability in older women seeking treatment for PFD.
Methods
We conducted a cross-sectional study with prospective recruitment between September 2011 and September 2012. Women, age 65 years and older, were recruited at the conclusion of their new patient consultation for PFD at a tertiary center. A comprehensive geriatric screening including frailty measurements (Fried Frailty Index), cognitive screening (Saint Louis University Mental Status score), and functional status evaluation for activities of daily living (Katz ADL score) was conducted.
Results
Sixteen percent (
n
/
N
= 25/150) of women were categorized as frail according to the Fried Frailty Index score. After adjusting for education level, 21.3 % of women (
n
/
N
= 32/150) screened positive for dementia and 46 (30.7 %) reported functional difficulty or dependence in performing at least one Katz ADL. Sixty-nine women (46.0 %) chose surgical options for treatment of their PFD at the conclusion of their new patient visit with their physician.
Conclusions
Frailty, cognitive impairment, and functional disability are common in older women seeking treatment for PFD.
Contribution: This article discusses instructor decisions that support social capital development in an online, asynchronous, team-based introduction to electrical engineering course. Background: ...Online learning is changing how instructors and students interact with each other and course materials. There is a need to understand how to support students' social capital development during online engineering courses. Research Questions: What aspects of an online, asynchronous, team-based, introductory electrical engineering course gave students instrumental and expressive social capital? What decisions did the instructor make to support the development of strong and weak social ties? Methodology: A case study approach was used to analyze interview data from the students, instructor, and graduate teaching assistant (TA) from an online course. Findings: The results indicate effective lecture delivery and a team-based format can provide students with instrumental social supports they need to meet learning objectives in an online asynchronous, introduction to electrical engineering course. To facilitate the development of expressive support and stronger ties, instructors should incorporate these goals in their course design decisions.
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