The aim of this thesis was to clarify the influence of the stress on the adrenergic and muscarinic receptors in the heart and in the lungs. Research was perform on rat hearts and lungs and on the hearts and lungs of the CRH KO mice. First, we assessed mRNA levels of all α- and β-adrenergic receptor and muscarinic receptor subtypes. Subsequently, we performed the radioligand-binding studies to determine densities of these receptors. We identified all three α1-adrenergic receptor subtypes in the rat lungs. In the lungs of WT mice, we found that the amount of α1-adrenergic and muscarinic receptors was sex-dependent. Densities of the former were higher in females and those of the latter were higher in males. There was no difference between males and females in β-adrenergic receptor density. As for CRH KO mice, the basal densities of studied receptors were lower than in CRH WT mice (except β1-adrenergic receptors in females). The main purpose of the thesis was to detect the immobilization-induced changes in the studied receptors in the kontrol (WT) and CRH KO mice. Short-term and long-term immobilization caused decrease in all α1-adrenergic receptor subtypes in females, whereas only α1A-adrenergic receptors decreased in males. The amount of β1-adrenergic receptors decreased in males and remained without...

This study sought to understand the extent to which African-American males perceived their experiences in higher education as an impact of their persistence. With only 18 out of 40 African-American males graduating from college within six years (National Center for Public Policy and Higher Education, 2008), this study sought to explore the problem of African-American male persistence in higher education. Specifically, this study examined the difference in persistence among African-American males to determine which factors most influenced their persistence and discussed strategies to overcome these challenges. Using survey data from 45 questionnaires, 35 focus group questionnaires, and 13 interview questionnaires, this study contributes to the literature by examining 17 non-cognitive and other factors believed to affect this relationship. This study found that participants did believe the non-cognitive and other factors impacted perception and the ability to persist in college. However, the findings indicated mixed views about first-generation college students and mentorship. In general, the findings can be used to further study African-American male persistence in higher education. Based on the results, this study has several future research possibilities to further the discussion. Future research can examine different types of higher education institutions in varying geographic locations. In addition, future studies can further explore the impact of “subgroups” of African-American males such as athletes, first-generation college students, and other “nuclear groups” that may have a different experience than the average African-American male.

Made available in DSpace on 2014-10-09T12:35:17Z (GMT). No. of bitstreams: 0 / Made available in DSpace on 2014-10-09T14:10:39Z (GMT). No. of bitstreams: 0 / Neste estudo a concentração de Br, Ca, Cl, Fe, I, K, Mg, Na, S e Zn foi investigada em sangue de atletas brasileiros (corredores de longa distância), utilizando a técnica de Análise por Ativação Neutrônica (AAN). As amostras de sangue foram coletadas de atletas amadores (AA) do gênero masculino e de atletas de elite (AE) de ambos os gêneros, na faixa etária de 18 a 36 anos. As amostras de sangue foram coletadas no LABEX/UNICAMP e irradiadas no reator nuclear IEA-R1 do IPEN (São Paulo, Brasil). Os intervalos estabelecidos na condição de repouso para os grupos de atletas investigados (AA e AE) foram comparados com o grupo controle (GC), indivíduos do mesmo gênero e idade mas não envolvidos com atividades físicas, e mostram diferenças significativas para Ca (51 - 439 mgL-1 para GC, 162 - 410 mgL-1para AA e 64 - 152 mgL-1para AE) e Br (7,4 - 30,6 mgL-1 para GC, 4,0 - 9,6 mgL-1para AA e 1,9 - 3,5 mgL-1para AE) sugerindo que existe uma forte dependência desses limites em função do treino físico adotado. Neste estudo foi realizada também uma investigação sistemática para AA antes, durante e após o programa de exercício. Esses dados podem ser utilizados para a elaboração de uma dieta balanceada, para avaliar o desempenho dos atletas durante o período de treino, bem como contribuir para a proposição de novos protocolos de avaliação clínica ainda não descritos na literatura. / Tese (Doutoramento) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

Submitted by Pedro Silva Filho (pfsilva@ipen.br) on 2017-11-22T13:29:20Z No. of bitstreams: 0 / Made available in DSpace on 2017-11-22T13:29:20Z (GMT). No. of bitstreams: 0 / Diabrotica speciosa (Germar, 1824), causa danos diretos por alimentação e indiretos como vetor de vírus para diversos grupos de plantas. A principal forma de controle são os agroquímicos, portanto visando o manejo populacional sem impacto ambiental, o presente trabalho teve como objetivo determinar a dose de radiação gama que proporciona a esterilidade de machos, o seu consumo foliar e as alterações histológicas em suas gônadas. Os adultos foram submetidos à radiação gama (60Co) no terceiro dia após a emergência nas doses de 0, 25, 50, 75 e 100 Gy a uma taxa de 0,808 KGy/hora, totalizando 20 repetições/ dose. A dose esterilizante baseou-se na fertilidade de fêmeas sexualmente maduras acasaladas por machos irradiados. Os casais foram individualizados em \"arenas\" e alimentados com folíolos de feijão (Phaseolus vulgaris L.) com gaze preta umedecida para oviposição. Os ovos foram tratados e dispostos em recipientes plásticos forrados com papel de filtro. Após a eclosão, as larvas foram transferidas para um recipiente maior com tampa telada contendo vermiculita fina e plântulas de milho (Zea mays L.) que foram substituídas a cada 10 dias, até a emergência do adulto. Após o 4º dia de irradiação disponibilizou-se um disco foliar de 3,2 cm de diâmetro por 24 horas, para cada casal. Os discos foram digitalizados e analisados no software ImageJ. Para avaliação das gônadas foram utilizados 3 machos por dose com 8 dias de idade dissecados em PBS e através da técnica de Hematoxilina Eosina as laminas foram avaliadas em microscópio óptico. Verificou-se que a esterilidade dos machos ocorreu a partir de 75 Gy e sua longevidade média foi de 12,5 dias. O consumo da área foliar dos casais constituídos por um macho estéril foi de 42,9% e a analise histológica testicular demonstrou desorganização nos tecidos e lacunas entre as células germinativas nas maiores doses de 75 Gy e 100 Gy. / Dissertação (Mestrado em Tecnologia Nuclear) / IPEN/D / Instituto de Pesquisas Energéticas e Nucleares - IPEN-CNEN/SP

O comportamento de escolha é entendido como a seleção de uma entre duas ou mais alternativas disponíveis, diferente da preferência, que está relacionada ao tempo despendido respondendo a uma dessas alternativas. Em pesquisas com não humanos, observa-se que os sujeitos escolhem com maior frequência as alternativas nas quais o reforço estará disponível de forma imediata, em pequena quantidade, em comparação com a alternativa na qual o reforço estará disponível somente depois que o animal esperar um tempo determinado (atraso), mas em maior quantidade. Apesar da literatura apresentar dados sobre a influência da restrição alimentar e do sexo do animal em tarefas de aprendizagem, é importante aprofundar a investigação desses aspectos em tarefas de escolha. O objetivo desta pesquisa foi comparar o desempenho de ratos Sprague Dawley (machos e fêmeas) com história de restrição alimentar e ratos controle (com comida ad libitum), em uma tarefa de escolha, em que as alternativas variavam em relação ao atraso para ter acesso à comida e à quantidade de comida disponível. Foram utilizados 24 ratos (12 machos), de linhagem Sprague-Dawley, divididos em dois grupos. O Grupo Controle (C) recebeu dieta ad lib., enquanto o Grupo Restrição (R) teve sua dieta restrita a 80% da dieta do grupo controle. Aos 70 dias de idade, houve uma subdivisão dos grupos: metade dos animais do Grupo C formou o Grupo Controle-Restrito (CR 80% da dieta), e a outra metade o Controle-Controle (CC 100% da dieta). No Grupo R, metade dos animais formou o Grupo Restrito-Controle (RC 100% da dieta) e a outra metade, o Grupo Restrito-Restrito (RR 80% da dieta). Na Etapa 1 os animais exploravam labirinto em U em uma sessão de 10 tentativas. Na Etapa 2 foram realizadas 10 sessões de 16 tentativas de escolha forçada, sendo oito no braço direito, onde havia seis pelotas de ração disponíveis após atraso de 15 s (alternativa LL), e oito no braço esquerdo, com três pelotas de ração disponíveis sem atraso (alternativa SS). Na Etapa 3, foram conduzidas 45 sessões com 30 tentativas (10 forçadas e 20 livres), para verificar o padrão de escolha dos animais dos diferentes grupos em função da disponibilidade de reforço em cada alternativa, do atraso em uma das alternativas e do tempo inicial de espera (tempo T). Os animais de todos os grupos apresentaram preferência pela alternativa SS, independente do sexo ou da dieta. Ao comparar a porcentagem de escolhas dos grupos com relação às dietas foram verificadas diferenças no padrão e nas latências médias de escolha. O grupo RR apresentou latências médias de escolha significativamente inferiores às do grupo CC e um estabelecimento mais rápido de preferência pela alternativa SS que o grupo CC. Apesar de não terem sido encontradas diferenças significativas entre machos e fêmeas nos parâmetros analisados (possivelmente em função do n amostral), verificou-se que fêmeas apresentaram latências menores que machos em todos os grupos, além de porcentagens de escolha pela alternativa SS maiores que os machos. São discutidas hipóteses sobre a influência da dieta e da quantidade de alimento disponível em cada alternativa sobre as escolhas dos grupos. Essas hipóteses são também relacionadas a aspectos evolutivos, referentes às funções desempenhadas por machos e fêmeas na natureza. / The behavior of choice is understood as the selection of between two or more alternatives available, different from the preference, which is related to the time spent by responding to one of these alternatives. In researches with non-human animals, it is observed that the subjects choose more frequently the alternatives on which the reinforcement will be available immediately, in small quantity, in comparison with the alternative in which the reinforcement is available only after the animal expects a certain time (delay), but in greater quantity. Although literature present data on the influence of food restriction and the sex of the animal in tasks of learning, it is important to deepen the investigation of these aspects in tasks of choice. The objective of this research was to compare the performance of rats Sprague Dawley (male and female) with a history of food restriction and control rats (with food ad libitum), in a task of choice, in that the alternatives varied in relation to the waiting time for access to food and the quantity of food available. 24 albino rats (12 males), from Sprague-Dawley lineage was used, divided in two groups. The Control Group (C) received diet ad lib., while the group restriction (R) had their diet restricted to 80% of the diet of the control group. At 70 days of age, there was a subdivision of the groups: half of the animals from group C formed the Group Controle-Restrito (CR - 80% of the diet), and the other half the Controle-Controle (CC - 100% of the diet). In Group R, half of the animals formed the Group Restrito-Controle (RC - 100% of the diet) and the other half, the Restrito-Restrito group (RR - 80% of the diet). In Step 1 the animals explored the labyrinth in U in a session of 10 attempts. In Step 2, there were 10 sessions of 16 attempts of forced choice, being 8 in the right arm, where there were six pellets of ration available after delay of 15 s, and eight in the left arm with three pellets of rations without delay. In Step 3, 45 sessions were conducted with 30 attempts (10 forced and 20 free), tarry check the default choice of animals of different groups in relation to the availability of strengthening in each alternative, the delay in one of the alternatives and the initial time wait time (T). Animals of all groups have preference for the SS alternative, independently of sex or diet. Differences were verified in the pattern and average latencies of choices in comparing the percentage of choices of the groups in relation to the diets. The RR group presented significantly lower average latency in comparison to group CC and a faster preference was established for alternative SS than group CC. Even having no significant differences been found between males and females in the scope studied (possibly due to then sampling), it was verified that females present lower latencies that males in all groups, besides the higher percentages for choosing alternative SS in males. Hypotheses are discussed on the influence of the diet and the quantity of food available in each alternative over the group choices. These hypotheses are also related to evolutionary aspects, referent to functions performed by males and females in nature.

This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.

The diversity of the undergraduate student population encourages understanding of others and provides opportunities for students to challenge their assumptions of cultures, political and religious views, values, and personal backgrounds. However, it also creates challenges for academic and student success as faculty and administrators struggle to meet different generational and cultural needs. A broader, more inclusive definition of student success may help meet the needs of a more modern complex institutional student demographic. It may also allow for new avenues of research specifically related to success for Black, Hispanic, and White undergraduate male students, as these students continue to struggle in higher education (Bailey & Moore, 2004; Barker & Avery, 2012; Conger & Long, 2010; Harper, 2006b; Harper & Kuykendall, 2012; Kuh & Love, 2000; Kuh et al., 2007; Sax & Arms, 2006; Sax & Harper, 2007; Spruhill, Hirt, & Mo, 2014; Strayhorn, 2010a; Sutton & Kimbrough, 2001). Meanwhile, the concept of globalization and global citizenship are being integrated into higher education at many levels in both academic and student affairs. Many institutions are integrating these concepts into policies and programs, which provide opportunities for diverse interactions, conversations, and experiences. Informal interactional diversity, which is defined as “the opportunity to interact with students from diverse backgrounds in the broad, campus environment” (Gruin, 1999, para. 4), is a concept related to globalization and global citizenship, but not much research exists to show how it might impact student success. Therefore, the purpose of this study was to further explore informal interactional diversity in Black, Hispanic, and White undergraduate males and its possible relationship to the multi-faceted nature of student engagement. The resulting framework for this study was built around Tinto’s (1993) theory of social integration, Astin’s (1993a) theory of student involvement, and persistence research by Pascarella and Terenzini (1991) because these models highlighted important environmental factors that informed research on informal interactional diversity. In this quantitative study, the researcher utilized a purposeful, national sample of secondary data from the National Survey of Student Engagement (NSSE) to analyze levels of informal interactional diversity in Black, Hispanic, and White undergraduate men. The sample included 3,613 Black, Hispanic, and White undergraduate men who were enrolled at five participating large, public predominantly White institutions (PWIs) in the United States and completed the survey with an appended Experiences with Diverse Perspectives topical module in 2013 and 2014. The majority of the males in the sample were White and classified as seniors, or fourth-year undergraduate students (n = 1,830). Statistical analyses, such analysis of variances (ANOVAs) and multiple regressions tests, were conducted to examine the relationships between variables (informal interactional diversity, classification in college, and student engagement). Results of the analysis indicated the relationships between informal interactional diversity, male ethnic group, and student engagement were statistically significant. Additionally, findings indicated there was a significant relationship between levels of informal interactional diversity and classification in college, as well as classification in college and male ethnic group. Implications for future research based on the findings of this study included: a) investigating how reflective and integrative learning, as well as supportive environment, affect engagement for the undergraduate male populations studied; b) examining why decreases in qualitative reasoning, effective teaching practices, and collaborative learning occur for these undergraduate male populations; c) investigating these variables using samples of participants at different types of institutions; and d) conducting a mixed-methods study with a qualitative portion, or a purely qualitative study, focused on male student perceptions of informal interactional diversity, student engagement, and campus climate or race relations at PWIs to gain more insight on the lived experience of Black, Hispanic, and White males. The conclusion of this research study was that the findings support much of the literature related to informal interactional diversity, as well as the success of Black, Hispanic, and White males.

During the past two decades, concerns about Black males’ academic achievement have been a major theme in the literature devoted to education and social sciences. Despite over two decades of studies focused specifically on Black males and their academic underachievement, the achievement gap persists. According to the National Center for Educational Statistic (2006), African-American males were reported as being disproportionally negatively represented in regards to academic achievement. Some researchers suggested Black children’s underachievement might be due to the lack of parental involvement. Other studies have highlighted statements of Black males who indicated parental involvement factors that contributed to their academic success. In Howard (2014) study, Black males stated their parents contributed to their success by “staying on them” regarding schoolwork and by setting higher expectations for their academic performance. The concept of parental involvement is cultural-bound and multi-dimensional. Parental involvement is also a bi-directional process that involves school and parents. The purpose of this study was to identify the factors that described parent involvement during high school of Black male students enrolled in a four-year college, and the distribution of perceived parent involvement during high school across this population. This study employed Yan and Lin’s (2005) parent involvement during high school survey to collect data from a convenient and purposeful sample of 146 Black males enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States. The data was statistically analyzed using Confirmatory Factor analysis. The results of this study revealed the proposed hypothesized three factors model of parent involvement did not align well with the present data set. However, the individual subscale factors when analyzed in isolation, with some modifications, did align. As for the distribution of the factors, Family Norms were perceived as the most prevalent parent involvement subscale factor during high school for this particular population. Under the Family Norms factor subscale “Parent-teenager relationship” emerged as the most dominant variable, followed by “Educational expectations.” This study was significant as it highlighted and added to the knowledge relevant to successful Black males’ perceptions of parental involvement factors during their high school years. Identifying these factors can be useful toward improving graduation rates among Black males. In addition, information gathered can assist in further development of effective parent engagement school programming initiatives specific for this population.

This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.

This study focused on the experiences of Black male student-athletes in Division I sports and used critical race methodology to present counter narratives. These narratives highlighted successes and heightened awareness about the needs and concerns of an extremely important, but often silenced, population. The purpose of this research was to examine the experiences of Black male student-athletes in the Division I revenue-generating sports of basketball and football. This study examined how Black males perceived the effectiveness of the NCAA supports in place for their academic success, degree attainment, and postcollegiate leadership and career opportunities. This dissertation also sought to understand the extent to which the legacy of racism in the United States has impacted the collegiate experience of these athletes. This research utilized critical race theory to frame the counter narratives of Black male student-athletes participating in this study. Through counter stories, the researcher offered suggestions that more effectively serve NCAA Black male student-athletes during their transition into and beyond Division I university sports participation as a strategy to achieve social justice for a historically marginalized group.