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Limited research has examined the effects of fenugreek (Trigonella foenum-graecum L.) supplementation to improve healthy younger men's aging male symptoms. The study objective was to examine whether a fenugreek seed extract would improve healthy men's aging male symptoms, health-related quality of life (HRQoL), grip strength, and anxiety. Randomized double-blind placebo-controlled trial was employed, using a parallel design, with assessments at baseline, Day 30, and Day 60. Healthy male volunteers (n = 57, mean age = 26.1 years) were randomized to: fenugreek 400 mg/d (n = 19), fenugreek 500 mg/d (n = 19), or placebo group (n = 19). The fenugreek groups reported significant improvements in aging male symptoms, anxiety levels, grip strength, and indicators of HRQoL compared to the placebo group, p's < 0.05. No adverse events were reported. Fenugreek supplementation is an effective nutritional intervention for improving aging male symptoms, anxiety levels, grip strength, and aspects of HRQoL in healthy recreationally active men. Future researchers are encouraged to examine the health and ergogenic effects of fenugreek supplementation in hypogonadal and older populations. Clinicaltrials.gov identifier NCT03528538. [ABSTRACT FROM AUTHOR]

Purpose: The authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader. Design/methodology/approach: The authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math. Findings: Significant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics. Research limitations/implications: The overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement. Originality/value: This study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity. [ABSTRACT FROM AUTHOR]

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers' mathematics and science instruction, and children's mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children's outcomes. In Year 2, children in intervention classrooms made greater gains in teachers' ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children's mathematics and science knowledge and skills. [ABSTRACT FROM AUTHOR]

Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively associated with technology integration, developing teachers' self-efficacy could increase high-quality integration. We investigate how a holistic system of professional learning about technology integration including formal, informal, and independent professional learning might allow for access to and prompt reflection on self-efficacy source information. We interviewed six middle school math and science teachers from two schools where leadership teams participated in a leadership development program aiming to ultimately support teachers' technology integration. To gather the teachers' perspectives, we asked them to reflect on and explain visual displays of their reported confidence in technologies and frequency of professional learning. Through core assertions, we suggest a holistic system of learning supports teachers' access to three sources of self-efficacy information (verbal persuasion, vicarious experiences, and mastery experiences) and prompts teachers' reflection on source information such that it can impact their self-efficacy. We make recommendations for leaders to operate on these findings, as leaders are responsible for fostering the conditions necessary for teachers' effective technology integration, as well as recommendations for future research to increase the generalizability and depth of understanding. [ABSTRACT FROM AUTHOR]

Compared to men, women disproportionally experience alcohol-related organ damage, including brain damage, and while men remain more likely to drink and to drink heavily, there is cause for concern because women are beginning to narrow the gender gap in alcohol use disorders. The hippocampus is a brain region that is particularly vulnerable to alcohol damage, due to cell loss and decreased neurogenesis. In the present study, we examined sex differences in hippocampal damage following binge alcohol. Consistent with our prior findings, we found a significant binge-induced decrement in dentate gyrus (DG) granule neurons in the female DG. However, in the present study, we found no significant decrement in granule neurons in the male DG. We show that the decrease in granule neurons in females is associated with both spatial navigation impairments and decreased expression of trophic support molecules. Finally, we show that post-binge exercise is associated with an increase in trophic support and repopulation of the granule neuron layer in the female hippocampus. We conclude that sex differences in alcohol-induced hippocampal damage are due in part to a paucity of trophic support and plasticity-related signaling in females. [ABSTRACT FROM AUTHOR]

The female brain appears selectively vulnerable to the neurotoxic effects of alcohol, but the reasons for this are unclear. One possibility is an exaggerated neuroimmune response in the female brain, such that alcohol increases microglia number and reactivity to subsequent stimuli, such as exercise. It is important to better characterize the interactive neural effects of alcohol and exercise, as exercise is increasingly being used in the treatment of alcohol use disorders. The present study compared the number of microglia and evidence of their activation in alcohol-vulnerable regions of the brain (medial prefrontal cortex and hippocampus) in male and female rats following binge alcohol and/or exercise. Binge alcohol increased microglia number and morphological characteristics consistent with their activation in the female brain but not the male, regardless of exercise. Binge alcohol followed by exercise did increase the number of MHC II+ (immunocompetent) microglia in females, although the vast majority of microglia did not express MHC II. These results indicate that binge alcohol exerts sex-specific effects on microglia that may result in enhanced reactivity to a subsequent challenge and in part underlie the apparent selective vulnerability of the female brain to alcohol. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to describe the process of the planning, implementation, promotion, management and assessment of the Collaborative Technology Laboratories (CTLs) at the Michigan State University Libraries. It aims to emphasize the need to move quickly due to funding considerations and how to make the most out of a truncated timetable. Design/methodology/approach - The paper describes the information gathering, decision-making, promotion, and assessment processes in the construction of the CTLs. Findings - The paper finds that the process by which new CTLs are created, and existing ones maintained, evolves as experience begins to inform the decision-making process. Practical implications - Creating technology-rich group space is attainable, practical, appreciated by the students and faculty, and assists in advancing the educational mission of the University. Originality/value - Other libraries can use this information to inform their own decision making when creating technology-rich collaborative workspaces in academic libraries. [ABSTRACT FROM AUTHOR]