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- Khan, Khalid M., et al.
(författare)
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Thyroid hormones and neurobehavioral functions among adolescents chronically exposed to groundwater with geogenic arsenic in Bangladesh
- 2019
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Ingår i: Science of the Total Environment. - : Elsevier. - 0048-9697 .- 1879-1026. ; 678, s. 278-287
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Tidskriftsartikel (refereegranskat)abstract
- Groundwater, the major source of drinking water in Bengal Delta Plain, is contaminated with geogenic arsenic (As) enrichment affecting millions of people. Children exposed to tubewell water containing As may be associated with thyroid dysfunction, which in turn may impact neurodevelopmental outcomes. However, data to support such relationship is sparse. The purpose of this study was to examine if chronic water As (WAs) from Holocene alluvial aquifers in this region was associated with serum thyroid hormone (TH) and if TH biomarkers were related to neurobehavioral (NB) performance in a group of adolescents. A sample of 32 healthy adolescents were randomly drawn from a child cohort in the Health Effects of Arsenic Longitudinal Study (HEALS) in Araihazar, Bangladesh. Half of these participants were consistently exposed to low WAs (<10 μg/L) and the remaining half had high WAs exposure (≥10 μg/L) since birth. Measurements included serum total triiodothyronine (tT3), free thyroxine (fT4), thyrotropin (TSH) and thyroperoxidase antibodies (TPOAb); concurrent WAs and urinary arsenic (UAs); and adolescents' NB performance. WAs and UAs were positively and significantly correlated with TPOAb but were not correlated with TSH, tT3 and fT4. After accounting for covariates, both WAs and UAs demonstrated positive but non-significant relationships with TSH and TPOAb and negative but non-significant relationships with tT3 and fT4. TPOAb was significantly associated with reduced NB performance indicated by positive associations with latencies in simple reaction time (b = 82.58; p < 0.001) and symbol digit (b = 276.85; p = 0.005) tests. TSH was significantly and negatively associated with match-to-sample correct count (b = -0.95; p = 0.05). Overall, we did not observe significant associations between arsenic exposure and TH biomarkers although the relationships were in the expected directions. We observed TH biomarkers to be related to reduced NB performance as hypothesized. Our study indicated a possible mechanism of As-induced neurotoxicity, which requires further investigations for confirmatory findings.
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- Snyder, K. J., et al.
(författare)
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Chinese translation of Living on the Edge of Chaos: leading Schools into the Global Age
- 2011
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Bok (refereegranskat)abstract
- This book is an elegy of education in the industrial civilization and a prelude of educational innovation in an information age. It is written by authors with multi-disciplinary background and years of experiences in educational reform and exploration. The authors explore the shift and innovation of educational paradigms in the 21st century, an age of information and globalization. Guided by the theories and methods of systems science (chaos), this book critically reviews the mechanical view of change, presents some exploratory research and practices with an insight into organization management, and proposes an organic emergent methodology of change. This casts light on school reinvention on the edge of chaos and paves a way for creating global learning centers in the 21st century while unfolding the mission and future of schools as global learning centers. This book is a necessity for 21st century education reformers who want to broaden their horizons and knowledge. It will bring the readers unimaginable wisdom in education innovation. (Text on the back cover) Education pioneers who are dancing with “chains” all have this experience: it is very difficult to reform in the central area of education where traditional forces are strong and powerful, but when they consciously or unconsciously move away from the center to the “chaotic edge”, resistance greatly decreases. The “chaotic edge” is far away from the fierce competition in the “center”, but it is not a barren land without information input. Instead, it is an active area where stagnation and disorder are in frequent change. It is an area where complex systems can adjust and survive and where new ideas and creative practices can grow healthily and rapidly. However, to live on the edge of chaos means to give up all the benefits and profits in the central area and to choose to be marginalized. It also requires the educators to transcend classical view of science, of development, of education, and of methodology, and to get familiar with the epistemology, axiology, and methodology of living on the edge of chaos in complex education systems.
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