bluuebunny/crossref_metadata_2025_split huggingface dataset:
Concurrent Dietary Administration of D‐SAL and Ethanol Diminishes Ethanol’s Teratogenesis
Authors: Parnell Scott E. , Chen Shao‐yu , Charness Michael E. , Hodge Clyde W. , Dehart Deborah B. , Sulik Kathleen K. 
Published: October 2007

Background: SAL (SALLRSIPA) is a peptide fragment of activity‐dependent neurotrophic factor. Both L‐ and D‐SAL diminish ethanol’s pathogenesis, however, the D‐peptide is protease resistant, and can therefore be effectively administered in a diet. The present study tested the hypothesis that D‐SAL provided in a liquid diet containing ethanol will prevent ethanol‐induced teratogenicity in mice.Methods: Following an ethanol acclimation period, female C57Bl/6J mice were withdrawn from the ethanol, bred, and then returned during gestational days (GD) 7 and 8 to a control liquid diet or one containing 4.8% ethanol alone or in combination with 5.6 μg/ml D‐SAL. At these doses, the mice received approximately 75 μg of D‐SAL on each day and achieved peak blood‐alcohol concentrations on GD 8 that ranged from 148–162 mg/dl. On GD 14, the fetuses were examined for the presence of ocular abnormalities including microphthalmia and irregularly shaped pupils, teratogenic effects known to result from this ethanol exposure paradigm.Results: Dietary D‐SAL reduced the incidence of ocular defects in ethanol‐exposed fetuses from 29 to 10% in the right eyes and from 21 to 7.5% in the left eyes; levels similar to those observed in pair‐fed controls. In addition to decreasing their incidence, D‐SAL also reduced the severity of the ocular defects.Conclusions: These results demonstrate that oral D‐SAL can prevent ethanol‐induced ocular defects. Because ocular defects are commonly associated with CNS damage, oral D‐SAL may also prove valuable in preventing ethanol‐induced brain defects.
Alcohol Exposure During Development: Analysis of Effects on Female Sexual Behavior
Authors: Gass Justin T. , Jenkins William J. , Marino Melissa D. , Lugo Joaquin N. , Kelly Sandra J. 
Published: October 2007

Background: Alcohol exposure during development has been shown to alter a variety of social behaviors in both humans and rodents. Sexual behavior in rodents has been well characterized and lends itself to a detailed investigation of the manner in which ethanol impacts this particular social behavior.Methods: Rats were exposed to ethanol during both the prenatal and early postnatal period (ET). Control groups included rats exposed to the administration procedures alone (intubated‐control) and nontreated controls (NC). Sexual behavior of intact naïve female rats in estrus was assessed in adulthood (approximately postnatal day 90) and activity was measured by the number of crossings between chambers in the 3‐chamber test apparatus. A separate study examined the olfactory preferences for 4 odors by intact naïve female rats in all 3 groups. The 4 odors were the odors resulting from 1 hour of occupation of the test chamber by an intact male, 1 hour of occupation of the test chamber by a gonadectomized male, 0.5 ml of urine from an intact male, and 0.5 ml of urine from a gonadectomized male.Results: ET female rats showed a reduced return latency after ejaculation compared to both control groups. There was a trend toward a reduction in percent exits after all forms of male behavior in the ET animals compared to the control groups. No significant differences across groups were seen in the lordosis quotient, activity, or the behavior of the nonexperimental male. ET female rats showed a reduced preference for the odor from the intact male compared to both control groups and a reduced preference for the odor from the gonadectomized male compared to NC females only.Conclusions: These data suggest that ethanol exposure during the prenatal and postnatal period in females alters sexual motivation and changes the processing of olfactory cues and possibly coital cues from male rats.
Nicotine’s Effects on Attentional Efficiency in Alcoholics
Authors: Jo Nixon Sara , Lawton‐Craddock Andrea , Tivis Rick , Ceballos Natalie 
Published: October 2007

Background: Historically, the concomitant use of nicotine among alcoholics has not been methodologically accounted for. Given the observed cognitive enhancing effects of acute nicotine on attentional processes, it is important that the potentially positive effects of nicotine be disentangled from the negative effects of chronic alcohol dependence. The current study was conducted to address this question and to test the hypothesis that alcoholics who are regular smokers are more sensitive to the effects of nicotine on cognition as compared to regular smoking community controls.Methods: A 2 [drug group; alcoholics (n = 28), community controls (n = 27)] X 2 nicotine dose level [low (7 mg dose) vs. high (14 or 21 mg dose)] double‐blind design was used to assess the differential effects of nicotine dose on a battery of neurocognitive tests focusing on attentional efficiency.Results: As expected, the alcoholic group performed more poorly than did the control group. However, of greater interest to the current study was the finding that alcoholic participants differentially benefited from nicotine administration, as demonstrated in the differential dose effect.Conclusion: The concomitant use of nicotine may serve to “mask” or “overcome” some of the negative effects of chronic alcohol dependence in newly recovering alcoholics. This potential effect has significant implications for treatment development and further understanding of the process of recovery of function in chronic alcoholics.
Gender Differences for Ghrelin Levels in Alcohol‐Dependent Patients and Differences Between Alcoholics and Healthy Controls
Authors: Wurst Friedrich M. , Graf Iris , Ehrenthal Hans D. , Klein Silvia , Backhaus Jutta , Blank Sebastian , Graf Marc , Pridzun Lutz , Wiesbeck Gerhard A. , Junghanns Klaus 
Published: October 2007

Background:  Ghrelin is a 28‐amino acid gut‐brain peptide, mainly secreted by the gastric mucosa. Its effects are linked to energy homeostasis and particularly seem to increase hunger and food intake. In recent years, studies suggested that appetite‐regulating peptides, such as ghrelin play a relevant role in alcoholism. Since data published to date on the potential role of ghrelin as state and/or trait marker in alcoholism and the association with craving are controversial, we aimed at further elucidating these aspects.Patients and Methods:  One‐hundred nine alcohol‐dependent abstinent patients after withdrawal (27 f, 82 m), (ICD 10 F 10.25) and 45 healthy volunteers (12 f, 33 m) were included. Laboratory testing (Ghrelin RIA 90, Mediagnost Inc., Germany) was performed and several craving scales [Obsessive Compulsive Drinking Scale, Alcohol Urge Questionnaire and Visual Analogue Scale (VAS)] were applied at the beginning and at the end of the 3‐week rehabilitation program.Results:  (1) Ghrelin levels are significantly higher in female alcohol‐dependent patients as compared to controls, not, however, in men alcoholics. (2) In several statistical subanalyses, an association of craving and ghrelin was found. The results, however, remain heterogeneous.Conclusion:  The data suggest gender‐dependent ghrelin levels in alcohol‐dependent patients. We therefore conclude, that it might be useful to perform statistical analyses gender‐specific. With regard to a potential correlation of ghrelin and craving the results seem to depend on gender, duration of the abstinence period and the instrument used.
Osteogenic effect of interleukin‐11 and synergism with ascorbic acid in human periodontal ligament cells
Authors: Leon E. R. , Iwasaki K. , Komaki M. , Kojima T. , Ishikawa I. 
Published: October 2007

Background and Objective:  Human periodontal ligament cells are considered to be a key cell type in the regeneration of periodontal tissues because of their unique localization and stem cell‐like properties. Interleukin‐11 is a multifunctional cytokine known to participate actively in bone metabolism. The purpose of this study was to examine the effect of interleukin‐11 on the osteoblastic differentiation of periodontal ligament cells.Material and Methods:  Cultured periodontal ligament cells were stimulated with interleukin‐11 and/or ascorbic acid, with or without inhibitors for type 1 collagen, janus kinase/signal transducers and activator of transcription, and mitogen‐activated protein kinase (MAPK). Osteoblastic differentiation was investigated by examining the alkaline phosphatase activity and gene expression of Runx2, osteocalcin and bone sialoprotein using reverse transcription‐polymerase chain reaction. Type 1 collagen and tissue inhibitor of metalloproteinase‐1 production were measured using enzyme‐linked immunosorbent assays.Results:  Interleukin‐11 enhanced alkaline phosphatase activity and Runx2, osteocalcin and bone sialoprotein gene expression in the presence of ascorbic acid. Interleukin‐11 induced type 1 collagen and tissue inhibitor of metalloproteinase‐1 production in periodontal ligament cells. Type 1 collagen inhibitor completely inhibited the alkaline phosphatase activity enhanced by interleukin‐11 and ascorbic acid. Furthermore, janus kinase/signal transducers and activator of transcription and MAPK signaling inhibitors reduced interleukin‐11/ascorbic acid‐induced alkaline phosphatase activity in periodontal ligament cells.Conclusion:  Interleukin‐11/ascorbic acid induced the osteoblastic differentiation of periodontal ligament cells through type 1 collagen production and janus kinase/signal transducers and activator of transcription, and MAPK signaling pathways were involved in this process. These findings suggest that interleukin‐11 may function as an osteopromotive cytokine, stimulating the osteoblastic differentiation of periodontal ligament cells mainly through the synthesis of type 1 collagen and possibly by the induction of tissue inhibitor of metalloproteinase‐1.
Overview and Summary: School Health Policies and Programs Study 2006
Authors: Kann Laura , Brener Nancy D. , Wechsler Howell 
Published: October 2007

ABSTRACTBackground:  The School Health Policies and Programs Study (SHPPS) 2006 is the largest, most comprehensive assessment of school health programs in the United States ever conducted.Methods:  The Centers for Disease Control and Prevention conducts SHPPS every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n = 538). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1103) and with a nationally representative sample of teachers of classes covering required health instruction in elementary schools and required health education courses in middle and high schools (n = 912) and teachers of required physical education classes and courses (n = 1194).Results:  SHPPS 2006 describes key school health policies and programs across all 8 school health program components: health education, physical education and activity, health services, mental health and social services, nutrition services, healthy and safe school environment, faculty and staff health promotion, and family and community involvement. SHPPS 2006 also provides data to monitor 6 Healthy People 2010 objectives.Conclusions:  SHPPS 2006 is a new and important resource for school and public health practitioners, scientists, advocates, policymakers, and all those who care about the health and safety of youth and their ability to succeed academically and socially.
Methods: School Health Policies and Programs Study 2006
Authors: Kyle Tonja M. , Brener Nancy D. , Kann Laura , Ross James G. , Roberts Alice M. , Iachan Ronaldo , Robb William H. , McManus Tim 
Published: October 2007

ABSTRACTBackground:  The School Health Policies and Programs Study (SHPPS) 2006 examined 8 components of school health programs: health education, physical education and activity, health services, mental health and social services, nutrition services, healthy and safe school environment, faculty and staff health promotion, and family and community involvement. All 8 components were assessed at the state, district, and school levels. Two components, health education and physical education and activity, also were assessed at the classroom level.Methods:  Computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n = 538). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1103), with a nationally representative sample of teachers of required health education classes or courses (n = 912), and with a nationally representative sample of teachers of required physical education classes or courses (n = 1194).Results:  This article provides a detailed description of the development of the questionnaires; sampling; data collection; and data cleaning, weighting, and analysis.Conclusions:  SHPPS 2006 is the largest and most comprehensive study of school health programs ever conducted. Fielding a study of this magnitude provides many challenges, and several recommendations for future studies emerged from the experience.
Health Education: Results From the School Health Policies and Programs Study 2006
Authors: Kann Laura , Telljohann Susan K. , Wooley Susan F. 
Published: October 2007

ABSTRACTBackground:  School health education can effectively help reduce the prevalence of health‐risk behaviors among students and have a positive influence on students’ academic performance. This article describes the characteristics of school health education policies and programs in the United States at the state, district, school, and classroom levels.Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n = 459). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 920) and with a nationally representative sample of teachers of classes covering required health instruction in elementary schools and required health education courses in middle and high schools (n = 912).Results:  Most states and districts had adopted a policy stating that schools will teach at least 1 of the 14 health topics, and nearly all schools required students to receive instruction on at least 1 of these topics. However, only 6.4% of elementary schools, 20.6% of middle schools, and 35.8% of high schools required instruction on all 14 topics. In support of schools, most states and districts offered staff development for those who teach health education, although the percentage of teachers of required health instruction receiving staff development was low.Conclusions:  Health education has the potential to help students maintain and improve their health, prevent disease, and reduce health‐related risk behaviors. However, despite signs of progress, this potential is not being fully realized, particularly at the school level.
Physical Education and Physical Activity: Results From the School Health Policies and Programs Study 2006
Authors: Lee Sarah M. , Burgeson Charlene R. , Fulton Janet E. , Spain Christine G. 
Published: October 2007

ABSTRACTBackground:  Comprehensive school‐based physical activity programs consist of physical education and other physical activity opportunities including recess and other physical activity breaks, intramurals, interscholastic sports, and walk and bike to school initiatives. This article describes the characteristics of school physical education and physical activity policies and programs in the United States at the state, district, school, and classroom levels.Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n = 453). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 988) and with a nationally representative sample of teachers of required physical education classes and courses (n = 1194).Results:  Most states and districts had adopted a policy stating that schools will teach physical education; however, few schools provided daily physical education. Additionally, many states, districts, and schools allowed students to be exempt from participating in physical education. Most schools provided some opportunities for students to be physically active outside physical education. Staff development for physical education was offered by states and districts, but physical education teachers generally did not receive staff development on a variety of important topics.Conclusions:  To enhance physical education and physical activity in schools, a comprehensive approach at the state, district, school, and classroom levels is necessary. Policies, practices, and comprehensive staff development at the state and district levels might enable schools to improve opportunities for students to become physically active adults.
Health Services: Results From the School Health Policies and Programs Study 2006
Authors: Brener Nancy D. , Wheeler Lani , Wolfe Linda C. , Vernon‐Smiley Mary , Caldart‐Olson Linda 
Published: October 2007

ABSTRACTBackground:  The specific health services provided to students at school and the model for delivering these services vary across districts and schools. This article describes the characteristics of school health services in the United States, including state‐ and district‐level policies and school practices.Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study (SHPPS) every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n = 449). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1029).Results:  Most US schools provided basic health services to students, but relatively few provided prevention services or more specialized health services. Although state‐ and district‐level policies requiring school nurses or specifying maximum nurse‐to‐student ratios were relatively rare, 86.3% of schools had at least a part‐time school nurse, and 52.4% of these schools, or 45.1% of all schools, had a nurse‐to‐student ratio of at least 1:750.Conclusions:  SHPPS 2006 suggests that the breadth of school health services can and should be improved, but school districts need policy, legislative, and fiscal support to make this happen. Increasing the percentage of schools with sufficient school nurses is a critical step toward enabling schools to provide more services, but schools also need to enhance collaboration and linkages with community resources if schools are to be able to meet both the health and academic needs of students.
Mental Health and Social Services: Results From the School Health Policies and Programs Study 2006
Authors: Brener Nancy D. , Weist Mark , Adelman Howard , Taylor Linda , Vernon‐Smiley Mary 
Published: October 2007

ABSTRACTBackground:  Schools are in a unique position not only to identify mental health problems among children and adolescents but also to provide links to appropriate services. This article describes the characteristics of school mental health and social services in the United States, including state‐ and district‐level policies and school practices.Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study (SHPPS) every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states and the District of Columbia and among a nationally representative sample of school districts (n = 445). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 873).Results:  Although states and districts generally had not adopted policies stating that schools will have mental health and social services staff, 77.9% of schools had at least a part‐time counselor who provided services to students. Fewer schools had school psychologists or social workers. Consequently, counseling services were more common in schools than were psychological or social services. Few schools delivered mental health and social services through school‐based health centers. Arrangements with providers not located on school property were more common.Conclusions:  SHPPS 2006 reveals that linkages with the community need to continue and grow to meet the mental health needs of students. Efforts must be made to build systematic state agendas for school‐based mental health, emphasizing a shared responsibility among families, schools, and other community systems.
Nutrition Services and Foods and Beverages Available at School: Results From the School Health Policies and Programs Study 2006
Authors: O’Toole Terrence P. , Anderson Susan , Miller Clare , Guthrie Joanne 
Published: October 2007

ABSTRACTBackground:  Schools are in a unique position to promote healthy dietary behaviors and help ensure appropriate nutrient intake. This article describes the characteristics of both school nutrition services and the foods and beverages sold outside of the school meals program in the United States, including state‐ and district‐level policies and school practices.Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n = 445). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 944).Results:  Few states required schools to restrict the availability of deep‐fried foods, to prohibit the sale of foods that have low nutrient density in certain venues, or to make healthful beverages available when beverages were offered. While many schools sold healthful foods and beverages outside of the school nutrition services program, many also sold items high in fat, sodium, and added sugars.Conclusions:  Nutrition services program practices in many schools continue to need improvement. Districts and schools should implement more food preparation practices that reduce the total fat, saturated fat, sodium, and added sugar content of school meals. In addition, opportunities to eat and drink at school should be used to encourage greater daily consumption of fruits, vegetables, whole grains, and nonfat or low‐fat dairy products.