Prenatal stress causes learning deficits by inhibiting neurogenesis in the hippocampus. We studied the effects of maternal treadmill running or offspring treadmill running on the spatial learning ability of adolescent offspring rats or adult offspring rats born to maternal rats that received stress during pregnancy. For this study, spatial learning ability was measured by radial 8-arm maze task. Immunohistochemistry for 5-bromo-2'-deoxyuridine and Western blot for brain-derived neurotrophic factor (BDNF), tyrosine kinase B (TrkB), Bcl-2-associated X protein (Bax), and B-cell lymphoma 2 (Bcl-2) were also conducted. Stress was induced by exposing pregnant rats to hound in an enclosed room. Maternal treadmill running or treadmill running of offspring improved spatial learning ability of adolescent and adult offspring rats born to maternal rats receiving stress during pregnancy. Maternal treadmill running or treadmill running of offspring increased hippocampal cell proliferation of adolescent and adult offspring rats born to maternal rats receiving stress during pregnancy. Maternal treadmill running or treadmill running of offspring increased BDNF and TrkB expression in the hippocampus of adolescent and adult offspring rats born to maternal rats receiving stress during pregnancy. Maternal treadmill running or treadmill running of offspring inhibited Bax expression and increased Bcl-2 expression in the hippocampus of adolescent and adult offspring rats born to maternal rats receiving stress during pregnancy. Mother's exercise during pregnancy or child's exercise after childbirth can improve the spatial learning ability deteriorated due to stress during pregnancy.
Objectives The purpose of this study is to identify the effectiveness of appreciative inquiry (AI) and how it can be applied to social welfare coursework. Ultimately, the present study aims to boost participatory learning, discover positive aspects of students, and enhance the capability of voluntary AI learning. Methods D University students (N = 34) participated in the 5-D model AI learning. Pre- and post-test was completed to evaluate the effectiveness of AI. Results The 5-D model (e.g., Define, Discovery, Dream, Design, and Desitny) with a single theme for each group appears to be the most desirable method for employing AI in social welfare coursework. Pre- and post-test reveals that the AI class effectiveness of individuals, teams, and team cooperation is augmented. Specifically, the individuals' positive psychological capital varaibles illustrate the highest (average .53 higher). Conclusions Results suggest that AI application in social welfare coursework may be effective for participatory learning and voluntary AI learning. To better implement AI in coursework, future research should consider developing systematic AI processes and objective evaluation tools based on the 5-D model, as well as exploring an action plan, a best practice, and positive questions corresponding to social welfare courses.
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