[Effect of ginger root powder on inflammatory and anti-inflammatory responses induced by resistance training Delrome style in male volleyball players]

Background and Aim: the aim of this study was to evaluate the effect of ginger root powder on inflammatory and anti-inflammatory responses induced by resistance training Delrome style in male volleyball players

Materials and Methods: 20 male volleyball players were randomly assigned to experimental [n=10] and placebo [n=10] groups. The first set of light to heavy training programs was performed at 50% of 1RM, the second set at 75%, and finally at 100% of 1RM. Ginger supplement capsules were consumed three times a day for a week [total dose of 3 g]. Blood samples were collected from the subjects after 12 hours of fasting at the baseline and after each set of exercise. Data were analyzed by dependent t-test and ANOVA repeated measures. P<0.05 was considered significant

Results: the results showed that the levels of cortisol increased at rest and immediately after exercise in the experimental group compared to the cortisol levels in the placebo group. However, it reduced 24 hours after training, but this reduction was not significant. IL-10 levels reduced significantly immediately after exercise in the experimental group [P=0.01]. Also, the levels of TNF-alpha before and after supplementation reduced significantly in the experimental group [P=0.018]

Conclusion: although Delrome style training increases inflammation, use of ginger before training can lead to more beneficial effect on exercise induced Inflammation

[Comparison of picture naming ability in fluent and non-fluent aphasics: an analysis of 4 cases]

Impairment of noun retrieval is common among aphasic patients, but some of previous studies represent differences between noun retrieval ability of various aphasia syndromes. Current study investigates and compares the picture naming ability of 4 patients with fluent and non-fluent aphasia. Present study investigated the naming ability of 2 fluent and 2 non-fluent aphasic patients with oral picture naming test. This test contains line drawing of 109 nouns. Patients were asked to name each picture with a single word. Responses were classified according to Philadelphia Naming Test scoring system as correct and semantic, formal, mixed, non-word, unrelated and others error [no response, description/circumlocution, miscellaneous error]. Then, the data were investigated in terms of descriptive statistics and analyzed by Mann-Whitney U test. The score of non-fluent aphasics was more than fluent ones. The percentage of semantic errors in fluent group and no responses among non-fluent patients were more than the other types. Despite of personal differences, all error types were found in responses of patients. The difference between score and error types in fluent and non-fluent patients was not significant [p>.05]. This scoring system can define a variety of word retrieval errors. The fluent aphasics have more noun retrieval problems than non-fluent patients. Although, there are differences between two groups, but error type in picture naming is not a precise factor for distinguish between various aphasia syndromes and there is similarity in impaired underling mechanisms and naming behavior of them

Comparitive study of the role of morphological awareness in accuracy, speed and comprehension of reading in dyslexic and normal children in second grade of primary school

Dyslexia is a language learning disorder which leads to some impairment in written language including reading and spelling. Children with dyslexia are mostly suffering in areas like Morphology, Phonology, semantic and pragmatic. Thus the main purpose of this study is to investigate the morphological awareness, as a significant aspect in reading components [Speed, accuracy and understanding] in which the children are impaired. In the current study, 27 dyslexic students and 57 normal students in second grade of primary school participated. Existence of dyslexia was determined through administrating a reading test of [Nama], and in order to be sure that none of the students of normal group has language deficit, the language development test [TOLD] was administrated on normal students. In order to assess morphological knowledge of participants, a morphological awareness test was administrated too. In addition to determine the reading speed, accuracy and comprehension, the [NAMA] subtests were employed. Data obtained, were analyzed with the help of inferential statistical methods such as linear Pearson correlation coefficient test, Spearman test, Normal Kolmogrov - Smirnov test, T-test and linear regression test [ANOVA]. Correlation coefficient between morphological awareness and reading speed in whole sample was calculated to be -0.9158, that of morphological awareness and reading accuracy was 0.9514, and that of morphological awareness and reading comprehension was 0.926. This shows significant correlation among morphological awareness and components of reading skill. While the same correlation coefficients, in dyslexic children were respectively -0.689, 0.1403 and 0.1062. It shows that there was not significant relationship in dyslexic children. The T-test also indicated that morphological awareness, reading comprehension skills, reading speed and reading accuracy skills had significant meaningful differences between two groups. morphological awareness, reading speed, accuracy and comprehension, were in a lower level among dyslexic children in comparison with normal children, and this can be regarded as one linguistic aspect that can be effectual in reading speed, accuracy and comprehension. However among the dyslexic children whose difficulties were limited to the word level [e.g. dyslexic group sample], morphological awareness did not have any influence on their reading skills