RESUMO
Objective To know the status of main physical development among the junior middle school students.Methods A total of 537 students from 4 middle schools of Jiangcun and Wenxin community were selected by cluster sampling method. Height,weight,vital capacity,systolic pressure,diastolic pressure and pulse were measured.The physical developmental status of students in the grade three was evaluated according to the Chinese Junior Middle School Student's Height -Weight Standard.The vital capacity and blood pressure were compared among the students with different physical fitness index. Results The height,weight,vital capacity and blood pressure of those students increased with age.Vital capacity and blood pressure were associated with height and weight (both P <0.05),while pulse was not statistically associated with height and weight (P >0.05 ).The results of emaciation (male:9.47%,female:0.73%),underweight (male:44.70%,female:27.47%),normal weight (male:23.1 1 %,female:47.99%),overweight (male:5.68%,female:6.59%)and obesity (male:1 7.05%,female:1 7.22%)were found by the physical fitness index evaluation.There were significant differences between males and females on vital capacity and blood pressure among students with different physical fitness index.Conclusion The major physical fitness index of junior middle school students in this study shows that they were well developed,while the proportion of emaciation and underweight among the male students is obviously higher than that of the female students.Health education and health promotion should be strengthened.
RESUMO
OBJECTIVE: Some research has shown that learning and memory function impairments in rats with hypothyroidism are associated with triiodothyronine (T3) deficiency in neurons. This study aimed to investigate the effects of L-T3 administration on learning and memory behaviors in neonatal mice with excitotoxic brain damage. METHODS: Seventy-one 5-day-old ICR neonatal mice were randomly assigned to five groups: controls that received intracerebral and intraperitoneal injections of phosphate buffered saline (PBS) (n=14); a group that received intracerebral injections of ibotenic acid (IA) and intraperitoneal injection of PBS (n=14); 3 groups that received intracerebral injections of IA and intraperitoneal injection of L-T3 at 0.2, 0.5, and 1 microg/kg, respectively (n=14-15). Intraperitoneal injections were done 1, 24, 48, 72 and 96 hrs after intracerebral injections. Learning and memory functions were evaluated by the Y-maze discrimination learning test on postnatal days 33-34. RESULTS: The learning and memory functions in the highest L-T3 dose group were significantly better than those in the IA, and the lower L-T3 dose groups, presenting with decreased number of trials to criterion[15.8 + or - 4.5 vs 21.3 + or - 6.3 (IA group), 20.5 + or - 6.0 (0.2 microg/kg L-T3 group) or 21.0 + or - 6.5 (0.5 microg/kg L-T3 group); P<0.05], and achieving a higher correct percentage [91.4+ or - 9.5% vs 79.3 + or - 10.0% (IA group), 77.9 + or - 14.2% (0.2 microg/kg L-T3 group) or 80.7 + or - 12.2% (0.5 microg/kg L-T3 group); P<0.05]. CONCLUSIONS: High-dose L-T3 (1 microg/kg) may improve learning and memory functions in mice following excitotoxic brain damage.
