Reversed-phase HPLC with mass spectrometric and diode array detection as well as some literature data were used to reveal the individual types of solutes in anthocyanin complexes of tulip flower petals that are responsible for tulip flower petals coloration of the samples available in the local flower market. It has been found that the main components of the complexes are 3-rutinosides and their 2”’ and 3”’ acylated with acetic acid derivatives of the three anthocyanidins - delphinidin, cyanidin and pelargonidin in the color dependent ratios, though trace quantities of 3-glucosides were found in some cases. For the anthocyanin structure confirmation a correlation analysis of solute retentions of cyanidin or pelargonidin derivatives vs that of delphinidin was proposed based upon equivalence of structures alteration in the solute pairs for each series. The specificity of solutes retention modes was revealed by relative retention analysis, the trend parameters reflected particularities of chromatographic behavior as well as that of electron spectra of the solutes. The difference of acylated anthocyanins retentions was proposed to disclose the conformation states of solutes in the sorbent interface.
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The aim of this systematic review was to provide an overview of the effectiveness of fundamental movement skill interventions in young children (2–5 years) and to identify elements that determine the effectiveness of these interventions. A systematic literature search was conducted in four electronic databases (PubMed, Academic Search Complete, Education Resources Information Centre and SPORTDiscus). First, intervention-related data (e.g., intervention length, volume, focus, and content) were extracted. Next, the methodological quality and risk of bias of the selected studies were evaluated using a 10-item checklist. Sixteen studies (13 randomised controlled trials and 3 controlled trials) met the inclusion criteria of which 9 had a high methodological quality. Fourteen studies reported statistically significant intervention effects, ranging from small negative to very strong positive effects. Four studies executed a retention test of which two showed positive effects. Elements that influence the effectiveness are: incorporating all fundamental movement skills in the intervention with a variety of activities; combining deliberate practice and deliberate play; the intervention length; the intervention volume and; providing a training programme with coaching during the intervention for the professional involved in delivering the intervention. However more studies containing retention tests are needed.
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Many health education programs use progress tests to evaluate students’ progress in learning and to identify possible gaps in the curricula. The tests are typically longitudinal and feedback-oriented. Although many benefits of the progress test have been described in the literature, we argue that the acclaimed facilitation of deeper learning and better retention of knowledge appear questionable. We therefore propose an innovative way of presenting both the test itself and the study process for the test: a real-time-strategy game with in-game challenges, both individual and in teams.
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