Diagnostics of endocrine function in children and adolescents

2004 ◽  
Vol 93 (9) ◽  
pp. 1261-1261
Author(s):  
Robert Bjerknes
1990 ◽  
Vol 28 (5) ◽  
pp. 560-560
Author(s):  
A Belgorosky ◽  
A Caresana ◽  
E Chaler ◽  
M Maceiras ◽  
M Warman ◽  
...  

2010 ◽  
Vol 2010 ◽  
pp. 1-6 ◽  
Author(s):  
Christian Jung ◽  
Norbert Gerdes ◽  
Michael Fritzenwanger ◽  
Hans Reiner Figulla

Objectives. Obesity and related diseases are dramatically increasing problems, particularly in children and adolescents. We determined circulating levels of different interleukin (IL)-1 family members in normal weight and overweight adolescents.Methods. Seventy male, Caucasian adolescents (13–17 years) were recruited. Thirty-five had a body-mass index (BMI) above the 90th age-specific percentile. IL-1α, IL-1β, IL-1 receptor antagonist (IL-1ra), and IL-18 were determined using multiplex-technology.Results. IL-18 concentrations were higher in the overweight group compared to normal weight (161.6±40.7 pg/ml versus134.7±43.4 pg/ml,P=.009). Concentrations of circulating IL-1βlevels were below the detection threshold. IL-18 (R2:0.355,P<.01) and IL-1ra (R2:0.287,P<.05) correlated with BMI, whereas IL-1αdid not.Conclusions. Accumulating data indicate the importance of the endocrine function of adipose tissue for the pathophysiological consequences of obesity-related co-morbidities. Since IL-18 is involved in the pathogenesis of different cardiovascular diseases, we conclude that IL-18 may represent a link between obesity and related co-morbidities in children and adolescents.


1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.


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