Reproductive aging and telomeres: Are women and men equally affected?

Successful reproduction is very important for individuals and for society. Currently, the human health span and lifespan are the object of intense and productive investigation with great achievements, compared to the last century. However, reproduction span does not progress concomitantly with lifespan. Reproductive organs age, decreasing the levels of sexual hormones, which are protectors of health through their action on several organs of the body. Thus, this is the starting point of the organismal decay and infertility. This starting point is easily detected in women. In men, it goes under the surface, undetected, but it goes, nevertheless. Regarding fertility, aging alters the hormonal equilibrium, decreases the potential of reproductive organs, diminishes the quality of the gametes and worsen the reproductive outcomes. All these events happen at a different pace and affecting different organs in women and men. The question is what molecular pathways are involved in reproductive aging and if there is a possible halting or even reversion of the aging events. Answers to all these points will be explained in the present review.

Evolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphors.

This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher's role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants' metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.