Introduction: Bioflavonoids delphinidin (2-(3,4,5-Trihydroxyphenyl)chromenylium-3,5,7-triol) and luteolin (2-(3,4-Dihydroxyphenyl)-5,7-dihydroxy-4-chromenone) have been recognized as promising antioxidants and anticancer substances. Due to their extensive use, the goal of the research was to determine whether they have any genotoxic potential in vitro.Methods: Analysis of genotoxic potential was performed applying chromosome aberrations test in human lymphocyte culture, as this kind of research was not conducted abundantly for these two bioflavonoids. Delphinidin and luteolin were dissolved in DMSO and added to cultures in final concentrations of 25, 50 and 100 μM.Results: In human lymphocytes cultures Delphinidin induced PCDs in all treatments, potentially affecting the cell cycle and topoisomerase II activity. In concentration of 50 μM luteolin showed strong genotoxic effects and caused significant reduction of cell proliferation.Conclusion: Luteolin exhibited certain genotoxic and cytostatic potential. Delphinidin was not considered genotoxic, however its impact on mitosis, especially topoisomerase II activity, was revealed.

The purpose of this study was to determine the effects of recreational soccer (SOC) compared to moderate-intensity continuous running (RUN) on all health-related physical fitness components in healthy untrained men. Sixty-nine participants were recruited and randomly assigned to one of three groups, of which sixty-four completed the study: a soccer training group (SOC; n = 20, 34±4 (means±SD) years, 78.1±8.3 kg, 179±4 cm); a running group (RUN; n = 21, 32±4 years, 78.0±5.5 kg, 179±7 cm); or a passive control group (CON; n = 23, 30±3 years, 76.6±12.0 kg, 178±8 cm). The training intervention lasted 12 weeks and consisted of three 60-min sessions per week. All participants were tested for each of the following physical fitness components: maximal aerobic power, minute ventilation, maximal heart rate, squat jump (SJ), countermovement jump with arm swing (CMJ), sit-and-reach flexibility, and body composition. Over the 12 weeks, VO2max relative to body weight increased more (p<0.05) in SOC (24.2%, ES = 1.20) and RUN (21.5%, ES = 1.17) than in CON (-5.0%, ES = -0.24), partly due to large changes in body mass (-5.9, -5.7 and +2.6 kg, p<0.05 for SOC, RUN and CON, respectively). Over the 12 weeks, SJ and CMJ performance increased more (p<0.05) in SOC (14.8 and 12.1%, ES = 1.08 and 0.81) than in RUN (3.3 and 3.0%, ES = 0.23 and 0.19) and CON (0.3 and 0.2%), while flexibility also increased more (p<0.05) in SOC (94%, ES = 0.97) than in RUN and CON (0–2%). In conclusion, untrained men displayed marked improvements in maximal aerobic power after 12 weeks of soccer training and moderate-intensity running, partly due to large decreases in body mass. Additionally soccer training induced pronounced positive effects on jump performance and flexibility, making soccer an effective broad-spectrum fitness training intervention.

Synthesis of the dioxidomolybdenum(VI) complexes [MoO2(HLR)(MeOH)]Cl (1–3) was carried out by using MoO2Cl2 and the corresponding ONO aroylhydrazone ligand H2LR (ligand H2LR is salicylaldehyde isonicotinoylhydrazone (H2LSIH), 2-hydroxy-naphthaldehyde isonicotinoylhydrazone (H2LNIH), or p-(N,N′-diethylamino)salicylaldehyde isonicotinoylhydrazone (H2LEt2NSIH) in methanol. Compounds [MoO2(HLR)(H2O)]Cl (1a–3a) were obtained upon exposure of the corresponding mononuclear complexes 1–3 to moisture. Deprotonation of the mononuclear complexes 1–3 was performed by using Et3N as a base (by the conventional solution based-method and by the mechanochemical approach) as well as by UV-light assisted reactions yielding [MoO2(LSIH)(MeOH)] (4), [MoO2(LNIH)(MeOH)] (5) and [MoO2(LEt2NSIH)]n (6), respectively. Crystal and molecular structures of all complexes were determined by the single crystal X-ray diffraction method. The complexes were further characterized by elemental analysis, IR spectroscopy, TG analysis, one- and two-dimensional NMR spectroscopy and powder X-ray diffraction.

The thermal environment influences the construction of knowledge of students and affects the teaching and learning. In this work it is shown how the risk of students’ knowledge construction is increasing for hot thermal environments. The results have shows that the development of skills and evaluation registered are influenced by the thermal environment and that it is possible to assess the risk when the thermal conditions of the inside of a classroom diverge from the comfort zone.