Gender and diet management in type 2 diabetes

Introduction Type 2 diabetes is a chronic health condition that requires ongoing self-management. This often includes changes in diet, which may be open to influences from relatives. Family support in terms of diet may be linked with gender and the assumption that meal preparation is a traditionally female activity. This article looks at the role of gender in diet management in people with type 2 diabetes and their relatives. Methods Seventeen semi-structured interviews were conducted with 23 participants (10 people with type 2 diabetes, 13 relatives of people with type 2 diabetes) in Scotland, UK. The aim was to uncover changes people have made to their diet following diagnosis of type 2 diabetes in oneself or a family member. Data were analysed using Framework Approach. Findings: Female relatives were more likely to manage the patient’s diet while male relatives provided support but were less likely to monitor the person’s diet. Female patients may prioritise the needs of their family while male patients are more likely to rely on their female relatives in terms of diet management. Discussion The study findings have implications for family-based interventions as gender may play a crucial role in the management of type 2 diabetes.Output Status: Forthcoming/Available Onlin

Low-frequency cortical activity is a neuromodulatory target that tracks recovery after stroke.

Recent work has highlighted the importance of transient low-frequency oscillatory (LFO; <4 Hz) activity in the healthy primary motor cortex during skilled upper-limb tasks. These brief bouts of oscillatory activity may establish the timing or sequencing of motor actions. Here, we show that LFOs track motor recovery post-stroke and can be a physiological target for neuromodulation. In rodents, we found that reach-related LFOs, as measured in both the local field potential and the related spiking activity, were diminished after stroke and that spontaneous recovery was closely correlated with their restoration in the perilesional cortex. Sensorimotor LFOs were also diminished in a human subject with chronic disability after stroke in contrast to two non-stroke subjects who demonstrated robust LFOs. Therapeutic delivery of electrical stimulation time-locked to the expected onset of LFOs was found to significantly improve skilled reaching in stroke animals. Together, our results suggest that restoration or modulation of cortical oscillatory dynamics is important for the recovery of upper-limb function and that they may serve as a novel target for clinical neuromodulation

Towards the glueball spectrum from unquenched lattice QCD

We use a variational technique to study heavy glueballs on gauge configurations generated with 2+1 flavours of ASQTAD improved staggered fermions. The variational technique includes glueball scattering states. The measurements were made using 2150 configurations at 0.092 fm with a pion mass of 360 MeV. We report masses for 10 glueball states. We discuss the prospects for unquenched lattice QCD calculations of the oddballs.Comment: 19 pages, 4 tables and 8 figures. One figure added. Now matches the published versio

The developmental effects of media-ideal internalization and self-objectification processes on adolescents’ negative body-feelings, dietary restraint, and binge eating

Despite accumulated experimental evidence of the negative effects of exposure to media-idealized images, the degree to which body image, and eating related disturbances are caused by media portrayals of gendered beauty ideals remains controversial. On the basis of the most up-to-date meta-analysis of experimental studies indicating that media-idealized images have the most harmful and substantial impact on vulnerable individuals regardless of gender (i.e., “internalizers” and “self-objectifiers”), the current longitudinal study examined the direct and mediated links posited in objectification theory among media-ideal internalization, self-objectification, shame and anxiety surrounding the body and appearance, dietary restraint, and binge eating. Data collected from 685 adolescents aged between 14 and 15 at baseline (47 % males), who were interviewed and completed standardized measures annually over a 3-year period, were analyzed using a structural equation modeling approach. Results indicated that media-ideal internalization predicted later thinking and scrutinizing of one’s body from an external observer’s standpoint (or self-objectification), which then predicted later negative emotional experiences related to one’s body and appearance. In turn, these negative emotional experiences predicted subsequent dietary restraint and binge eating, and each of these core features of eating disorders influenced each other. Differences in the strength of these associations across gender were not observed, and all indirect effects were significant. The study provides valuable information about how the cultural values embodied by gendered beauty ideals negatively influence adolescents’ feelings, thoughts and behaviors regarding their own body, and on the complex processes involved in disordered eating. Practical implications are discussed

Exploring Local Level Factors Shaping the Implementation of a Blended Learning Module for Information and Geospatial Literacy in Ontario

The objectives of this research study were to examine local level factors shaping the implementation of a blended pedagogical approach for geospatial- and information-literacy, and to understand implementer satisfaction. As such, we addressed the following research questions: What local-level factors shape the implementation of the blended learning model? and How satisfied are implementers (faculty, administrators and library instructional/support staff) with the new blended learning model for geospatial and information fluency? Focus groups (n=7) plus one interview (total n=22) were conducted with key stakeholders (e.g., staff, faculty, administrators) to better understand facilitators, barriers, and/or issues related to module development, in addition to perceptions about how the modules are utilized by teaching assistants (TAs), instructional assistants (IAs), and instructors. Participants were identified according to their status as either discipline-specific instructional staff (i.e., instructor, TA, IA) or staff who supported the development of modules (i.e., library instructional staff, library management, administrators). From an ontological standpoint that privileges an individual perspective on the nature of reality, while epistemologically seeking to understand the relationship between the “knower” and what can be known, we adopted a theory of constructivism to support this inquiry. Transcripts were imported into a qualitative analysis software package (NVivo 8.0) for organization, coding and analysis. Instructors found value in the online modules, particularly in a blended learning setting. Instructors felt that having the material in advance, in-class time could be better focused on interaction, assignments, and assessments and resulted in reduced anxiety in busy lab environments. Several key themes emerged, including: (a) instructor expectations (time constraints, sustainability, and collaborative nature of development process) and assessment (student grades and performance); (b) implementation benefits (course content consistency, more lab time devoted to instructor support, provision of additional course resources, and opportunities for student reflection; (c) implementation challenges (inadequate support for information literacy, perceptions of an increase in student workload, and definitional issues surrounding blended learning); (d) course-tailored modules (dichotomy of needs – course tailored vs. generic modules, value in a quiz component, and changing context of lab environment); and (e) key areas for improvement. Focus group respondents illustrated the importance of engaging students in the process of blended learning model development. Future iterations of blended learning modules should explicitly incorporate student feedback through focus groups during their development. Les objectifs de la présente étude de recherche étaient d’examiner les facteurs au niveau local qui affectent la mise en oeuvre d’une approche pédagogique hybride pour l’acquisition des connaissances en littératie géospatiale et en littératie informationnelle, et de comprendre la satisfaction de ceux qui exécutent cette approche. À cette fin, nous avons examiné les questions de recherche suivantes : Quels sont les facteurs au niveau local qui affectent la mise en oeuvre du modèle d’apprentissage hybride? Et : Dans quelle mesure les personnes qui exécutent ce modèle (les professeurs, les administrateurs et le personnel enseignant et de soutien de bibliothèque) sont-elles satisfaites du nouveau modèle hybride d’apprentissage pour en arriver à la maîtrise de la littératie géospatiale et de la littératie informationnelle? Des groupes de discussion (n=7) plus une entrevue (total n=22) ont été organisés avec les acteurs principaux (personnel, professeurs, administrateurs) afin de mieux comprendre les facilitateurs, les barrières et/ou les problèmes liés au développement des modules, ainsi que les perceptions sur la manière dont les modules sont utilisés par les chargés de cours, les assistants pédagogiques et les instructeurs. Les participants ont été identifiés selon leur statut : personnel enseignant spécifique à une discipline (c’est-à-dire instructeurs, chargés de cours, assistants pédagogiques) ou personnel qui soutient le développement des modules (c’est-à-dire personnel enseignant de bibliothèque, gestionnaires de bibliothèque, administrateurs). D’un point de vue ontologique qui privilégie une perspective individuelle sur la nature de la réalité tout en recherchant de façon épistémologique à comprendre la relation entre celui qui « sait » et ce qui doit être su, nous avons adopté une théorie de constructivisme pour aider à mener à bien cette enquête. Les transcriptions ont été importées dans un logiciel d’analyse qualitative (Nvivo 8.0) pour l’organisation, l’encodage et l’analyse. Les instructeurs ont apprécié la valeur des modules en ligne, en particulier dans le cadre d’un apprentissage hybride. Les instructeurs ont déclaré que le fait d’avoir accès à la documentation à l’avance permettait de mieux utiliser le temps passé en classe pour l’interaction, les devoirs et les évaluations et que cela avait eu pour résultat une diminution de l’anxiété dans les laboratoires débordants d’activité. Plusieurs thèmes clés ont été identifiés : (a) attentes des instructeurs (contraintes de temps, durabilité, nature coopérative du processus de développement) et évaluation (notes et résultats des étudiants); (b) avantages de la mise en oeuvre (uniformité du contenu des cours, davantage de temps en laboratoire consacré au soutien par les instructeurs, ressources de cours supplémentaires, opportunités de réflexion pour les étudiants); (c) défis présentés par la mise en oeuvre (soutien inadéquat pour l’acquisition des connaissances en littératie informationnelle, perceptions d’une augmentation de la charge de travail des étudiants et problèmes de définition concernant l’apprentissage hybride); (d) modules conçus spécifiquement pour des cours donnés (dichotomie des besoins – cours conçus spécifiquement versus modules génériques, valeur apportée par les tests de contrôle, contexte changeant dans les laboratoires); et (e) domaines clés pour l’amélioration. Les répondants des groupes de discussion ont illustré l’importance d’engager les étudiants dans le développement du processus d’apprentissage hybride. Les éditions futures des modules d’apprentissage hybride devraient explicitement incorporer la rétroaction des étudiants par le biais de groupes de discussion pendant la phase de développement.</jats:p

No association of alcohol use and the risk of ulcerative colitis or Crohn’s disease: data from a European Prospective cohort study (EPIC)

Background The role of long -term alcohol consumption for the risk of developing ulcerative colitis (UC) and Crohn’s disease (CD) is unclear. Aim s For the first time, t o prospectively assess the role of pre -disease alcohol consumption o n the risk of developing UC or CD. Methods Nested within the European Prospective Investigation into Cancer and Nutrition (EPIC - IBD ), incident UC and CD cases and ma tched controls where included. At recruitment, participants completed validated food frequency and lifestyle questionnaires. Alcohol consumption was classified as either: non -use, former, light ( ≤ 0.5 and 1 drink/week), below the recommended limits (BRL) ( ≤ 1 and 2 drinks/day), moderate ( ≤ 2.5 and 5 drinks/day) , or heavy use (>2.5 and >5 drinks/ day) for women and men, respectively ; and was expressed as consumption at enrolment and during lifetime. Conditional logistic regression was applied adjusting for smoking and education , taking light users as the 3 Abstract Background The role of long -term alcohol consumption for the risk of developing ulcerative colitis (UC) and Crohn’s disease (CD) is unclear. Aim s For the first time, t o prospectively assess the role of pre -disease alcohol consumption o n the risk of developing UC or CD. Methods Nested within the European Prospective Investigation into Cancer and Nutrition (EPIC - IBD ), incident UC and CD cases and ma tched controls where included. At recruitment, participants completed validated food frequency and lifestyle questionnaires. Alcohol consumption was classified as either: non -use, former, light ( ≤ 0.5 and 1 drink/week), below the recommended limits (BRL) ( ≤ 1 and 2 drinks/day), moderate ( ≤ 2.5 and 5 drinks/day) , or heavy use (>2.5 and >5 drinks/ day) for women and men, respectively ; and was expressed as consumption at enrolment and during lifetime. Conditional logistic regression was applied adjusting for smoking and education , taking light users as the reference. Results Out of 262,451 participants in 6 countries, 198 UC incident cases/792 controls and 84 CD cases/336 controls were included. At enrolment, 8%/27%/3 2%/2 3%/1 1% UC cases and 7%/2 9%/4 0%/19%/ 5% C D cases were: non -users, light, BRL, moderate and heavy users, respectively. The corresponding figures for lifetime non -use, former, light, BRL, moderate and heavy use were : 3%/5%/2 3%/44%/19%/6% and 5%/2%/25%/44%/23 %/1% for UC and CD cases , respectively. There were no associations between any categories of alcohol consumption and risk of UC or CD in the una djusted and adjusted odds ratios . Conclusion There was no evidence of association s between alcohol use and the odds of developing either UC or CD

The impact of large scale licensing examinations in highly developed countries: a systematic review

BACKGROUND: To investigate the existing evidence base for the validity of large-scale licensing examinations including their impact. METHODS: Systematic review against a validity framework exploring: Embase (Ovid Medline); Medline (EBSCO); PubMed; Wiley Online; ScienceDirect; and PsychINFO from 2005 to April 2015. All papers were included when they discussed national or large regional (State level) examinations for clinical professionals, linked to examinations in early careers or near the point of graduation, and where success was required to subsequently be able to practice. Using a standardized data extraction form, two independent reviewers extracted study characteristics, with the rest of the team resolving any disagreement. A validity framework was used as developed by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education to evaluate each paper’s evidence to support or refute the validity of national licensing examinations. RESULTS: 24 published articles provided evidence of validity across the five domains of the validity framework. Most papers (n = 22) provided evidence of national licensing examinations relationships to other variables and their consequential validity. Overall there was evidence that those who do well on earlier or on subsequent examinations also do well on national testing. There is a correlation between NLE performance and some patient outcomes and rates of complaints, but no causal evidence has been established. CONCLUSIONS: The debate around licensure examinations is strong on opinion but weak on validity evidence. This is especially true of the wider claims that licensure examinations improve patient safety and practitioner competence

Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender

Summary. Objective. ADHD is frequently accompanied by motor coordination problems. However, the co-occurrence of poor motor performance has received less attention in research than other coexisting problems in ADHD. The underlying mechanisms of this association remain unclear. Therefore, we investigated the prevalence of motor coordination problems in a large sample of children with ADHD, and the relationship between motor coordination problems and inattentive and hyperactive/impulsive symptoms. Furthermore, we assessed whether the association between ADHD and motor coordination problems was comparable across ages and was similar for both genders. Method. We investigated 486 children with ADHD and 269 normal controls. Motor coordination problems were rated by parents (Developmental Coordination Disorder Questionnaire) and teachers (Groningen Motor Observation Scale). Results. Parents and teachers reported motor coordination problems in about one third of children with ADHD. Problems of fine and gross motor skills, coordination skills and motor control were all related to inattentive rather than hyperactive/impulsive symptoms. Relative to controls, motor coordination problems in ADHD were still present in teenagers according to parents; the prevalence diminished somewhat according to teachers. Boys and girls with ADHD were comparably affected, but motor performance in controls was better in girls than in boys. Conclusions. Motor coordination problems were reported in one third of children with ADHD and affected both boys and girls. These problems were also apparent in adolescents with ADHD. Clinicians treating children with ADHD should pay attention to co-occurring motor coordination problems because of the high prevalence and the negative impact of motor coordination problems on daily life