Australian children\u27s consumption of caffeinated, formulated beverages: a cross-sectional analysis

BACKGROUND: Caffeine is a common additive in formulated beverages, including sugar-sweetened beverages. Currently there are no data on the consumption of caffeinated formulated beverages in Australian children and adolescents. This study aimed to determine total intake and consumption patterns of CFBs in a nationally representative sample of Australian children aged 2-16 years and to determine contribution of CFBs to total caffeine intake. Consumption by day type, mealtime and location was also examined. METHODS: Dietary data from one 24-hour recall collected in the 2007 Australian National Children\u27s Nutrition and Physical Activity Survey were analysed. CFBs were defined as beverages to which caffeine has been added as an additive, including cola-type beverages and energy drinks. Socioeconomic status was based on the highest level of education attained by the participant\u27s primary caregiver. Time of day of consumption was classified based on traditional mealtimes and type of day of consumption as either a school or non-school day. Location of consumption was defined by the participant during the survey. RESULTS: On the day of the survey 15% (n = 642) of participants consumed CFBs. Older children and those of low socioeconomic background were more likely to consume CFBs (both P < 0.001). Amongst the 642 consumers mean (95% CI) intakes were 151 (115-187)g/day, 287 (252-321)g/day, 442 (400-484)g/day, and 555 (507-602)g/day for 2-3, 4-8, 9-13 and 14-16 year olds respectively. Consumers of CFBs had higher intakes of caffeine (mean (95% CI) 61 (55-67)mg vs. 11 (10-12)mg) and energy (mean (95% CI) 9,612 (9,247-9978)kJ vs. 8,186 (8,040-8,335)kJ) than non-consumers (both P < 0.001). CFBs contributed 69% of total daily caffeine intake. CFB intake was higher on non-school days compared with school days (P < 0.005) and consumption occurred predominantly at the place of residence (56%), within the "dinner" time bracket (17:00-20:30, 44%). CONCLUSIONS: The consumption of CFBs by all age groups within Australian children is of concern. Modifications to the permissibility of caffeine as a food additive may be an appropriate strategy to reduce the intake of caffeine in this age group. Additional areas for intervention include targeting parental influences over mealtime beverage choices

Students' difficulties, conceptions and attitudes towards learning algebra : an intervention study to improve teaching and learning

The skills necessary to identify and analyse errors and misconceptions made by students are needed by teachers of all levels especially at the lower secondary school level in Malaysia. If students are to be successful in tackling mathematical problems later in their schooling, the one prerequisite is the mastery of basic concepts in algebra. Despite the best efforts of the teachers, students still develop algebra misconceptions. Is it possible to reduce or eliminate these misconceptions? The research involved a survey of 14 year-old students in Form 2 (Grade 8) in the Penampang district of Sabah, East Malaysia. The focus of this study lies in students’ difficulties, conceptions and attitudes towards learning algebra in the framework of conceptual change. A possible way to help students overcome their learning difficulties and misconceptions is by implementing diagnostic teaching involving conflict to foster conceptual change. The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating Form 2 students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitativequalitative research design.A 24-item Algebra Diagnostic Test and a 20-item Test of Mathematics-Related Attitudes (TOMRA) questionnaire were administered as a pretest and a posttest to 39 students in each of a heterogeneous high-achieving class and a below-average achieving class. In addition 9 students were purposefully selected to participate in the interview.The results of the study indicated that students’ difficulties and misconceptions from both classes fell into five broad areas: (1) basic understanding of letters and their place in mathematics, (2) manipulation of these letters or variables, (3) use of rules of manipulation to solve equations, (4) use of knowledge of algebraic structure and syntax to form equations, and (5) generalisation of rule for repetitive patterns or sequences of shapes.The results also showed that there was significant improvement in students’ achievement in mathematics. Further, students’ attitude towards inquiry of mathematics lessons showed significant positive improvement. Enjoyment remained high even though enjoyment of mathematics lesson showed no change. Also, changes in students’ understanding (from unintelligible to intelligible, intelligible to plausible, plausible to fruitful) illustrated the extent of changes in their conceptions.Different pedagogies can affect how conceptual change and challenge of misconceptions occurs. Therefore, knowledge of the origin of different types of misconceptions can be useful in selecting more effective pedagogical techniques for challenging particular misconceptions. Also, for teachers to create an effective learning experience they should be aware of and acknowledge students’ prior knowledge acquired from academic settings and from everyday previous personal experiences. Since all learning involves transfer from prior knowledge and previous experiences, an awareness and understanding of a student’s initial conceptual framework and/or topic can be used to formulate more effective teaching strategies. If this idea is taken a step further, it could be said that, because misconceptions comprise part of a conceptual framework, then understanding origins of misconceptions would further facilitate development of effective teaching strategies.Further research is needed to help teachers to understand how students experience conflict, how students feel when they experience conflict, and how these experiences are related to their final responses because cognitive conflict has both constructive and destructive potential. Thus, by being able to interpret, recognise and manage cognitive conflict, a teacher can then successfully interpret his/her students’ cognitive conflict and be able to make conceptual change more likely or help students to have meaningful learning experiences in secondary school algebra

Unpacking Radicalisation in a Prison Environment

This document is the transcript of a meeting held in Cambridge in January 2017, under the auspices of the University of Cambridge’s Centre of Islamic Studies. The initiative, conceived and directed by Dr Ryan Williams, Research Associate at the Centre, brought together prison officers, police officers, academics and civil servants, to consider the challenges involved in managing issues around extremism in prisons. This discussion took place in the wake of the government’s Acheson report last year which identified ‘Islamic extremism [as] one of the most acute risks to the safety of prisoners and prison staff.’ It represented an opportunity – which we hope will be the first of several – for a range of professionals and academics to share perspectives on a range of critical issues in this fast-evolving policy area. These included: the pioneering history and critical role of prison chaplaincy in Britain and in comparison to other European countries; the complex reasons behind instances of conversion, in relation to issues around belonging, care and vulnerability, as well as belief; the role of role of “emirs” within hierarchies of Muslim prisoners; managing the relationship between security processes and the duty to recognise individuals’ religious rights and personal development; and the need to recognise the complexity and multifaceted nature of individual identities and motivations in assessing and understanding behaviours. Overall, the discussion highlighted the complexity of the tasks facing prison officers and staff, in managing security concerns and safety, cultivating and assessing trust, and ensuring the welfare and development of individual prisoners. This initiative has not sought to reach firm conclusions at this stage, but aims instead to play a role in fostering an ongoing conversation

Sirolimus-induced Pneumonitis Complicated by Pentamidine-induced Phospholipidosis in a Renal Transplant Recipient: A Case Report.

The proliferation signal inhibitors (PSIs)-sirolimus, everolimus, and temsirolimus-have been associated with a noninfectious pneumonitis characterized by lymphocytic alveolitis and bronciolitis obliterans with organizing pneumonia (BOOP). This condition usually occurs within the first year. Herein we presented a case of a deceased donor renal transplant with interstitial pneumonitis developing 6 years after a switch from tacrolimus to sirolimus due to chronic graft dysfunction. After the addition of intravenous pentamidine due to the suspicion of Pneumocystis pneumonia, there was marked clinical deterioration requiring intubation. Open lung biopsy revealed sirolimus-induced pulmonary toxicity (BOOP) with the additional finding of a drug-induced phospholipidosis (DIPL) that we ascribe to pentamidine treatment. After cessation of both drugs and application of corticosteroid therapy, there was only partial improvement. Eight months later the residual interstitial fibrosis demands supplemental home oxygen. We review the literature on PSI-induced pneumonitis and discuss the pathophysiology of a potential interaction with pentamidine. We caution against its use in the setting of PSI-induced pneumonitis. It is currently unknown whether these concerns also apply to prescription of other more commonly used medications associated with DIPL, eg, amiodarone and aminoglycosides

Organometallic ruthenium complexes with thiosemicarbazone ligands: Synthesis, structure and cytotoxicity of [(η\u3csup\u3e6\u3c/sup\u3e-p-cymene)Ru(NS)Cl]\u3csup\u3e+\u3c/sup\u3e (NS = 9-anthraldehyde thiosemicarbazones)

A series of half-sandwich arene ruthenium complexes containing bidentate thiosemicarbazone ligands have been synthesized and their biological activity investigated. The compounds have the general formula [(6-p-cymene)Ru(R-ATSC)Cl]X (ATSC = 9-anthraldehyde thiosemicarbazone and R = H, CH3 and C6H5). The crystal structure of [(6-p-cymene) Ru(MeATSC)Cl]Cl have been determined and represents the first structurally characterized arene–ruthenium half-sandwich complex with a thiosemicarbazone ligand. The complexes show good cytotoxic profiles against MCF-7 and MDA-MB-231 (breast adenocarcinoma) as well as HCT 116 and HT-29 (colorectal carcinoma) cell lines. [Refer to PDF for graphical abstract

Maternal consumption of fish oil programs reduced adiposity in broiler chicks

Maternal intake of eicosapentaenoic acid (EPA; 20:5 n-3) and docosahexaenoic acid (22:6 n-3) has been associated with reduced adiposity in children, suggesting the possibility to program adipose development through dietary fatty acids before birth. This study determined if enriching the maternal diet in fish oil, the primary source of EPA and DHA, affected adipose development in offspring. Broiler chickens were used because they are obesity-prone, and because fatty acids provided to the embryo can be manipulated through the hen diet. Hens were fed diets supplemented (2.8% wt:wt) with corn oil (CO; n-6) or fish oil (FO; n-3) for 28 d. Chicks from both maternal diet groups were fed the same diet after hatch. Maternal FO consumption enriched chick adipose tissue in EPA and DHA and reduced adiposity by promoting more, but smaller, adipocytes. This adipocyte profile was paralleled by upregulated expression of the adipogenic regulator PPARGand its co-activator PPARGC1B, and reduced expression of LPL. Proteomics identified 95 differentially abundant proteins between FO and CO adipose tissue, including components of glucose metabolism, lipid droplet trafficking, and cytoskeletal organization. These results demonstrate that the maternal dietary fatty acid profile programs offspring adipose development

Anticancer, Biophysical and Computational Investigations of Half-Sandwich Ruthenium(II) Thiosemicarbazone Complexes: The Effect of Arene \u3ci\u3eVersus\u3c/i\u3e Thiacrown Face-Cap

A series of half-sandwich ruthenium complexes, two containing an arene face-cap and the other a thiacrown ether face-cap were synthesized to investigate the necessity of the arene for anticancer activity in this class of compounds. The complexes are formulated as [(h6-p-cymene)Ru(dmabTSC)Cl]PF6, [(h6-benzene)Ru(dmabTSC)Cl]PF6 (arene complexes), and [([9]aneS3(dmabTSC)Cl]PF6 (dmabTSC = dimethylaminobenzaldehye thiosemicarbazone). It was observed that none of the complexes showed good anticancer activity in vitro against HCT-116 and Caco-2 (colon adenocarcinoma) cells. All three complexes can bind strongly to calf-thymus DNA with binding constants on the order of 105 M-1. In addition they all bind strongly to human serum albumin with binding constants between 105 and 106 M-1. There appears to be a single binding site on the protein for these complexes. A computational investigation of these complexes and their hydrolysis products was carried out by molecular docking with DNA and topoisomerase II. From this analysis it is noted that the type of face-capping ligand had different effects on the two macromolecules. It is therefore noted that the knowledge gained from this study will be useful in identifying the type of complexes in this class that show useful metallodrug potential