A pilot randomized controlled trial for a videoconference-delivered mindfulness-based group intervention in a nonclinical setting

Technology is increasingly being integrated into the provision of therapy and mental health interventions. While the evidence base for technology-led delivery of mindfulness-based interventions is growing, one approach to understanding the effects of technology-delivered elements includes so-named blended programs that continue to include aspects of traditional face-to-face interaction. This arrangement offers unique practical advantages, and also enables researchers to isolate variables that may be underlying the effects of technology-delivered interventions. The present study reports on a pilot videoconference-delivered mindfulness-based group intervention offered to university students and staff members with wait-list controls. Apart from the first session of the six-week course, the main facilitator guided evening classes remotely via online videoconferencing, with follow-up exercises via email. Participants Powered by Editorial Manager® and ProduXion Manager® from Aries Systems Corporation were taught a variety of mindfulness-based exercises such as meditation, breathing exercises, mindful tasting, as well as the concepts underpinning such practice. Participants completed pre- and post-intervention questionnaires on depression, anxiety, repetitive negative thinking, dysfunctional attitudes, positive and negative affect, self-compassion, compassion for others, and mindfulness. For participants who attended at least five of the six sessions, scores on all outcome measures improved significantly post intervention and remained stable at three-week follow up. The videoconference-delivered mindfulness-based group intervention appears to provide a viable alternative format to standard mindfulness programs where the facilitator and participants need to live in close physical proximity with each other

Adaptation and Validation of QUick, Easy, New, CHEap, and Reproducible (QUENCHER) Antioxidant Capacity Assays in Model Products Obtained from Residual Wine Pomace

Evaluation of the total antioxidant capacity of solid matrices without extraction steps is a very interesting alternative for food researchers and also for food industries. These methodologies have been denominated QUENCHER from QUick, Easy, New, CHEap, and Reproducible assays. To demonstrate and highlight the validity of QUENCHER (Q) methods, values of Q-method validation were showed for the first time, and they were tested with products of well-known different chemical properties. Furthermore, new QUENCHER assays to measure scavenging capacity against superoxide, hydroxyl, and lipid peroxyl radicals were developed. Calibration models showed good linearity (R2 > 0.995), proportionality and precision (CV < 6.5%), and acceptable detection limits (<20.4 nmol Trolox equiv). The presence of ethanol in the reaction medium gave antioxidant capacity values significantly different from those obtained with water. The dilution of samples with powdered cellulose was discouraged because possible interferences with some of the matrices analyzed may take place.The autonomous government of Castilla y León (Project BU268A11-2

Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’

© 2018 Association for Physical Education Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher’s ‘helper’, ‘helped’, or ‘helpless’. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings. Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel’s experiences. Conclusion: Joel’s experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel’s case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled

Uncovering Chemical Thinking in Students’ Decision Making: A Fuel-Choice Scenario

Making decisions about the production and use of chemical substances is of central importance in many fields. In this study, a research team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews with students from 8th grade through first-year university general chemistry in an effort to map progression in students’ ability to make decisions about the consequences of using and producing chemicals. Study participants were asked to explain their reasoning about which fuel would be best to power a small vehicle. Data were analyzed using a “chemical thinking” lens to characterize conceptual sophistication and complexity of reasoning. Results revealed that most reasoning was intuitive in conceptual sophistication and relational in argumentative nature, driven by the consequences of using the fuels based on their composition. Implications are discussed for the design of learning experiences and assessments that better support students’ development of decision-making using chemical knowledge

Ethical Discourse about the Modification of Food for Therapeutic Purposes: How Patients with Gastrointestinal Diseases View the Good, the Bad, and the Healthy

BACKGROUND: Researchers have the potential to utilize genetic modification (GM) technologies to create a hybrid of “food” and “medicine” that may challenge traditional understandings of what is “natural”. Moral and ethical concerns are likely to arise in any discussion of these therapeutic foods and will affect the integration of products into clinical care and daily life. This study examined how patients with chronic gastrointestinal (GI) diseases view probiotics as future bioengineered therapeutic foods. METHODS: A multi-site qualitative study consisting of focus groups with chronic GI diseases was conducted at Cleveland Clinic, Mayo Clinic, and Johns Hopkins University RESULTS: We conducted twenty-two focus groups with 136 patients with major GI diseases between March and August 2009. GI patients associated the term “natural” with concepts of diminished risk and morally “good”; conversely, patients associated the term “unnatural” with things that are “risky,” “foreign”, and morally “bad”. Readily available unmodified probiotics were more commonly described as “natural” while genetically modified probiotics were more commonly labeled as “unnatural” and “risky”. However, patients acknowledged that not all natural products are safe, nor are unnatural products always harmful. CONCLUSIONS: If GI patient perspectives are indicative of public perceptions of therapeutic foods, our findings suggest that the potential benefits and risks of clinical and public health initiatives employing therapeutic foods will be understood in moralistic terms. Bioethicists and others should be sensitive to the implicit normative appeals that are often embedded in the language of what is “natural” and “unnatural”