The urinary phenolic acid profile varies between younger and older adults after a polyphenol-rich meal despite limited differences in in vitro colonic catabolism

Purpose: To investigate whether age influences colonic polyphenol metabolism. Methods: Healthy participants, younger (n = 8; 23–43 years) and older (n = 13; 51–76 years), followed a 3-day low-polyphenol diet (LPD) and a 3-day high-polyphenol diet (HPD). Urinary phenolic acids (PA), short chain fatty acids (SCFA), pH and gas were monitored, alongside selected colonic bacteria. Human faecal in vitro fermentations of rutin with or without raftiline were used to evaluate the gut microbiota capacity in a subset of both groups. Results: Total urinary PA were higher in the older group after HPD compared to the younger group (1.5-fold; p = 0.04), with no difference between groups in terms of a change between diets (Δ high-low diet). While 17 PA were detected in all younger participants after HPD, a narrower range (n = 8 to 16 PA) was detected in most (n = 9/13) older participants, with lower level of benzoic acid (19-fold; p = 0.03), vanillic acid (4.5-fold; p = 0.04) but higher hippuric acid (2.7-fold; p = 0.03). Faecal SCFA concentration did not change after HPD within group, with similar differential excretion (Δ high-low diet) between groups. There were no differences between groups for faecal pH, total, faecal bacteria including Flavonifractor plautii, bifidobacteria, and bacteroides. In human in vitro faecal fermentations, seven PAs were detected in both groups after 24 h of rutin fermentation, with no quantitative and modest qualitative differences between groups. Total SCFA in faecal fermentation did not differ between groups, except for butyric acid (twofold higher in the older group; p = 0.009) when rutin was fermented with raftiline over 24 h. Conclusions: Urinary phenolic acids were less diverse in older participants despite limited difference in functional capacity of in vitro faecal fermentations

Developing a Research Culture and Scholarship Plan in Information Studies

Information research may take many forms. When the researchers are situated within an information technology faculty, there is a natural orientation towards the technology and the systems that make possible the use of the technology. Despite this, a focus on information itself and its effective utilisation can be achieved in an environment that may otherwise be more concerned with the technology than the information that the technology carries. This focus can contribute to research that has a systems orientation, as well as both foster and be fostered by interdisciplinary work in areas such as education, management and psychology. Here we explain the development of a research program in ‘information use’ within the Socio-technical systems theme of the School of Information Systems at QUT. Our emphasis is on the processes – research supervision, industry linkage, consultancy, grant development, conference contribution and publication - that have advanced the development of the research group. We also provide a summary of research projects in the form of models that are being developed to help illuminate the research frameworks

To separate, or not to separate: how playscripts are found in library collections

Using results from a survey distributed to public, school, and academic libraries, this poster shows how libraries treat their playscripts within the collection and where they are housed, including any electronic collections providing online access. Many attendees, whether TLA or MLA, are tasked with the responsibility of collection development for Theatre Arts. This data is relevant in helping librarians see how their practices compare to others and enlighten the community at large. Drawing upon the survey and literature review, this poster may additionally provide important information for advocating the role the library serves for this discipline.NoMax Chambers Librar

Women\u27s risk perception and sexual victimization: A review of the literature

This article reviews empirical and theoretical studies that examined the relationship between risk perception and sexual victimization in women. Studies examining women\u27s general perceptions of risk for sexual assault as well as their ability to identify and respond to threat in specific situations are reviewed. Theoretical discussions of the optimistic bias and cognitive–ecological models of risk recognition are discussed in order to account for findings in the literature. Implications for interventions with women as well as recommendations for future research are provided

Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice

Pedagogical talk in classroom lessons forms the dynamism of teaching and learning. Understanding how talk functions and influences learning in highly nuanced ways is a fundamental matter for understanding professional practice, and indeed teacher efficacy. However, it is often the case that preservice teacher’s (PSTs) explicit knowledge about the role of dialogue for accomplishing lessons hovers above understanding and enacting a repertoire of talk moves that ‘actively’ promotes student learning and agency. Indeed, both a meta-awareness of dialogic approaches to teaching, and a metalanguage language for talking about talk in lessons, is generally limited to cursory knowings focused on questioning. Arguably, this limitation has the potential to restrict student learning when PSTs begin their teaching careers. The chapter draws on a three-year empirical study conducted in a teacher education faculty in rural Australia. The study centred on supporting PSTs understand dialogicality as core to teaching and to practise enacting quality pedagogical dialogues in classrooms with students. Specifically, this chapter argues that to be productive it is necessary for PSTs to understand, develop and practise a repertoire of interactive talk moves that treat student contributions in discussions as critical for the accomplishment of productive learning experiences

Mindful Teachers: Case Studies of Intermediate Teachers and Their Mindful Teaching Practices

For generations, educational philosophers, parents, business people, and practitioners have argued that public schools promote mindless standardization that stifles creativity, curiosity, and enthusiasm for learning. The case has been made that instead of mindlessness, schools should be a place where mindful individuals can flourish. Langer (1989, 1997) described mindful individuals as displaying the following characteristics: (a) openness to novelty, (b) alertness to distinction, (c) sensitivity to different contexts, (d) awareness of multiple perspectives, and (e) orientation in the present. Langer (2000) states that mindlessness might be described as a lack of these attributes. The purpose of this research was to paint a picture of mindfulness in education by studying three teachers who have been identified as mindful. This research examined what it means to be a mindful teacher by exploring the teaching practices that three mindful teachers displayed. To accomplish this goal, three intermediate teachers were observed over a three-month period. Interviews and an analysis of classroom documents were also conducted in order to ascertain common teaching practices that mindful teachers share. Longitudinal case studies showed that these three mindful teachers shared several characteristics. First, they emphasized process over outcome in problem solving. Secondly, the teachers gave students choices in the mode they used to complete classroom assignments and choices in the social settings in which these assignments were completed. Thirdly, the teachers all encouraged elaboration of thinking through effective questioning and modeling metacogntive strategies. Lastly, the teachers facilitated a similar classroom atmosphere. Few classroom management or behavior issues were noted. Emphasis was placed on building relationships with students, creating an atmosphere of fun, and having the ability to attend to multiple tasks at one time. Encouraging mindful teaching practices would have many implications on the field of education. These implications include: (a) a change in assessment practices from a linear standardized based assessment to a more open ended assessment, (b) an alignment of mindfulness with current constructivist theories and instructional practices, and (c) encouraging faculty and staff in higher education to develop relationships and connections with each other and their students

The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices

Amidst constant waves of research seeking to understand and improve pedagogical practices in schools, this chapter positions pedagogy as social practice rather than a more commonly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold discursively through language and sequences of time, and how they are interwoven (enmeshed or entangled) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of pedagogical practice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the flow of instruction