Associations of iron metabolism genes with blood manganese levels: a population-based study with validation data from animal models

<p>Abstract</p> <p>Background</p> <p>Given mounting evidence for adverse effects from excess manganese exposure, it is critical to understand host factors, such as genetics, that affect manganese metabolism.</p> <p>Methods</p> <p>Archived blood samples, collected from 332 Mexican women at delivery, were analyzed for manganese. We evaluated associations of manganese with functional variants in three candidate iron metabolism genes: <it>HFE </it>[hemochromatosis], <it>TF </it>[transferrin], and <it>ALAD </it>[δ-aminolevulinic acid dehydratase]. We used a knockout mouse model to parallel our significant results as a novel method of validating the observed associations between genotype and blood manganese in our epidemiologic data.</p> <p>Results</p> <p>Percentage of participants carrying at least one copy of <it>HFE C282Y</it>, <it>HFE H63D</it>, <it>TF P570S</it>, and <it>ALAD K59N </it>variant alleles was 2.4%, 17.7%, 20.1%, and 6.4%, respectively. Percentage carrying at least one copy of either <it>C282Y </it>or <it>H63D </it>allele in <it>HFE </it>gene was 19.6%. Geometric mean (geometric standard deviation) manganese concentrations were 17.0 (1.5) μg/l. Women with any <it>HFE </it>variant allele had 12% lower blood manganese concentrations than women with no variant alleles (β = -0.12 [95% CI = -0.23 to -0.01]). <it>TF </it>and <it>ALAD </it>variants were not significant predictors of blood manganese. In animal models, <it>Hfe</it>^-/-mice displayed a significant reduction in blood manganese compared with <it>Hfe</it>^+/+mice, replicating the altered manganese metabolism found in our human research.</p> <p>Conclusions</p> <p>Our study suggests that genetic variants in iron metabolism genes may contribute to variability in manganese exposure by affecting manganese absorption, distribution, or excretion. Genetic background may be critical to consider in studies that rely on environmental manganese measurements.</p

Emotional over- and under-eating in early childhood are learned not inherited

Emotional overeating (EOE) has been associated with increased obesity risk, while emotional undereating (EUE) may be protective. Interestingly, EOE and EUE tend to correlate positively, but it is unclear whether they reflect different aspects of the same underlying trait, or are distinct behaviours with different aetiologies. Data were from 2054 five-year-old children from the Gemini twin birth cohort, including parental ratings of child EOE and EUE using the Child Eating Behaviour Questionnaire. Genetic and environmental influences on variation and covariation in EUE and EOE were established using a bivariate Twin Model. Variation in both behaviours was largely explained by aspects of the environment completely shared by twin pairs (EOE: C = 90%, 95% CI: 89%-92%; EUE: C = 91%, 95% CI: 90%-92%). Genetic influence was low (EOE: A = 7%, 95% CI: 6%-9%; EUE: A = 7%, 95% CI: 6%-9%). EOE and EUE correlated positively (r = 0.43, p < 0.001), and this association was explained by common shared environmental influences (BivC = 45%, 95% CI: 40%-50%). Many of the shared environmental influences underlying EUE and EOE were the same (rC = 0.50, 95% CI: 0.44, 0.55). Childhood EOE and EUE are etiologically distinct. The tendency to eat more or less in response to emotion is learned rather than inherited

Simulation of the discharge propagation in a capillary tube in air at atmospheric pressure

International audienceThis paper presents simulations of an air plasma discharge at atmospheric pressure initiated by a needle anode set inside a dielectric capillary tube. We have studied the influence of the tube inner radius and its relative permittivity ε r on the discharge structure and dynamics. As a reference, we have used a relative permittivity ε r = 1 to study only the influence of the cylindrical constraint of the tube on the discharge. For a tube radius of 100 µm and ε r = 1, we have shown that the discharge fills the tube during its propagation and is rather homogeneous behind the discharge front. When the radius of the tube is in the range 300 to 600 µm, the discharge structure is tubular with peak values of electric field and electron density close to the dielectric surface. When the radius of the tube is larger than 700 µm, the tube has no influence on the discharge which propagates axially. For a tube radius of 100 µm, when ε r increases from 1 to 10, the discharge structure becomes tubular. We have noted that the velocity of propagation of the discharge in the tube increases when the front is more homogeneous and then, the discharge velocity increases with the decrease of the tube radius and ε r. Then, we have compared the relative influence of the value of tube radius and ε r on the discharge characteristics. Our simulations indicate that the geometrical constraint of the cylindrical tube has more influence than the value of ε r on the discharge structure and dynamics. Finally, we have studied the influence of photoemission processes on the discharge structure by varying the photoemission coefficient. As expected, we have shown that photoemission, as it increases the number of secondary electrons close to the dielectric surface, promotes the tubular structure of the discharge

Common etiological architecture underlying reward responsiveness, externally driven eating behaviors, and BMI in childhood: findings from the Gemini twin cohort

BACKGROUND: Studies have reported that impulsivity predicts childhood BMI and that the association is mediated by eating behaviors. One aspect of impulsivity-potentially crucial in the obesity context-is reward responsiveness, which may predispose to responsiveness to palatable food cues. The behavioral susceptibility theory hypothesizes that genetic susceptibility to obesity operates partly via genetically determined differences in appetite regulation. Reward responsiveness may therefore be one of the neuro-endophenotypes that mediates genetic susceptibility to obesity. OBJECTIVE: To test whether reward responsiveness, eating behaviors, and child BMI share common genetic architecture. METHODS: We examined reward responsiveness, eating behaviors, and BMI in 5-year-old children from Gemini, a UK birth cohort of 2402 twin pairs born in 2007. All measures were collected by parent report. Reward responsiveness was derived from the Behavioral Approach System. Compulsion to eat and eating for pleasure was measured with the "food responsiveness" scale of the Child Eating Behavior Questionnaire. Wanting to eat in response to environmental food cues was measured with the "external eating" scale of the Dutch Eating Behavior Questionnaire. Maximum-likelihood structural equation modeling was used to establish underlying common genetic and environmental influences. RESULTS: There were significant positive phenotypic correlations between all traits except for reward responsiveness and BMI. Genetic factors explained the majority of the association between food responsiveness and external eating (74%, 95% CI: 61, 87), whereas common shared environmental factors explained the majority of the associations between reward responsiveness with both food responsiveness (55%, 95% CI: 20, 90) and external eating (70%, 95% CI: 39, 100). CONCLUSIONS: Our study demonstrates the importance of common environmental factors in the shared etiology between reward responsiveness and childhood eating behaviors. However, the common etiology underlying both reward responsiveness and BMI is unclear, as there was no phenotypic correlation between reward responsiveness and BMI at this age. Further longitudinal research needs to detangle this complex relationship throughout development

Proposing conditions for assessment efficacy in physical education

In arguing for more comprehensive practice, policy and research considerations of assessment in physical education (PE), this paper outlines and discusses four integrated conditions of assessment efficacy for the development and promotion of productive assessment in PE. These conditions are prefaced by the proposition that quality PE requires the concerted and considered alignment of curriculum, pedagogy and assessment and the inclusion of a primary focus on assessment for learning; authentic, integrated assessment; assurance of construct validity; and socially just approaches to assessment. The conditions themselves are not new, however their integration has been a notable omission from PE literature in the past. Implicit in these conditions is a call for a broadening of the curriculum content of PE and an employment of physical activity as site for learning in multiple domains in addition to its recognition as a learning focus

Exploring PE teachers’ ‘gut feeling’ : An attempt to verbalise and discuss teachers’ internalised grading criteria

Research shows that teachers’ grading is influenced by non-achievement factors in addition to official criteria, such as knowledge and skills. Some grading criteria are internalised by the teacher, who is sometimes unable to verbalise the criteria used and refers to what is called a ‘gut feeling’. Therefore, transparency, validity and reliability are problematic. The aim of this study was to explore which criteria physical education teachers consider important when grading. Such an exploration makes it possible to discuss how the verbalised criteria and the value they are given by the teachers can be understood. Four Year 9 teachers at different Swedish compulsory schools were interviewed using Kelly’s Repertory Grid technique. Among the verbalised criteria, four themes were identified: motivation, knowledge and skills, self-confidence and interaction with others. The teachers sometimes had difficulties predicting which criteria had relevance to the grades given, and the criteria considered important by the teachers were not always reflected in the grade. The verbalised criteria revealed teachers using grades to encourage such student behaviours that helped them to handle the classroom situation and to facilitate students learning. To become cognisant of and develop their grading, methods to verbalise their individual grading criteria were needed, and Kelly’s Repertory Grid technique is one possible option. The results provide discussion points about reasons for the way teachers are grading