CoQ10 conveys protection from oxidative stress in plasma but not skeletal muscle

Coenzyme Q10 (CoQ10) is commonly consumed as an antiaging supplement at doses of 30&ndash;210 mg/day. The aim of the study was to determine if CoQ10 alters markers of antioxidant status, oxidative damage, and gene expression in aging skeletal muscle. Female guinea pigs aged 26 months were supplemented for 6 weeks with CoQ10 at a human equivalent dose of 10 mg/kg/day. Body weight, plasma CoQ10 concentration, and WBC DNA abasic sites were measured at weeks 0, 2, 4, and 6 of the supplementation period. At the end of supplementation, concentrations of skeletal muscle CoQ10, glutathione, malondialdehyde, protein carbonyls, DNA abasic sites, activities of catalase and glutathione peroxidase, and the gene expression of cyctochrome c oxidase subunits were measured. Dietary supplementation with CoQ10 elevated plasma CoQ10 levels (pre 73 &plusmn; 3 nmol/L, post 581 &plusmn; 15 nmol/L, P &lt; 0.05) and decreased abasic sites in WBC DNA (pre 16.8 &plusmn; 0.5 Ap/100000 bp, post 9.7 &plusmn; 0.4 Ap/100000 bp, P &lt; 0.05). In contrast, all of the measures made in skeletal muscle were not different between groups (P &gt; 0.05). These results indicate that dietary supplementation with CoQ10 at a dose of 10 mg/kg/day may be capable of increasing antioxidant protection and reducing oxidative damage in the plasma, but may have no effect in skeletal muscle.<br /

The effect of short-term canola oil ingestion on oxidative stress in the vasculature of stroke-prone spontaneously hypertensive rats

Background: This study aimed to determine if 25 days of canola oil intake in the absence of excess dietary salt or together with salt loading affects antioxidant and oxidative stress markers in the circulation. A further aim was to determine the mRNA expression of NADPH oxidase subunits and superoxide dismutase (SOD) isoforms in the aorta of stroke-prone spontaneously hypertensive (SHRSP) rats.Methods: Male SHRSP rats, were fed a defatted control diet containing 10% wt/wt soybean oil or a defatted treatment diet containing 10% wt/wt canola oil, and given tap water or water containing 1% NaCl. Blood was collected at the end of study for analysis of red blood cell (RBC) antioxidant enzymes, RBC and plasma malondialdehyde (MDA), plasma 8-isoprostane and plasma lipids. The aorta was removed and the mRNA expression of NOX2, p22phox, CuZn-SOD, Mn-SOD and EC-SOD were determined.Results: In the absence of salt, canola oil reduced RBC SOD and glutathione peroxidase, and increased total cholesterol and LDL cholesterol compared with soybean oil. RBC glutathione peroxidase activity was significantly lower in both the salt loaded groups compared to the soybean oil only group. In addition, RBC MDA and plasma HDL cholesterol were significantly higher in both the salt loaded groups compared to the no salt groups. Plasma MDA concentration was higher and LDL cholesterol concentration lower in the canola oil group loaded with salt compared to the canola oil group without salt. The mRNA expression of NADPH oxidase subunits and SOD isoforms were significantly reduced in the canola oil group with salt compared to canola oil group without salt.Conclusion: In conclusion, these results indicate that canola oil reduces antioxidant status and increases plasma lipids, which are risk factors for cardiovascular disease. However, canola oil in combination with salt intake increased MDA, a marker of lipid peroxidation and decreased NAPDH oxidase subunits and aortic SOD gene expression.<br /

Differential effects of dietary canola and soybean oil intake on oxidative stress in stroke-prone spontaneously hypertensive rats

Background: Canola oil shortens the life span of stroke-prone spontaneously hypertensive (SHRSP) rats compared with rats fed soybean oil when given as the sole dietary lipid source. One possible mechanism leading to the damage and deterioration of organs due to canola oil ingestion is oxidative stress. This study investigated the effect of canola oil intake on oxidative stress in this animal model.Method: Male SHRSP rats, were fed a defatted control diet containing 10% wt/wt soybean oil or a defatted treatment diet containing 10% wt/wt canola oil, and given water containing 1% NaCl. Blood pressure was measured weekly. Blood was collected prior to beginning the diets and at the end of completion of the study for analysis of red blood cell (RBC) antioxidant enzymes, RBC and plasma malondialdehyde (MDA), plasma 8- isoprostane and plasma lipids.Results: Canola oil ingestion significantly decreased the life span of SHRSP rats compared with soybean oil, 85.8 &plusmn; 1.1 and 98.3 &plusmn; 3.4 days, respectively. Systolic blood pressure increased over time with a significant difference between the diets at the 6th week of feeding. Canola oil ingestion significantly reduced RBC superoxide dismutase, glutathione peroxidase and catalase activities, total cholesterol and low-density lipoprotein cholesterol compared with soybean oil. There were no significant differences in RBC MDA concentration between canola oil fed and soybean oil fed rats. In contrast, plasma MDA and 8-isoprostane concentration was significantly lower in the canola oil group compared to the soybean oil group.Conclusion: In conclusion, canola oil ingestion shortens the life span of SHRSP rats and leads to changes in oxidative status, despite an improvement in the plasma lipids.<br /

Transformation of Cookbook Practicals into Inquiry Oriented Learning

Educators are being implored to revitalise science teaching by engaging students as active participants in science, encouraging curiosity and linking the classroom to the real world. We introduced a 5-week team-based inquiry oriented learning project into a first-semester advanced human physiology program to replace four stand-alone exercise physiology cookbook laboratories. The project was designed to promote fundamental research skill development (hypotheses, aims, data presentation in the form of graphs, and conclusions) and foster authentic collaboration between students. Student-teams designed simple experiments, collected and statistically analysed data, and presented the results in scientific format. The project significantly (

STEM students see the value of LinkedIn as a career development tool and continue to use it in the long-term post-assignment

Some empirical case studies provide support for using LinkedIn as a 21st century career development tool; however, little is known about the long-term impact on students’ use of LinkedIn. A LinkedIn assignment was implemented in a third-year subject taken by students in non-specialist science, technology, engineering and mathematics (STEM) degrees. The study aimed to determine: 1) Student use of LinkedIn prior to, and during the four months after the assignment was completed; 2) Student intentions to use LinkedIn as a career development tool in the long-term future; 3) Student perceptions of a LinkedIn assignment and associated employability skills; 4) Changes to students’ LinkedIn profiles and professional connections in the two years following completion of the assignment. Four months after the assignment, students completed an anonymous and voluntary questionnaire comprised of open-ended and Likert-scale questions. Descriptive statistical analysis was conducted on the Likert-scale responses and content analysis was conducted on the open-ended responses. Students’ LinkedIn profiles were analysed upon completion of the assignment and two years post-assignment to determine changes during this time. Students saw value in the assignment and LinkedIn as a career development tool, and many thought they had developed skills in building a connected identity and social network literacy. Students were less confident in their ability to build and engage with professional networks, although they thought this was important. Most students continued to use LinkedIn in the two years post-assignment. In conclusion, a LinkedIn assignment is an effective career development tool for students in non-specialist STEM degrees

A career research module promotes career exploration and understanding of the labour market and transferable skills

Students, the public, and government expect university graduates to find meaningful employment and contribute to the economic and social prosperity of society. Universities have a responsibility to support students to develop their career management skills. An assessed career research module was embedded into a second-year human physiology subject taken by students in health-science related undergraduate STEM degrees. Students conducted research on the logistics of entering their preferred career, the Australian labour market for this career, and the transferable skills and personal attributes required. They communicated their learnings in a video and completed reflection activities comprised of Likert-scale and open-ended questions. The aims of this study were to determine students’: 1) ability to research the logistics of entering their preferred career and the labour market; 2) perceptions of the most important skills and attributes for their preferred career, and development of these; 3) perceptions of module activities and career planning, and perceived career management skills. To address the aims of the study, 265 student videos and reflection activities were analysed. Results indicate that the module supported students in gaining career management skills that were a focus of the curriculum. Most students identified their current university course as the main way they were developing important skills and attributes, with their course, volunteering and further study the main ways they planned to continue skill and attribute development. In conclusion, a career research module is an effective career development tool for students in a range of undergraduate courses

A model of investigative project work to teach research skills to students studying advanced human physiology and lead them into a culture of professional practice

Leading biological and life-sciences experts recently put out a call to educators to action change in the way we deliver undergraduate biology education worldwide. Overall, the plea urged educators to engage students as active participants in the scientific process so they could be better prepared for the biology-related challenges of the 21st century (AAAS, 2011). Educators were urged to introduce learning activities designed to enhance core competencies in the sciences such as communication and collaboration, team participation, and visual, written, and oral scientific communication skills (AAAS, 2011). Furthermore, evidence suggests that undergraduate students exposed to authentic research experiences increase their interest in pursuing a graduate career in science (AAAS, 2011), and those students who may not decide to pursue graduate study have reported substantial gains in their understanding of research and the scientific process, laboratory skills, and their resilience (Lopatto, 2007). Designed from a constructivist approach, we introduced a model of investigative project work in human physiology into a final-year human biosciences capstone program designed for approximately 100 students. To encourage the utmost of authenticity, students were required to take on the role of a scientist in its entirety across a semester-long independent research project. Students self-selected their teams of 5-6 members, and each team was assigned a staff member who acted as an advisor for the project. This support system was adopted as it has been reported that students can become anxious in situations when teaching styles are excessively student-centred and lack structure, guidance, and support (Felder & Brent, 1996). Students decided on a research topic, read the relevant literature, and developed a research question and hypothesis. Students subsequently submitted a research proposal which comprised of the following: project overview (title, hypothesis, aim, experiment design, statistical analysis, and methods), ethical considerations, team member tasks, resources required, schedule for data collection, and information and consent forms. Advisors provided feedback on the proposal and made suggestions for fine-tuning the study where necessary. Data collection occurred over a 2-3 week period; all students were required to act as a participant for their own team and another team; advisors were present to assist students when required. After statistical analysis was completed teams worked together on preparing a team poster in the same format as for an annual meeting for The Physiological Society. Individually students worked on a 1200-1500 word journal article in the same format as for The Journal of Physiology, and an oral presentation in the same format as for an annual meeting for The Physiological Society. Effective communication is an essential skill for all scientists, and it is suggested that practicing the communication of science through a variety of formal and informal written, visual, and oral methods should a standard part of undergraduate education (AAAS, 2011). Preliminary evidence indicates that the project promotes the development of scientific research skills, and as such, helps lead the students into a culture of professional practice. We believe that the model described could be adapted by academics across a range of science disciplines

Informational interviews help undergraduate students at the mid-point of non-vocational STEM degrees confirm their career aspirations

Higher education institutions are expected to produce career-ready graduates who are equipped for the challenges of the 21st century. Employability experts argue that this can be achieved by integrating career development learning (CDL) into the curriculum. The informational interview helps students learn more about a career by interviewing a professional working in a field of interest, and helps students to make decisions regarding their career plans. The aims of the study were to determine students’: 1) preferred career paths and career identity at the midpoint of their non-vocational degree; 2) experiences and perceptions of an informational interview module. An informational interview module was embedded into a second-year human biosciences subject taken by students in undergraduate non-specialist health-related STEM degrees. Students indicated their preferred career, learned about informational interviews, and conducted an interview with a professional working in the field they wished to enter. After the interview, students completed reflection activities, responding to open-ended and Likert-scale questions. 91 student reflections were analysed to determine students’ career identity, and their experiences and perceptions of the module. Descriptive statistical analysis was conducted on Likert-scale answers and inductive thematic analysis was conducted on open-ended answers. Students’ career preferences were wide-ranging, with allied health the most popular. Career identity was reasonably well established in this cohort. The student experience was overall positive, and students’ thought the module was useful in supporting their career planning and career development. In conclusion, an informational interview assignment is an effective career development tool for human biosciences students

BACK TO THE FUTURE: FACILITATING ASSESSMENT DESIGN, COLLABORATION, AND OUTCOMES ALIGNMENT WITH AN ASSESSMENT FRAMEWORK

Aligning assessment questions to content and process variables is a collaborative activity. Robust practice requires participants to first make an individual judgement about the alignment, and then share their judgements and adjust them to work towards building consensus. In this workshop, attendees will participate in an interactive activity using the Australian Council for Educational Research's Swift platform to judge exam questions against the content and process variables of an assessment framework and then build consensus as a group. This will inform academics how they can use the framework in their own practice and within their own institution. People from any disciplinary background are welcome to join us. We will be using life science example questions, but it will only be necessary to understand the intent of the question, not be able to answer it

a-Tocopherol and a-Lipoic Acid Enhance the Erythrocyte Antioxidant Defence in Cyclosporine A-Treated Rats

Abstract: The aim of this study was to determine the effects of dietary antioxidant supplementation with a-tocopherol and a-lipoic acid on cyclosporine A (cyclosporine)-induced alterations to erythrocyte and plasma redox balance. Rats were randomly assigned to either control, antioxidant (a-tocopherol 1000 IU/kg diet and a-lipoic acid 1.6 g/kg diet), cyclosporine (25 mg/kg/day), or cyclosporine π antioxidant treatments. Cyclosporine was administered for 7 days after an 8 week feeding period. Plasma was analysed for a-tocopherol, total antioxidant capacity, malondialdehyde, and creatinine. Erythrocytes were analysed for glutathione, methaemoglobin, superoxide dismutase, catalase, glutathione peroxidase, glucose-6-phosphate dehydrogenase, a-tocopherol and malondialdehye. Cyclosporine administration caused a significant decrease in superoxide dismutase activity (PϽ0.05 control versus cyclosporine) and this was improved by antioxidant supplementation (PϽ0.05 cyclosporine versus cyclosporine π antioxidant; PϽ0.05 control versus cyclosporine π antioxidant). Animals receiving cyclosporine and antioxidants showed significantly increased (PϽ0.05) catalase activity compared to both groups not receiving cyclosporine. Cyclosporine administration induced significant increases in plasma malondialdehyde and creatinine concentration (PϽ0.05 control versus cyclosporine). Antioxidant supplementation prevented the cyclosporine induced increase in plasma creatinine (PϽ0.05 cyclosporine versus cyclosporine π antioxidant; PϾ0.05 control versus cyclosporine π antioxidant), however, supplementation did not alter the cyclosporine induced increase in plasma malondialdehyde concentration (PϾ0.05 cyclosporine versus cyclosporine π antioxidant). Antioxidant supplementation resulted in significant increases (PϽ0.05) in plasma and erythrocyte a-tocopherol in both of the supplemented groups compared to non-supplemented groups. In conclusion, dietary supplementation with a-tocopherol and a-lipoic acid enhanced the erythrocyte antioxidant defence and reduced nephrotoxicity in cyclosporine treated animals