Review Article Socio-economic determinants of micronutrient intake and status in Europe: a systematic review

Objective To provide the evidence base for targeted nutrition policies to reduce the risk of micronutrient/diet-related diseases among disadvantaged populations in Europe, by focusing on: folate, vitamin B-12, Fe, Zn and iodine for intake and status; and vitamin C, vitamin D, Ca, Se and Cu for intake. Design MEDLINE and Embase databases were searched to collect original studies that: (i) were published from 1990 to 2011; (ii) involved gt 100 subjects; (iii) had assessed dietary intake at the individual level; and/or (iv) included best practice biomarkers reflecting micronutrient status. We estimated relative differences in mean micronutrient intake and/or status between the lowest and highest socio-economic groups to: (i) evaluate variation in intake and status between socio-economic groups; and (ii) report on data availability. Setting Europe. Subjects Children, adults and elderly. Results Data from eighteen publications originating primarily from Western Europe showed that there is a positive association between indicators of socio-economic status and micronutrient intake and/or status. The largest differences were observed for intake of vitamin C in eleven out of twelve studies (5-47 %) and for vitamin D in total of four studies (4-31 %). Conclusions The positive association observed between micronutrient intake and socio-economic status should complement existing evidence on socio-economic inequalities in diet-related diseases among disadvantaged populations in Europe. These findings could provide clues for further research and have implications for public health policy aimed at improving the intake of micronutrients and diet-related diseases

Metaphor-based algebra animation

We investigated whether dynamical animations with visualizations based on metaphorical linking are more effective for grasping algebraic manipulations than static animations. The question is whether and how ideas from conceptual metaphor theory, in particular, embodied cognition, can be drawn to positively contribute to the design of effective animations for visualizing algebraic manipulations. In classroom tests, grade-7 students watched an animated video on algebraic manipulation, either with dynamic visualization, a visualized person dynamically performing the manipulations, or a more static video not based on those ideas. For higher-level students with some pre-knowledge of algebra, we found a small positive effect for dynamic and dynamic embodied videos. For lower-level students with no pre-knowledge of algebra, the embodied animation turned out to be adverse effective

Metaphor-based algebra animation

We investigated whether dynamical animations with visualizations based on metaphorical linking are more effective for grasping algebraic manipulations than static animations. The question is whether and how ideas from conceptual metaphor theory, in particular, embodied cognition, can be drawn to positively contribute to the design of effective animations for visualizing algebraic manipulations. In classroom tests, grade-7 students watched an animated video on algebraic manipulation, either with dynamic visualization, a visualized person dynamically performing the manipulations, or a more static video not based on those ideas. For higher-level students with some pre-knowledge of algebra, we found a small positive effect for dynamic and dynamic embodied videos. For lower-level students with no pre-knowledge of algebra, the embodied animation turned out to be adverse effective