Concentrated oat β-glucan, a fermentable fiber, lowers serum cholesterol in hypercholesterolemic adults in a randomized controlled trial

BACKGROUND: Soluble fibers lower serum lipids, but are difficult to incorporate into products acceptable to consumers. We investigated the physiological effects of a concentrated oat β-glucan on cardiovascular disease (CVD) endpoints in human subjects. We also compared the fermentability of concentrated oat β-glucan with inulin and guar gum in a model intestinal fermentation system. METHODS: Seventy-five hypercholesterolemic men and women were randomly assigned to one of two treatments: 6 grams/day concentrated oat β-glucan or 6 grams/day dextrose (control). Fasting blood samples were collected at baseline, week 3, and week 6 and analyzed for total cholesterol, HDL cholesterol, LDL cholesterol, triglycerides, glucose, insulin, homocysteine and C-reactive protein (CRP). To estimate colonic fermentability, 0.5 g concentrated oat β-glucan was incubated in a batch model intestinal fermentation system, using human fecal inoculum to provide representative microflora. Fecal donors were not involved with the β-glucan feeding trial. Inulin and guar gum were also incubated in separate serum bottles for comparison. RESULTS: Oat β-glucan produced significant reduction from baseline in total cholesterol (-0.3 ± 0.1 mmol/L) and LDL cholesterol (-0.3 ± 0.1 mmol/L), and the reduction in LDL cholesterol were significantly greater than in the control group (p = 0.03). Concentrated oat β-glucan was a fermentable fiber and produced total SCFA and acetate concentrations similar to inulin and guar gum. Concentrated oat β-glucan produced the highest concentrations of butyrate at 4, 8, and 12 hours. CONCLUSION: Six grams concentrated oat β-glucan per day for six weeks significantly reduced total and LDL cholesterol in subjects with elevated cholesterol, and the LDL cholesterol reduction was greater than the change in the control group. Based on a model intestinal fermentation, this oat β-glucan was fermentable, producing higher amounts of butyrate than other fibers. Thus, a practical dose of β-glucan can significantly lower serum lipids in a high-risk population and may improve colon health

Molecular mechanisms of EGF signaling-dependent regulation of pipe, a gene crucial for dorsoventral axis formation in Drosophila

During Drosophila oogenesis the expression of the sulfotransferase Pipe in ventral follicle cells is crucial for dorsoventral axis formation. Pipe modifies proteins that are incorporated in the ventral eggshell and activate Toll signaling which in turn initiates embryonic dorsoventral patterning. Ventral pipe expression is the result of an oocyte-derived EGF signal which down-regulates pipe in dorsal follicle cells. The analysis of mutant follicle cell clones reveals that none of the transcription factors known to act downstream of EGF signaling in Drosophila is required or sufficient for pipe regulation. However, the pipe cis-regulatory region harbors a 31-bp element which is essential for pipe repression, and ovarian extracts contain a protein that binds this element. Thus, EGF signaling does not act by down-regulating an activator of pipe as previously suggested but rather by activating a repressor. Surprisingly, this repressor acts independent of the common co-repressors Groucho or CtBP

The History of Preconception Care: Evolving Guidelines and Standards

This article explores the history of the preconception movement in the United States and the current status of professional practice guidelines and standards. Professionals with varying backgrounds (nurses, nurse practitioners, family practice physicians, pediatricians, nurse midwives, obstetricians/gynecologists) are in a position to provide preconception health services; standards and guidelines for numerous professional organizations, therefore, are explored. The professional nursing organization with the most highly developed preconception health standards is the American Academy of Nurse Midwives (ACNM); for physicians, it is the American College of Obstetricians and Gynecologists (ACOG). These guidelines and standards are discussed in detail

Minhas experienciações no espaço tempo da sala de aula: é possível integrar os saberes? Em que condições?

In this survey, done from teaching experience, I intend to discuss about reflexive education as an agent for transformation of daily practice, by finding in higher education, the difficulty of generating new forms of relations, especially regarding the practice of activities in classroom. The research was developed in two stages: first, in relation to my activities with the Postgraduate Program in the Faculdade de Educação and second, in a class composed of 40 students registered in the Atividade de Integração Curricular, the first year of the bachelor of Sistemas de Informação, during the year 2010. Based on the uncertainty of the way to go, the survey search evidences of engaging of the students with the educational relationship. Offer moments of reflection about the dynamics of education with the aim to discuss the production of subjectivities in classroom activities. Within the qualitative perspective, as a matter of field, I used the methodology of researchaction. This technique aims to identify strategies of planned action which are implemented, and then systematically submitted to observation, questioning and transformation. Together, I chose to use the cartography method, which is presented as a way to promote access to that which stimulates thinking, thus tracking what is not relevant to a systemic representation. While this process of reflection and significant buildings asked for students to answer a questionnaire and prepare reports. When I connected the data points have emerged producing voice to thoughts, doubts, fears and expectations of students. I understood how necessary it is to learn to learn, especially in times of uncertainty. Even viewing that the educational system, largely is based on principles of instrumental rationality associated with students experiences in teaching conservative and traditional I see that they have a called to introduce a other order, especially in terms dialogical relations and collective.Neste estudo, realizado a partir de experiências pedagógicas, intenciono problematizar a educação reflexiva como agente de transformação da prática diária, a partir da constatação, na educação superior, da dificuldade de engendrar novas formas de relações, de modo especial no que tange à prática das atividades no espaço tempo da sala de aula. A pesquisa foi elaborada em dois momentos: o primeiro, em relação às minhas atividades junto ao Programa de Pós-Graduação na Faculdade de Educação e, o segundo, em uma turma composta por 40 estudantes matriculados na Atividade de Integração Curricular, do primeiro ano do curso de bacharelado em Sistemas de Informação, durante o ano de 2010. A proposta de estudo, embasada na incerteza do caminho a ser trilhado, busca evidências do engajamento dos estudantes frente à relação educacional. Oportunizei momentos de reflexão acerca da dinâmica educacional, no intuito de problematizar as atividades em sala de aula. Dentro da perspectiva qualitativa, como procedimento de campo, utilizei a metodologia de pesquisa–ação. Nesta procurei mapear estratégias de ação planejada as quais são implementadas e, a seguir, sistematicamente submetidas à observação, problematização e transformação. Conjuntamente, optei por utilizar o método cartográfico, o qual se apresentou como um caminho para promover o acesso àquilo que estimula o pensar, possibilitando o acompanhamento ao que foge a uma representação sistêmica. Em meio a esse processo de significativas reflexões e construções solicitei aos estudantes responderem um questionário e elaborarem relatos. Ao relacionar os dados, emergiram aspectos produzindo voz a pensamentos, dúvidas, medos e expectativas dos estudantes. Compreendi o quão necessário é aprender a aprender, de modo especial, em tempos de incertezas. Mesmo verificando que o sistema educacional, em grande parte, é baseado em princípios de racionalidade instrumental associados às experiências dos estudantes em atividades de ensino conservador e tradicional, percebo que estes apresentam um apelo à introdução de outra ordem, principalmente, no que tange às relações dialógicas e coletivas