The cholesterol-lowering effect of guar gum is not the result of a simple diversion of bile acids toward fecal excretion

The effects of partially hydrolyzed, nonviscous, guar gum (PHGG) on cholesterol metabolism and digestive balance have been compared with those of native guar gum (GUAR) in rats adapted to 0.4% cholesterol diets. Both types of guar gum elicited acidic fermentations in the large intestine, but only GUAR effectively lowered plasma cholesterol (P<0.001), chiefly in the triglyceride-rich lipoprotein fraction. The biliary bile acid excretion was significantly enhanced in rats fed GUAR (P<0.05), as well as the intestinal and cecal bile acid pool (P<0.001). In rats fed GUAR and to a lesser extent in those fed PHGG, the fecal excretion of bile acids and neutral sterol was higher than in controls (P<0.01). The digestive balance (cholesterol intake-steroid excretion) was positive in control rats (+47 μmol/d), whereas it was negative in rats fed GUAR (−20 μmol/d), which could involve a higher rate of endogenous cholesterol synthesis. In rats fed PHGG, the steroid balance remained slightly positive. Liver 3-hydroxy-3-methylglutaryl-CoA (HMG-CoA) reductase activity was very low (22 pmol/min/mg protein), owing to cholesterol supplementation, in control rats or in rats fed PHGG, whereas it was markedly higher (+463%) in rats fed GUAR. In conclusion, even if PHGG does alter some parameters of the enterohepatic cycle of cholesterol and bile acids, its effects are not sufficient to elicit a significant cholesterol-lowering effect. The intestinal (ileal or cecal) reabsorption of bile acids was not reduced, but rather increased, by GUAR; nevertheless the intestinal capacities of reabsorption were overwhelmed by the enlargement of the digestive pool of bile acids. In the present model, induction of HMG-CoA reductase probably takes place in the presence of elevated portal bile acid concentrations.     

Controlled destruction of residual crosslinker in a silicone elastomer for drug delivery

In drug delivery systems that use silicone elastomers as a diffusion matrix for the active drug, it is common to crosslink the material by the hydrosilylation reaction. In this platinum‐catalyzed reaction, vinyl groups on a polymer add to the methyl siloxane hydride (MHS) groups on a low molecular mass crosslinker. With an excess of crosslinker, a fast curing is achieved and a fully crosslinked material is formed. Unreacted MHS groups were shown to remain in the elastomer after curing because of the excess crosslinker. In this work, a simple procedure was developed to eliminate the unreacted MHS groups from the final product. We found that storage of the product at +40°C and 75% relative humidity for a few weeks will effectively destroy the residual MHS groups in the elastomer. The effects of varying levels of humidity, oxygen, and temperature on this postcuring procedure were studied. The amount of MHS groups was measured with NMR and IR spectroscopy. We also found that the hardness of the material increased by approximately 25% as a consequence of this postcuring treatment. This increase is probably due to a secondary crosslinking reaction between MHS and silanol groups. Heat treatment at higher temperatures led to an even further increase in the hardness and compression modulus. Because no MHS groups remained in the elastomer when this heat treatment was started, it is apparent that another secondary crosslinking reaction is occurring, probably silanol condensation. © 2002 Wiley Periodicals, Inc. J Appl Polym Sci 84: 2254–2264, 2002     

Influence of the preparation conditions on the properties of gold catalysts for the oxidation of glucose

In this work, two deposition–precipitation methods for the preparation of gold catalysts for glucose oxidation were investigated. Thus far, gold colloids immobilized on carbon have been used for catalytic glucose oxidation, but the long-term stability of these systems was not sufficient. To improve the long-term stability we used the deposition–precipitation methods using NaOH (DP NaOH) or urea (DP urea) as precipitation agents as they were described by Haruta and Dekkers, respectively, using alumina as a support material. With these methods, it was possible to prepare highly active and selective catalysts which showed an excellent long-term stability. DP urea was found to be the preferred method, because in contrast to DP NaOH, no losses of gold occurred during the preparation, and it was possible to adjust various gold contents up to 10 wt% Au.     

'Tacitus' project: identifying multi-sensory perceptions in creative 3D practice for the development of a haptic computing system for applied artists

This paper outlines the major motivating factors concerning a novel collaborative project between Edinburgh College of Art and Edinburgh Virtual Environment Centre. The Tacitus project will investigate the use of multi-modal virtual environments, specifically, the haptic (touch) modality, with regards to the creative processes employed by designers working within the field of applied arts. The salient areas of research are described, and the methods by which information regarding these areas will be obtained are considered. Initial investigations have revealed a strong need to mimic the traditional applied artists' workspaces, with co-location of visual and haptic cues a priority.     

Être à l’écoute des élèves : un incontournable dans la classe de mathématiques

Abstract

This article examines a unique professional development initiative in mathematics teaching that focuses on the design and field testing of pedagogical resources for primary teachers. We examine a particular aspect of the project—namely, helping teachers move from a model centred on explanation and repetitive exercises to an approach centred on listening and responding to students' thinking. In particular, the initiative emphasizes the important role played by students’ reasoning in the construction of their own computational algorithms. This analysis provides evidence that professional development that aims to deepen understanding of students’ mathematical thinking, that provides resources to support the implementation of new teaching strategies, and that strives to establish a collaborative environment enables educators to gain confidence and to develop expertise in their interactions with students in the context of problem solving.     

Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract

Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How teachers use authentic assessment, the problems they encounter, and the theoretical and practical issues that emerge are all questions that require exploration and understanding.     

Ready steady push--a study of the role of arm posture in manual exertions

This study investigated arm posture and hand forces during bi-manual pushing. Nine male and eight female participants performed isometric exertions at two reach distances (0 and elbow-grip) and six different positions of the hand interface (handle), defined by the plane (longitudinal, lateral, horizontal) and orientation (0 degrees and 45 degrees). Electrogoniometer instruments were used to measure the displacements/postures of the wrist and elbow joints and the forearm, and force measuring strain gauges were used to measure the exerted hand forces (x-, y- and z-components). The results showed that ability to vary arm posture, particularly the forearm, is important during build up of force and that people tend to seek for a balance in the forces applied at the hands by exerting more in the vertical direction. Also, lateral plane handle positions permitted exertion of greater forces than longitudinal and horizontal plane positions.     

The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project

Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.