A short screener is valid for assessing mediterranean diet adherence among older spanish men and women

Ensuring the accuracy of dietary assessment instruments is paramount for interpreting diet-disease relationships. The present study assessed the relative and construct validity of the 14-point Mediterranean Diet Adherence Screener (MEDAS) used in the Prevencio´n con Dieta Mediterra´nea (PREDIMED) study, a primary prevention nutrition-intervention trial. A validated FFQ and the MEDAS were administered to 7146 participants of the PREDIMED study. The MEDASderived PREDIMED score correlated significantly with the corresponding FFQ PREDIMED score (r = 0.52; intraclass correlation coefficient = 0.51) and in the anticipated directions with the dietary intakes reported on the FFQ. Using Bland Altman"s analysis, the average MEDAS Mediterranean diet score estimate was 105% of the FFQ PREDIMED score estimate. Limits of agreement ranged between 57 and 153%. Multiple linear regression analyses revealed that a higher PREDIMED score related directly (P , 0.001) to HDL-cholesterol (HDL-C) and inversely (P , 0.038) to BMI, waist circumference, TG, the TG:HDL-C ratio, fasting glucose, and the cholesterol:HDL-C ratio. The 10-y estimated coronary artery disease risk decreased as the PREDIMED score increased (P , 0.001). The MEDAS is a valid instrument for rapid estimation of adherence to the Mediterranean diet and may be useful in clinical practice.

A short screener is valid for assessing mediterranean diet adherence among older spanish men and women

Ensuring the accuracy of dietary assessment instruments is paramount for interpreting diet-disease relationships. The present study assessed the relative and construct validity of the 14-point Mediterranean Diet Adherence Screener (MEDAS) used in the Prevencio´n con Dieta Mediterra´nea (PREDIMED) study, a primary prevention nutrition-intervention trial. A validated FFQ and the MEDAS were administered to 7146 participants of the PREDIMED study. The MEDASderived PREDIMED score correlated significantly with the corresponding FFQ PREDIMED score (r = 0.52; intraclass correlation coefficient = 0.51) and in the anticipated directions with the dietary intakes reported on the FFQ. Using Bland Altman"s analysis, the average MEDAS Mediterranean diet score estimate was 105% of the FFQ PREDIMED score estimate. Limits of agreement ranged between 57 and 153%. Multiple linear regression analyses revealed that a higher PREDIMED score related directly (P , 0.001) to HDL-cholesterol (HDL-C) and inversely (P , 0.038) to BMI, waist circumference, TG, the TG:HDL-C ratio, fasting glucose, and the cholesterol:HDL-C ratio. The 10-y estimated coronary artery disease risk decreased as the PREDIMED score increased (P , 0.001). The MEDAS is a valid instrument for rapid estimation of adherence to the Mediterranean diet and may be useful in clinical practice.

Method development for the simultaneous determination of methylmercury and inorganic mercury in seafood

This paper reports the method development for the simultaneous determination of methylmercury MeHgþ) and inorganic mercury (iHg) species in seafood samples. The study focused on the extraction and quantification of MeHgþ (the most toxic species) by liquid chromatography coupled to on-line UV irradiation and cold vapour atomic fluorescence spectroscopy (LC-UV-CV-AFS), using HCl 4 mol/L as the extractant agent. Accuracy of the method has been verified by analysing three certified reference materials and different spiked samples. The values found for total Hg and MeHgþ for the CRMs did not differ significantly from certified values at a 95% confidence level, and recoveries between 85% and 97% for MeHgþ, based on spikes, were achieved. The detection limits (LODs) obtained were 0.001 mg Hg/kg for total mercury, 0.0003 mg Hg/kg for MeHgþ and 0.0004 mg Hg/kg for iHg. The quantification limits (LOQs) established were 0.003 mg Hg/kg for total mercury, 0.0010 mg Hg/kg for MeHgþ and 0.0012 mg Hg/kg for iHg. Precision for each mercury species was established, being 12% in terms of RSD in all cases. Finally, the developed method was applied to 24 seafood samples from different origins and total mercury contents. The concentrations for Total Hg, MeHg and iHg ranged from 0.07 to 2.33, 0.003-2.23 and 0.006-0.085 mg Hg/kg, respectively. The established analytical method allows to obtain results for mercury speciation in less than 1 one hour including both, sample pretreatment and measuring step.

Learning journalistic opinion genres using CLIL methodology

The Faculty of Business and Communication recently started an internationalization process that, in two year’s time, will allow all undergraduate students (studying Journalism, Audiovisual Communication, Advertising and Public Relations, Business and Marketing) to take 25% of their subjects in English using CLIL methodology. Currently, Journalism is the degree course with the greatest percentage of CLIL subjects, for example Current Affairs Workshop, a subject dedicated to analyzing current news using opinion genres. Moreover, because of the lack of other subjects offered in English, ERASMUS students have to take some journalism subjects in order to complete their international passport, and one of the classes they choose is the Current Affairs Workshop. The aim of this paper is to explore how CLIL methodology can be useful for learning journalistic opinion genres (chat-shows, discussions and debates) in a subject where Catalan Communication students –with different levels of English- share their knowledge with European students of other social disciplines. Students work in multidisciplinary groups in which they develop real radio and TV programs, adopting all the roles (moderator, technician, producer and participants), analyzing daily newspapers and other sources to create content, based on current affairs. This paper is based on the participant observation of the lecturers of the subject, who have designed different activities related to journalistic genres, where students can develop their skills according to the role they play in every assignment. Examples of successful lessons will be given, in addition to the results of the course: both positive and negative. Although the objective of the course is to examine professional routines related to opinion genres, and students are not directly graded on their level of English, the Catalan students come to appreciate how they finally overcome their fear of working in a foreign language. This is a basic result of their experience.

CLIL FAQ’s: Orientacions per a introduir l’anglès a l’aula universitària

“CLIL FAQs: Orientacions per a introduir l’anglès a l’aula universitària” és una publicació oberta dirigida als docents que assumeixen el repte d’introduir una llengua estrangera a l’aula. Es tracta d’un recull d’orientacions sorgides de la pràctica d’un equip interdisciplinari de professors de la Facultat de Ciències de l’Educació de la Universitat Autònoma de Barcelona en el marc d’un projecte de Millora de la Qualitat Docent (Ref. 2010MQD00132). La publicació exposa una sèrie de preguntes o FAQs (Frequent Asked Questions) que creiem que tot docent CLIL es podria fer abans d’introduir l’anglès a l’aula. El grup de docents implicats en el projecte, després de dissenyar coordinadament una sèrie d’activitats en anglès i d’implantar-les a les seves respectives assignatures, ha elaborat aquest llistat de FAQs que miren de respondre amb reflexions, suggeriments d’acció, estratègies didàctiques, exemples i recursos sorgits de la pròpia experiència. En aquest article situem el projecte en el context català, presentem com es va dur a terme i us expliquem què podeu trobar en la publicació que se’n deriva. A mode de conclusió oferim algunes reflexions del grup sobre el treball en equip interdisciplinari, la introducció del multilingüisme a l’aula, els contextos CLIL i la resposta dels alumnes.

Comportament informatiu del professorat de les universitats catalanes

Aquest estudi replica entre el professorat de les universitats catalanes l’estudiIthakaS+R US Faculty Survey 2012amb l’objectiu d’ampliar el coneixement sobre elcomportament informatiu del personal docent i investigació i guiar les actuacions deles biblioteques o algunes polítiques referents a informació científica i a recerca.