Cadmium in the environment and high risk population groups

Cadmium has been widely used in various industries for the past fifty years, with current world production standing at around 16,755 tonnes per year. Very little cadmium is ever recycled and the ultimate fate of all cadmium is the environment. In view of reports that cadmium in the environment is increasing, this thesis aims to identify population groups 'at risk' of receiving dietary intakes of cadmium up to or above the current Food and Agricultural Organisation/World Health Organisation maximum tolerable intake of 70 ug/day. The study involves the investigation of one hundred households (260 individuals) who grow a large proportion of their vegetable diet in garden soils in the Borough of Walsall, part of an urban/industrial area in the United Kingdom. Measurements were made of the cadmium levels in atmospheric deposition, soil, house dust, diet and urine from the participants. Atmospheric deposition of cadmium was found to be comparable with other urban/industrial areas in the European Community, with deposition rates as high as 209 g ha-1 yr-1. The garden soils of the study households were found to contain up to 33 mg kg-1 total cadmium, eleven times the highest level usually found in agricultural soils. Dietary intakes of cadmium by the residents from food were calculated to be as high as 68 ug/day. It is suggested that with intakes from other sources, such as air, adventitious ingestion, smoking and occupational exposure, total intakes of cadmium may reach or exceed the FAO/WHO limit. Urinary excretion of cadmium amongst a non-smoking, non-occupationally exposed sub-group of the study population was found to be significantly higher than that of a similar urban population who did not rely on home-produced vegetables. The results from this research indicate that present levels of cadmium in urban/industrial areas can increase dietary intakes and body burdens of cadmium. As cadmium serves no useful biological function and has been found to be highly toxic, it is recommended that policy measures to reduce human exposure on the European scale be considered.

Peer mentoring works! How peer mentoring enhances student success in Higher Education:evaluation toolkit

This toolkit, published by the HEA, provides colleagues across the Sector with the practical and methodological tools to empirically evaluate peer mentoring and tutoring. This evaluation kit provides two data collection tools that may be adopted and adapted to meet institutional requirements. The first of these is a survey, developed out of the original survey used in the Peer Mentoring Works Project. Some questions have been added as a result of reflexive application of colleagues and students input as the project has progressed. The second part of the toolkit comprises a qualitative interview guide. This guide is similar to the one used in the research, but again it has been further developed as a result of the project. It may be adapted for use in focus groups or one-to-one interviews. The final document within the kit is a sample consent form.

Involving the family in higher education:do they really matter?

In an ever-changing higher education (HE) environment, institutions are seeing the involvement of parents in students' education increasing. This may partly be due to tuition fees and the introduction of deferred variable tuition fees ("top-up fees") from 2006, and also because of the increased number of students choosing to remain in the family home for the duration of their studies. Many students see their families as the most important source of motivation and advice right through from school age to when they make decisions about HE. In the light of this increase in involvement, institutions need to provide information about, and access to, university to ensure that families are fully prepared and able to support their children throughout the university experience. In recognition of the vital role parents play, the Involving the Family project focuses on parents or key family members from groups currently under-represented in HE in order to increase their awareness and understanding of HE. This article evaluates research undertaken to investigate the views, perceptions and key concerns held by minority ethnic parents with regards to their children and participation in HE. The article then details how these results were utilised in the development of the Involving the Family project.

Similarities between eating attitudes among friendship groups in childhood:the moderating role of child anxiety

Objective: This study explores the similarities between individual and group eating and weight concerns in 8-11-year-old children. It also evaluates whether child anxiety moderates the relationships between individual and group eating and weight concerns. Methods: One hundred and fifty four children aged 8-11 completed questionnaires concerning their friendship groups, their eating and weight concerns, and their levels of anxiety. Results: Children's own scores on dietary restraint, body dissatisfaction, and external eating were significantly correlated with their friendship groups' scores on dietary restraint. Child anxiety moderated the relationships between group dietary restraint and individual scores on external eating. Group levels of dietary restraint predicted higher levels of external eating in children with moderate or high anxiety. Conclusions: In pre-adolescent children, peer group levels of dietary restraint are related to individual eating and weight concerns. More anxious children may be more susceptible to peer influences on their eating behaviors. © The Author 2011. Published by Oxford University Press.

Interpersonal attachment predicts identification with groups

We propose a model documenting the relationship between interpersonal attachment style and identification with groups. We hypothesized that following threat to a romantic interpersonal relationship higher attachment anxiety would be associated with lowered tendencies to identify with groups. In two studies using varied social groups we observed support for this hypothesis. In Experiment 1 we found that participants higher in attachment anxiety identified less with a salient ingroup after imagining a distressing argument with their romantic partner. In Experiment 2 we replicated these findings using an implicit measure of social identification and additionally observed a moderating role for attachment avoidance. We discuss the implications of these findings for theoretical models of interpersonal attachment and social identification. © 2008 Elsevier Inc. All rights reserved.

Learning in friendship groups:developing students’ conceptual understanding through social interaction

The role that student friendship groups play in learning was investigated here. Employing a critical realist design, two focus groups on undergraduates were conducted to explore their experience of studying. Data from the "case-by-case" analysis suggested student-to-student friendships produced social contexts which facilitated conceptual understanding through discussion, explanation, and application to "real life" contemporary issues. However, the students did not conceive this as a learning experience or suggest the function of their friendships involved learning. These data therefore challenge the perspective that student groups in higher education are formed and regulated for the primary function of learning. Given these findings, further research is needed to assess the role student friendships play in developing disciplinary conceptual understanding.