Circulating triacylglycerol and apoE levels in response to EPA and docosahexaenoic acid supplementation in adult human subjects

High doses of n-3 PUFA found in fish oils can reduce the circulating concentration of triacylglycerol (TG), which may contribute to the positive impact of these fatty acids on the risk of CVD. The present study aimed to establish the differential impact of EPA and docosahexaenoic (DHA) on plasma lipids and apo in adults. Forty-two normolipidaemic adult subjects completed a double-blind placebo controlled parallel study, receiving an EPA-rich oil (4.8 g EPA/d), DHA-rich oil (4.9 g DHA/d) or olive oil as control, for a period of 4 weeks. No effects of treatment on total cholesterol, LDL-cholesterol or HDL-cholesterol were evident. There was a significant 22% reduction in TG level relative to the control value following the DHA treatment (P=0.032), with the 15% decrease in the EPA group failing to reach significance (P=0-258). There were no significant inter-group differences in response to treatment for plasma apoA1, -C3 or -E levels, although a significant 15% within-group increase in apoE was evident in the EPA (P=0.006) and DHA (P=0.003) groups. In addition, a within-group decrease in the apoAI:HDL-cholesterol ratio was observed in the DHA group, suggesting a positive impact of DHA on HDL particle size. The DHA intervention resulted in a significant increase in the proportion of EPA P=0.000 and DHA P=0.000 in plasma phospholipids, whilst significant increases in EPA P=0.000 and docosapentacnoic acid P=0.002, but not DHA P=0.193, were evident following EPA supplementation (P<0.05). Our present results indicate that DHA may be more efficacious than EPA in improving the plasma lipid profile.

Uses of mobile phones in higher education

This brief paper explores the current and potential usage of mobile phones within higher education. It reports on the outcomes of a brain storming session regarding this subject undertaken with a cohort of final year Computer Science students undertaking a Social, Legal and Ethical Aspects of Information Technology course at The University of Reading. Subsequent analysis was undertaken as a result of online discussion using a Managed Learning Environment and a web based survey completed by over 250 undergraduates from around the UK.

Biological fieldwork provision in higher education

Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered ‘exotic’ overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision.

'What with your grades?': Students motivation for and experience of vocational courses in further education

In this article we seek to explore the motivations for studying a vocational qualification of 40 students currently in further education. We consider student decision making, in terms of the support and guidance received, and examine the value these students place on their training, particularly with respect to their future employment. Drawing on qualitative data from 40 students we argue that a student’s sense of their educational identity is important in understanding their motivations for vocational training in the first instance as well as a lack of good careers information and guidance.

Beyond a constructivist curriculum : a critique of competing paradigms in music education

The distinction between learning to perform on an instrument or voice and learning music in a wider sense is one that is made in many countries, and is especially pertinent in England in the context of recent policy developments. This article argues that, whilst this distinction has come to represent curricula based on the opposing paradigms of behaviourist and constructivist approaches to learning, this opposition does not necessarily extend to the pedagogy through which the curricula are taught. A case study of the National Curriculum in England highlights the characteristics of a curriculum based on constructivist principles, along with the impact this has when taught in a behaviourist way. It is argued that conceiving the curriculum in terms of musical competencies and pedagogy in terms of musical understanding would provide a basis for greater continuity and higher quality in the music education experienced by young people.