Bowels control brain: gut hormones and obesity

Peptide hormones are released from the gastrointestinal tract in response to nutrients and communicate information regarding the current state of energy balance to the brain. These hormones regulate appetite, energy expenditure and glucose homeostasis. They can act either via the circulation at target peripheral tissues, by activation of the vagus nerve or by acting on key brain regions implicated in energy homeostasis such as the hypothalamus and brainstem. This review gives an overview of the main gut hormones implicated in the regulation of food intake and how some of these are being targeted to develop anti obesity treatments.     

Design of the curriculum for a second-cycle course in civil engineering in the context of the Bologna framework

This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to considering the content required to meet the learning outcome specified by the professional accreditation body, the paper presents details of attempts to move from a traditional instructor-centred model to a student-centred model of education in order to promote reflective (deep) learning. Although the paper presents a model curriculum for a civil engineering programme, the holistic approach to curriculum design outlined, which considers the organisation, sequence and evaluation strategies adopted, is applicable to all subject areas in higher education.     

The views of primary pupils on school attendance at Key Stage 2 in Wales

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.     

Social learning in new Caledonian crows

New Caledonian (NC) crows are the most sophisticated tool manufacturers other than humans. The diversification and geographical distribution of their three Pandanus tool designs that differ in complexity, as well as the lack of ecological correlates, suggest that cumulative technological change has taken place. To investigate the possibility that high-fidelity social transmission mediated this putative ratchet-like process, we studied the ontogeny of Pandanus tool manufacture and social organization in free-living NC crows. We found that juvenile crows took more than 1 year to reach adult proficiency in their Pandanus tool skills. Although trial-and-error learning is clearly important, juveniles have ample opportunity to learn about Pandanus tool manufacture by both observing their parents and interacting with artifactual material. The crows’ social system seems likely to promote the faithful social transmission of local tool designs by both favoring the vertical transmission of tool information and minimizing horizontal transmission. We suggest that NC crows develop their Pandanus tool skills in a highly scaffolded learning environment that facilitates the cumulative technological evolution of tool designs.     

Leveraging student engagement for student and institutional success

We all know the importance of student engagement to student learning. Gavin W. Henning argues that the upside doesn't end there … the institution as a whole also benefits.     

Effects of consecutive days of match play on technical performance in tennis

Elite tennis is characterised by repeated bouts of up to 5-set match play, yet little is known about the technical requirements of shots played. This study therefore investigated technical performance changes over consecutive days of prolonged, simulated tennis match play. A total of 7 well-trained men tennis players performed 4 consecutive days of competitive 4-h match play. Matches were notated to determine between-day changes in groundstroke and serve performance, as well as point and match durations. Changes ≥75% likely to exceed the smallest important effect size (0.2) were considered meaningful and represented as effect size ± 90% confidence interval. Effective playing time reduced on days 3 and 4, alongside likely increases in “stretch” groundstrokes over the 4 days (mean effect size ± 90% confidence interval; 0.57 ± 0.38) and “stretch” backhand returns on days 2 and 3 (0.39 ± 0.54 and 0.67 ± 0.55). Relative unforced errors increased on day 4 (vs. day 2; 0.36 ± 0.22) and second-serve winning percentage reduced after day 1 (?0.47 ± 0.50). Further, a likely increase in emotional outbursts characterised day 3 (vs. day 2; 0.73 ± 0.57). Consecutive-day match play impairs hitting accuracy, stroke positioning and emotional responses; an understanding of which prepares players for elite-standard tennis tournament play.