A simple and inexpensive enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine

Understanding the ecology of the gastrointestinal tract and the impact of the contents on the host mucosa is emerging as an important area for defining both wellness and susceptibility to disease. Targeted delivery of drugs to treat specific small intestinal disorders such as small bowel bacterial overgrowth and targeting molecules to interrogate or to deliver vaccines to the remote regions of the small intestine has proven difficult. There is an unmet need for methodologies to release probes/drugs to remote regions of the gastrointestinal tract in furthering our understanding of gut health and pathogenesis. In order to address this concern, we need to know how the regional delivery of a surrogate labeled test compound is handled and in turn, if delivered locally as a liquid or powder, the dynamics of its subsequent handling and metabolism. In the studies we report on in this paper, we chose ¹³C sodium acetate (¹³C-acetate), which is a stable isotope probe that once absorbed in the small intestine can be readily measured non-invasively by collection and analysis of ¹³CO₂ in the breath. This would provide information of gastric emptying rates and an indication of the site of release and absorptive capacity. In a series of in vitro and in vivo pig experiments, we assessed the enteric-protective properties of a commercially available polymer EUDRAGIT®L100-55 on gelatin capsules and also on DRcaps®. Test results demonstrated that DRcaps®coated with EUDRAGIT®L100-55 possessed enhanced enteric-protective properties, particularly in vivo. These studies add to the body of knowledge regarding gastric emptying in pigs and also begin the process of gathering specifications for the design of a simple and cost-effective enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine.     

Issues in learning management systems implementation: A comparison of research perspectives between Australia and China

Education and Information Technologies - Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction...     

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in‐class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom‐made, three‐dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in‐class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011–2013; n = 242) and three years after (2014–2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi‐cumulative laboratory examination, scores were significantly higher in the post‐flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection‐based course. Anat Sci Educ 11: 385–396. © 2017 American Association of Anatomists.     

Evidence of sub-optimal sleep in adolescent Middle Eastern academy soccer players which is exacerbated by sleep intermission proximal to dawn†

The purpose was to assess sleep patterns, quantity and quality in adolescent (16.2?±?1.2 yr) Middle Eastern academy soccer players (n?=?20) and the influence of an intermission upon these characteristics. On a 17-day training camp (located one time zone west of home) including three discrete matches, sleep was assessed pre- (PRE) and post-match (POST) via wrist actigraphy. Retrospective actigraphy analysis identified sleep characteristics, including if players experienced a sleep intermission (YES) or not (NO) proximal to dawn, and bedtime (hh:mm), get-up time (hh:mm), time in bed (h), sleep duration (h) and sleep efficiency (%). Within YES two bouts were identified (BOUT1 and BOUT2). No differences were seen between PRE and POST, nor between BOUT1 and BOUT2 (p?>?.05). Overall players did not meet National Sleep Foundation (NSF) guidelines (7:04?±?1:16?h vs. recommended 8–10?h for 14–17 yr). Sleep duration was significantly reduced (～ ?13% or ?1:06) in YES compared to NO (6:33?±?1:05 vs. 7:29?±?1:17, p?<?.01). Despite players in YES waking earlier due to an intermission, they did not compensate for this with a later wake time, rising significantly earlier compared to NO (09:40?±?00:38 vs. 10:13?±?00:40, p?<?.05). These players on average do not obtain sufficient sleep durations relative to NSF guidelines, with decrements increased by an intermission proximal to dawn. High inter- and intra-individual variance in the players sleep characteristics indicates the need for individualized sleep education strategies and interventions to promote appropriate sleep.     

Test of performances strategies: development and preliminary validation of a comprehensive measure of athletes' psychological skills.

We report the initial stages of validation of the 64-item Test of Performance Strategies, a self-report instrument designed to measure the psychological skills and strategies used by athletes in competition and during practice. Data were obtained from a sample of 472 athletes competing across a range of performance standards in a wide variety of sports. Exploratory factor analyses of their responses produced eight competition strategy subscales and eight practice strategy subscales, each consisting of four items. Internal consistencies of the subscales ranged from 0.66 to 0.81 (x = 0.75). Correlations among strategies were examined within and between performance contexts. Subgroups defined by age, sex and current standard of performance in sport differed significantly in their psychological skills and strategies.     

Graduate Curriculums in Sport Management: The Need for a Business Orientation

The graduate level sport management cumculum must go beyond the level of providing technical competencies—it must also orient graduates to using competencies in the fulfillment of management tasks. The sport management curriculum should also emphasize the unusual and sometimes unique aspects of managing a sport organization. Sport should be studied in relation to other industries. An ideal curriculum revolves around four components of knowledge: core knowledge, functional applications across segments, supplemental electives, and segment specializations, including internships. Graduate level sport management curricula should produce managers, not entry-level technicians.     

Student-Generated Content: Enhancing learning through sharing multiple-choice questions

The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student.     

Bildung and educational action research: resources for hope in neoliberal times

This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities.