bluuebunny/crossref_metadata_2025 huggingface dataset:
Peripheral retinal shape measurements, using the IOLMaster, in myopia and hyperopia
Authors: Macfadden Lucy A. , Gray Lyle S. , Strang Niall C. , Seidel Dirk
Published: August 2010

Purpose:  When measuring peripheral retinal shape using the IOLMaster, measurements have been taken with the instrument in a fixed position and the subjects rotating their eye to measure peripherally. However, eye rotation could affect the peripheral ocular shape measures. The aim of this experiment is to determine the effect of eye rotation upon the measurement of peripheral retinal shape in myopic and hyperopic subjects using the IOLMaster.

Methods:  20 subjects participated with informed consent in the experiment [10 myopes (MYO) and 10 hyperopes (HYP)]. All subjects were visually normal with visual acuity of 0.0 logMAR or better. The mean age of the subjects was 21.4 ± 2.2 years, and all were students in the University. Cycloplegia and mydriasis were induced using 1.0% cyclopentolate and the measurements were taken 30 min after instillation of the eyedrops. Peripheral retinal dimensions were measured with the IOLMaster (Carl Zeiss Ltd., Welwyn Garden City, UK) which measures axial length using partial coherence interferometry. 5 measures of axial length were taken at 10 degree intervals from 0–40 degree nasally and temporally using two different experimental paradigms. Experiment 1: Subjects rotated their eye to view an LED target array, attached to the front of the instrument. Experiment 2: Subjects maintained fixation upon a stationary target in the primary position while the IOL‐Master was rotated about the centre of rotation of the eye. The data was fitted with second order polynomials with separate curves being fitted to the temporal and nasal profiles to take into account any retinal asymmetry.

Results:  A significant difference (p < 0.01) was found in the mean second order coefficients for the temporal and nasal retinal profiles in the MYO subjects, with the temporal retina having the lower coefficient. There was no significant difference between temporal and nasal second order coefficients in the HYP subjects. Eye rotation produced a significant shift in the second order coefficients for both temporal (p < 0.01) and nasal (p < 0.01) retinal profiles in the MYO group, with the coefficients becoming smaller with ocular rotation. No significant effect of eye rotation was found in the HYP group.

Conclusions:  Asymmetry between the temporal and nasal retinal profiles is more pronounced in the myopic eye. Ocular rotation has a substantial and measurable effect on the shape of the myopic eye, but no measurable effect is found in the hyperopic eye. These results are indicative of substantial structural differences between the eyes of subjects with myopia and hyperopia. When measuring peripheral retinal shape these factors should be taken into account.
Negotiating a raised surface: gait adaptations when wearing multifocal compared to single vision distance spectacles in the elderly
Authors: Elliott David B. , Johnson Louise , Buckley John G. , Harley Clare
Published: August 2010

Purpose:  The purpose of this study was to determine the effects of wearing multifocal compared to single vision distance spectacles upon gait characteristics and toe clearance parameters when negotiating a raised surface. Epidemiological evidence indicates that elderly multifocal‐wearers are at increased risk of falling, especially on curbs or stairs.

Methods:  Nineteen healthy older adults (72.7 ± 4.2 years) repeatedly approached and stepped up and along a raised platform (15.3 cm high, 3 m long, 1 m wide) whilst wearing bifocal, varifocal or single vision distance spectacles. Toe clearance parameters and gait characteristics from lead limb heel contact before the platform until lead limb foot contact on the platform were assessed using a 6‐camera, Vicon motion analysis system (Vicon, Oxford, UK).

Results:  When wearing multifocal compared to single vision distance spectacles the trail limb was placed further from the platform (p = 0.05) and the lead foot landed closer to the step edge at the end of the crossing step (p = 0.003). There was also greater variability in lead and trail foot‐platform distance (p = 0.001) and platform‐lead heel distance (p = 0.004), when wearing varifocal or bifocal compared to single vision spectacles. There was an increased incidence of ‘inadvertent’ step contacts when wearing multifocals (seven in bifocal, five in progressive addition lenses) when the lead heel or sole (but never the toe) accidentally scuffed the apex of the platform during swing phase of the crossing step.

Conclusions:  Adapted toe clearance and foot placement strategies are indicative of pro‐active control strategies aimed at decreasing the risk of tripping. Despite this, precision of control of foot placement prior to the crossing step deteriorated and this led to several inadvertent foot‐platform contacts occurring when wearing multifocal spectacles. These findings suggest that the optical effects inherent in the design of multifocal spectacles, result in unreliable visual information regarding the exact location and dimensions of a raised edge. Consequently, some elderly individuals who are at high risk of falling may benefit from wearing single vision distance rather than multifocal spectacles when walking.

Acknowledgements:  This study was funded by a Nursing & AHP Researcher Development Award from the Department of Health and NHS R&D (grant ref: R694) and by a Nursing & AHP Fellowship from the Health Foundation, UK (grant ref: 3991/3322).
Asynchrony adaptation is not specific to sound and vision
Authors: Hanson James V. M. , Heron James , Whitaker David
Published: August 2010

Purpose:  When formulating an estimate of event time, the human sensory system has been shown to possess a degree of perceptual flexibility. Specifically, the perceived relative timing of auditory and visual stimuli is, to some extent, a product of recent experience (Fujisaki et al., 2004). It has been suggested that this form of sensory recalibration may be peculiar to the audiovisual domain (Miyazaki et al., 2006). Here we investigate how adaptation to sensory asynchrony influences the perceived temporal order of audiovisual, audiotactile and visuotactile stimulus pairs.

Methods:  Observers (the authors and naïve observer CV) made temporal order judgments (TOJ) in the audiovisual, audiotactile and visuotactile stimulus pairings. The data were collected both with and without adaptation to asynchrony; in the adaptation conditions, observers underwent a period of exposure to asynchronous stimulus pairs prior to collecting data. From the resultant psychometric functions, the Point of Subjective Simultaneity (PSS; the physical temporal offset between two stimuli required for perceived simultaneity) was obtained for all observers and each condition.

Results:  Our data show that a brief period of repeated exposure to asynchrony in any of these sensory pairings results in marked changes in subsequent temporal order judgments: the point of perceived simultaneity shifts toward the level of adaptation asynchrony. We find that the size and nature of this shift is very similar in all three pairings and that sensitivity to asynchrony is unaffected by the adaptation process.

Conclusions:  Our results represent the first convincing demonstrations of asynchrony adaptation involving the tactile modality, and show that perceived timing in all three stimulus pairings tested is markedly influenced by recent experience. The fact that sensitivity to asynchrony is unaffected by the adaptation process suggests a genuine recalibration of perceived time. In light of these findings we suggest that a single supramodal mechanism may be responsible for the observed recalibration of multisensory perceived time.
Validity of visual data captured by a register of children with cerebral palsy
Authors: McClelland J. F. , Saunders K. J. , Parkes J. , Hill A. E. , Jackson A. J.
Published: August 2010

Purpose:  To compare visual data held by the Northern Ireland Cerebral Palsy Register (NICPR) with that collected prospectively as part of a survey of visual function in cerebral palsy (CP) by an optometrist.

Methods:  90 subjects with CP (aged 4–15 years) were recruited via the NICPR to a population‐based study of visual function in CP. Objective measurements of visual function were obtained and compared with data held on the NICPR (Parkes et al., 2001). The NICPR captures cross‐sectional information at a specific point in time, usually at 5 years of age and records known visual impairment, use of glasses and classification of level of vision. Level of vision is recorded as either: ‘normal/near normal’ (equivalent to 6/18); ‘moderately impaired’ (6/18–6/60); ‘severely impaired’ (< 6/60); or ‘no vision’.

Results:  Classification of the subjects’ level of vision as described by the NICPR was available for 49 subjects (54.4%). Direct visual acuity and refractive error data were available for 82 (91%) and 89 subjects (98.9%) respectively. One‐way ANOVA demonstrated an association between visual acuity and the level of vision classified by the NICPR (p < 0.05) with those classified as having a visual impairment demonstrating poorer acuity. Chi‐squared analyses revealed no associations (p > 0.05) between clinically significant refractive errors (mean spherical, astigmatism and anisometropia) and whether or not the child wore spectacles at the time of data collection for the register.

Conclusions:  The NICPR holds a limited amount of information regarding visual status of children with CP, recorded at one point in time (approximately five years of age). The NICPR accurately reflected visual acuity status suggesting that the information held is both accurate and that visual acuity is relatively invariant beyond five years of age in this population. The lack of association between spectacle wear recorded in the register and presence of clinically significant refractive errors may suggest that clinicians need to be more proactive in detecting and correcting errors. It may suggest, however, that contrary to the typically developing visual system, refractive errors develop after five years of age in CP. Prospective data are not available to determine between these hypotheses but the data underline the need for thorough, early visual assessment in CP.
What can this child see? Practical interpretation of visual acuity (VA) measures for parents and teachers of visually impaired children
Authors: Saunders K. J. , Johnston B. , Richardson P. , Cooper B. , Hill A. E. , Jackson A. J. , Magee A. , McClelland J. F. , Shannon M. , Wolsley C. J.
Published: August 2010

Introduction:  Many children with developmental disabilities have associated visual impairment. Families and others working with children need to understand their visual abilities and limitations to ensure that material presented to them is easily visible.

Purpose:  To develop a web‐based system for displaying and printing high contrast picture and letter images relating to a range of visual acuity (VA) levels.

Methods:  A series of web pages were designed and uploaded to http://www.science.ulst.ac.uk/visionsci/links.htm. Images from the LogMAR acuity test and pictures from the Kay Picture test describing VAs from 6/480–6/12 (for 0.3–3 m working distances) are included.

Results:  Images can be downloaded at threshold level and well above threshold for a range of VAs and a variety of working distances. The importance of working well above threshold is stressed. These images are included in reports sent out from a multi‐disciplinary visual assessment clinic at the Royal Victoria Hospital, Belfast. Audit of families, education and health professionals receiving reports support the utility of this information.

Discussion:  The importance of vision in early learning is known. Children with developmental disability must receive early, thorough visual assessment and information gained disseminated in appropriate format to those working with the child (including family). An important part of this is meaningful interpretation of VA data that can be related to the size and complexity of educational and recreational material. Feedback from our clinical work suggests that examples of appropriately sized material for children with varying levels of VA is valued.

Conclusions:  The availability of free downloadable examples of appropriately sized images provides a useful tool for those working with the visually impaired, particularly where communication is problematic.
Visual processing characteristics of children with Meares–Irlen syndrome
Authors: Kruk Richard , Sumbler Karen , Willows Dale
Published: August 2010

The potential role of visual processing deficits in reading difficulty was brought to public attention by claims that a large proportion of children with dyslexia suffer from a perceptual dysfunction currently referred to as Meares–Irlen syndrome (MISViS). A previous study showing that visual perceptual measures involving visual memory and discrimination predict independent variance in reading achievement [J. Learn. Disabil. 28 (1995) 216] provides a basis to examine their relationships with the diagnostic criteria of MISViS. This study examined these visual processing characteristics in 36 eight‐ to ten‐year‐old children, half of whom were experiencing reading difficulty. Children were assessed for MISViS by Irlen screeners; approximately half of the participants in each group were positively identified. Concurrent performance on standardized visual processing tests showed that while a positive diagnosis of MISViS is not indicative of reading ability, nor in particular of a visual‐processing deficit subtype identified by Watson and Willows [J. Learn. Disabil. 28 (1995) 216], MISViS can indicate visual processing difficulties potentially related to visual attention inefficiency.
A longitudinal study on the relationship between myopia development and near accommodation lag in myopic children
Authors: Weizhong Lan , Zhikuan Yang , Wen Liu , Xiang Chen , Jian Ge
Published: August 2010

Purpose:  To investigate the possible relationship between myopia progression and near accommodative lag.

Methods:  A 1‐year longitudinal study was carried out to measure the accommodative response and myopia progression in 62 children with mild and progressing myopia at two visits: they were 10.81 ± 1.60 years old with refractive error −1.70 ± 0.76 D on entry. Repeated measurements included refractive error, ocular biometry and accommodative response at 33 cm. The refractive error was determined by autorefraction after cycloplegia; ocular biometry by A‐scan ultrasonography; and accommodative response by an open‐field autorefractor. Results were based on the right eye and analysed by paired t‐test and Pearson’s correlation coefficient.

Results:  Myopia progression in the year was −0.72 ± 0.37 D (p < 0.001) with a range from −0.06 to −1.96 D. The change of axial length and vitreous depth were 0.41 ± 0.25 mm (p < 0.001) and 0.36 ± 0.24 mm (p < 0.001), respectively. The near lag was 0.76 ± 0.29 D on entry and 0.72 ± 0.38 D 1 year later (p = 0.79). No statistically significant correlations were found between near lag vs myopia progression and the change of ocular biometry as a whole (p > 0.10 for all). There was no significant difference in myopia progression between myopic children with greater than, compared to less than the mean amount of near lag (p = 0.36).

Conclusions:  This study demonstrates no statistically significant relationship between myopia progression and near accommodation lag in children with mild and progressing myopia. There is no evidence that near lag provides a stimulus to progression in this stage of myopia.
A pilot study on the differences in wavefront aberrations between two ethnic groups of young generally myopic subjects
Authors: Cerviño Alejandro , Hosking Sarah L. , Ferrer‐Blasco Teresa , Montes‐Mico Robert , Gonzalez‐Meijome Jose Manuel
Published: August 2010

A comparative population‐based cross‐sectional study design was used to examine the prevalence of wavefront patterns in two different ethnic groups, and the relationship of these patterns with ocular biometrics and gender. The Shin–Nippon SRW5000 open field autorefractor, the Wavefront Analysis Supported Customized Ablation (WASCA) wavefront analyser and the IOLMaster were used to determine wavefront aberrations, mean spherical equivalent (SE) refractive error and axial length (AL). Seventy‐four eyes from 74 young healthy subjects (44 British Asians, 30 Caucasians; 36 men, 38 women; mean age 22.51 ± 3.89 years) with mean SE averaging −1.90 ± 2.76 D (range −10.88 to +2.19 D) were examined. Relationships between ethnicity, gender, AL and SE, against the wavefront high‐order root mean square, and aberration components up to the fifth order, were assessed by using multiple regression and correlation analysis. AL on its own accounted for 4.7% of the variance in trefoil component (F1,72 = 4.602; p = 0.035), 13.7% of coma component (F1,72 = 12.536; p = 0.001), 6.1% of trefoil component (F1,72 = 5.705; p = 0.020) and 9.8% of coefficient (F1,72 = 8.908; p = 0.004). A significant model emerged (F2,71 = 6.164; p = 0.003) for ethnicity and axial length, accounting for 12.4% of variance in primary spherical aberration with ethnicity accounting for 8.4% of that variance. For Caucasian subjects, a significant correlation was found between axial length and (Pearson’s correlation coefficient −0.500; p = 0.005) and (Pearson’s correlation coefficient −0.423; p = 0.020). For British Asian subjects, AL was only correlated with coefficient (Pearson’s correlation coefficient −0.358; p = 0.017). Ethnicity is a factor to be considered in the variability of wavefront aberration, particularly spherical aberration. Relationship between AL and wavefront aberrations seems to vary between ethnicities. If higher order aberrations play a role in the emmetropization process, this may be different for different populations.
Nutritional supplementation for type 2 diabetes: a systematic review
Authors: Bartlett Hannah E. , Eperjesi Frank
Published: August 2010

The role of nutritional supplementation is of increasing interest with regard to ocular disease. Randomised controlled trials have demonstrated the effectiveness of supplementation for age‐related macular degeneration, and formulations are now being developed for use by people with diabetes and diabetic retinopathy. The aim of this review was to synthesise the evidence for use of nutritional supplementation in type 2 diabetes. MEDLINE and EMBASE databases were searched using a systematic approach. Only double‐masked randomised controlled trials were selected. A total of 50 trials were identified as suitable for inclusion. The potential role of alpha‐lipoic acid, chromium, folic acid, isoflavones, magnesium, Pycnogenol®, selenium, vitamin C, vitamin E, and zinc in the treatment of type 2 diabetes is discussed. The review of trials identifies positive effects of these nutrients on various outcome measures relating to insulin resistance and cardiovascular factors. Chromium was the most studied supplement, accounting for 16 of the 50 trials. A majority of the trials found a positive effect of chromium on fasting plasma glucose. Isoflavones were found to have a positive effect on insulin resistance and cardiovascular outcome measures, but only when combined with soy proteins. Vitamin E is reported to reduce oxidative stress at levels of 200 mg day−1 or more.
Goldmann tonometry and pachymetry measures in patients with and without topical medical treatment at a glaucoma clinic
Authors: Doughty Michael J. , Gillis Naiomi , MacGill Jennifer , Montgomery Donald M.
Published: August 2010

Purpose:  To investigate, by audit, the intraocular pressure (IOP) and central corneal thickness (CCT) of patients attending a routine glaucoma clinic, in order to assess the potential effect of CCT on IOP measures.

Methods:  Data on current IOP (Goldmann), CCT (ultrasound) and glaucoma medications use were collected from 140 patients who presented for a follow‐up visit over a 3‐month period. Baseline IOP was retrieved from patient records.

Results:  The IOP was lower at follow‐up, an expected effect of the use of IOP‐lowering medications. However, the CCT was lower in medicated patients indicating, but not proving, that it changed in response to the lowering of IOP. Overall, the measured IOP was higher in patients with greater CCT values (p < 0.001) but this IOP–CCT relationship was most noticeable in patients with normal tension glaucoma and not obvious in those diagnosed with ocular hypertension. Overall, the slope of the IOP–CCT relationship was slightly steeper for those patients prescribed glaucoma medications.

Conclusions:  In the routine assessment of glaucoma patients, corneal thickness can be shown to have an impact on applanation tonometry data. However, this effect may not be uniformly evident in patients with different types of glaucoma and may be different for patients under topical medical treatment.
The prism that aligns fixation disparity does not predict the self‐selected prism
Authors: Otto Joanna M. N. , Bach Michael , Kommerell Guntram
Published: August 2010

Background:  Associated phoria is defined as the prism that aligns monocular markers in a fixation disparity (FD) test. We examined whether the ‘FD‐aligning prism’ predicts the ‘self‐selected prism’ (SSP), i.e. the prism that the observer judges to be most comfortable when viewing fully fusionable images.

Methods:  For the FD‐aligning prism, we employed a test target with a central fusion lock. To determine the SSP, identical images were shown to both eyes. The images were displayed on a cathode‐ray tube monitor at a distance of 50 cm, separated for the two eyes by means of liquid crystal shutter goggles. The observer adjusted counter‐rotating prisms, recorded with a potentiometer. The procedure was repeated about 1–6 weeks later.

Results:  Among the 20 non‐strabismic subjects over two sessions, there were 16 instances in which the FD‐aligning prism indicated a vergence position further in the eso direction than the SSP (≤15.9 cm m−1 = prism dioptre). In five instances, the FD‐aligning prism indicated a vergence position further in the exo direction (≤3.6 cm m−1). From the first to the second session, changes of ≥1.0 cm m−1 occurred for the FD‐aligning prism in 8/20 observers (≤11.5 cm m−1), and for the SSP in 11/20 observers (≤5.1 cm m−1).

Discussion:  We hypothesise that the discrepancy between the SSP and the FD‐aligning prism may be attributable to the fact that the SSP was determined while the eyes were presented with identical images, whereas the FD‐aligning prism was determined while the images for the right and left eyes were different in the area of the Nonius lines. The unusual experience of binocular rivalry around the Nonius lines may have influenced the vergence of the eyes. Considering the spontaneous changes observed within an interval of 1–6 weeks, in both the FD‐aligning prism and the SSP, we feel that research on the repeatability of methods for prescribing prisms is indicated.
Sharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Daily Microtheme
Authors: Schmidt S.J. , Parmer M.S. , Javenkoski J.S.
Published: August 2010

ABSTRACT: The Daily Microtheme was an in‐class, writing‐for‐learning assignment during which students script brief (micro) responses to selected questions (themes) pertinent to the lecture topic. The assignment maximized student‐thinking time, while minimizing instructor‐grading time. The questions posed were designed to help develop cognitive skills, as well as to generate class discussion, summarize lecture highlights, and capture student questions, feedback, and opinions. We observed that the assignment actively engaged the students with the course content, captured their feedback, and encouraged student attendance. The students reported that they felt the assignment was an effective tool for helping them learn the course content and the points associated with the assignment were an incentive for attending class more regularly.
Sharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Popular Press Critique
Authors: Schmidt S.J. , Parmer M.S. , Javenkoski J.S.
Published: August 2010

ABSTRACT: The Popular Press Critique was a 2‐page, out of class writing‐for‐learning assignment. The purpose of the assignment was to help students learn how to analyze and critically evaluate the validity of published popular press articles in the context of accurate scientific research versus the demands of the mass media. The assignment included a peer evaluation component that provided feedback to the students and exposed them to the perspectives and writing styles of others. Overall, we observed that the assignment helped the students become more critical readers of popular press food science and nutrition news. The peer evaluation component encouraged the students to reflect on and improve their thinking and writing skills. The majority of students reported that they felt the assignment helped them learn how to appropriately interpret popular press articles.
Active Learning in the Experimental Study of Food
Authors: Reitmeier C.A.
Published: August 2010

ABSTRACT: The objective of this paper was to describe some major changes made in an experimental foods course by incorporating active and cooperative learning techniques and a student research project. An interactive learning environment for dietetics, food science, and nutritional science students was designed in Project LEA/RN (Learning Enhancement Action/Resource Network). Group activities and 15‐min lectures replaced 50‐min lectures. Quizzes and out‐of‐class assignments replaced written examinations. A group laboratory project replaced individual reports. The average class score (85.6%) was better than previous semesters (81.5%). Increased interaction improved students' abilities to solve problems in food science and to articulate oral and written critiques of research results.
A Dynamic Food Science Internship Program: Integration of Problem‐Based Learning and Student‐Centered Mentoring
Authors: Lo Y.M. , Gdovin S.L. , Stankiewicz J.B. , Appezzato L. , Garvey E.M.
Published: August 2010

ABSTRACT: An internship program based upon problem‐based learning (PBL) and student‐centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning‐style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation.
Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food Safety
Authors: Trexler C.J. , Roeder D.
Published: August 2010

ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding.
Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes
Authors: Hartel R.W. , Gardner D.
Published: August 2010

ABSTRACT: Despite the well‐documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment‐driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment‐based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.
Developing Web‐based Interdisciplinary Modules to Teach Solid Waste/Residue Management in the Food Chain
Authors: Shanklin C.W. , Huang H. , Lee Kyung‐Eun , Ok C. , Seo S. , Flores S.A.
Published: August 2010

ABSTRACT: A Web‐based interdisciplinary instructional resource was developed to provide information that will increase food science educators' knowledge of waste management in the food chain. The 4 modules are: legal implications for management of wastes/residues; identification, quantification, and characterization of wastes/residues; management of wastes/residues; and economic ramifications of wastes/residues. Instructional materials are available for faculty and GTAs for use in teaching the 4 modules. Food science educators can use this Web‐based instructional tool as an educational resource in their undergraduate classes to enhance students' knowledge and ability to solve critical environmental problems in the food chain. Seehttp://www.oznet.ksu.edu/swr/home/welcome.htm
An Immersion Approach to Teaching Food Science
Authors: Harper W.J. , Courtney P.D. , Chism G.W.
Published: August 2010

ABSTRACT: Introductory Food Science courses are most often lecture‐based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or “hands‐on” learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre‐test and post‐test results shows that none of the students pass the pre‐test and 92% pass the post‐test. In 2002, the average increase in scores from the pre‐test to the post‐test was 65.7 ± 14.7 (n = 22).
Utilizing Project‐Based Learning and Competition to Develop Student Skills and Interest in Producing Quality Food Items
Authors: Willard K. , Duffrin M.W.
Published: August 2010

ABSTRACT: Project‐based activities and competition incorporated into freshman‐level introductory foods course can stimulate students' interest in producing quality food items and achieve positive learning outcomes. This paper describes one example of how project‐based learning, with the element of competition, was integrated into a freshman‐level introductory foods course for food and nutrition majors. The students reported that the team approach allowed them to enhance their communication, team‐building, and problem‐solving skills. Numerous other skills, such as food selection, menu costing, and food presentation were also developed as a result of the project. The project was a productive and enjoyable learning experience for both the students and the teacher.
Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency
Authors: Johnson H.L. , Trout B.L. , Brekke C.J. , Luedecke L.O.
Published: August 2010

ABSTRACT: Student achievement, attitude, and instructional efficiency were determined for hands‐on and for live and videotape demonstration laboratories for nonscience majors. Each of 3 laboratory sections experienced 3 different teaching methods for one 4‐wk unit. No significant difference in achievement was found among the laboratory methods. An attitude survey indicated a significant positive change in attitude toward live demonstration, with a negative change toward the hands‐on and videotape methods. Videotape demonstration was the most economical method based on monetary and time expenditures, followed by live demonstration. Findings support using a variety of laboratory teaching methods, with the particular method based on appropriateness to students' learning needs; particular information, lesson, or unit of study taught; and instructional purpose.
An Undergraduate Research Opportunity: Collaboration Between Undergraduate and Graduate Students
Authors: Dooley D.A. , Mahon R.M. , Oshiro E.A.
Published: August 2010

ABSTRACT: A research experience was made available to an undergraduate Food Science and Human Nutrition (FSHN) student through collaboration with a Masters‐level Nutrition graduate student. Both students were under the supervision of a graduate FSHN faculty member. Positive, self‐identified aspects for the students included learning how to work collaboratively as a team member, gaining a better understanding of the process of field‐based research, and successfully completing both projects. While caveats are noted, we suggest that this process is an untapped opportunity to offer a research experience to undergraduates. It could be applicable in departments/ units that maintain both an undergraduate and graduate program or across departments where disciplines are similar.
Improving Oral Communication Skills of Students in Food Science Courses
Authors: Reitmeier C.A. , Svendsen L.K. , Vrchota D.A.
Published: August 2010

ABSTRACT: Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self‐evaluations, course evaluations, final grades, and the instructors' observations were used to evaluate the effectiveness of the communication activities. Students learned professional language and practiced professional behaviors. These types of practice opportunities are critical to students' development and important for the food science profession.
Product Quality Assurance Project for Teaching of Food Analysis
Authors: Nielsen S.S.
Published: August 2010

ABSTRACT: Two of the challenges in teaching Food Analysis are bringing relevance to the various chemical and physical analyses discussed and exposing students to the realities of quality assurance in the food industry. In a project to help meet those objectives, each student, with the assistance of a “resource person” from the food industry, completes the project as if he or she is responsible for the quality assurance analyses of a specific food product in a food company. The student identifies the chemical, physical, sensory, and microbial analyses for raw ingredients, in‐process products, and the finished product. The project requires the student to participate in related class discussion, prepare a final written report, and make a brief class presentation. Analysis of survey data showed the project was more than moderately relevant or useful to former students working in the food industry, and related directly to the initial or current positions of most former students.
Math Skills Assessment
Authors: Hartel R.W. , Adem M.
Published: August 2010

ABSTRACT: A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin‐Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual remedial work to help bring their math skills up to a level that allows successful completion of the food engineering course.
Unique New Food Products Contain Good Omega Fats
Authors: Hurteau Marie‐Claire
Published: August 2010

One of the core competencies in the new IFT Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a non‐technical audience.”

Earlier this year, the Education Division of IFT sponsored a writing competition for undergraduate students to bring attention to and promote the development of communication skills. JFSE is pleased to publish the winning entry submitted by Marie‐Claire Hurteau from the Univ. of Guelph.
Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers
Authors: Chaiyapechara S. , Dong F.M.
Published: August 2010

ABSTRACT: A science content course in food chemistry was offered as a 4‐day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the teachers become more familiar with the scientific method. The workshop is described, and challenges associated with running the workshop from the instructors' perspective are discussed. Protocol for hands‐on experiments used in the workshop, discussion questions/answers, and comments about each experiment are included in Appendices. The use of hands‐on experiments that were easily adaptable to the 4th grade classroom and the comfortable atmosphere for discussion appear to have contributed the most to a successful workshop.
“Chips with Everything”: A Laboratory Exercise for Comparing Subjective and Objective Measurements of Potato Chips
Authors: Davies Cathy
Published: August 2010

ABSTRACT: The following laboratory exercise was designed to aid student understanding of the differences between subjective and objective measurements. Students assess the color and texture of different varieties of potato chip (crisps) by means of an intensity rating scale and a rank test and objectively with a colorimeter and texture analyzer. For data analysis, student are instructed to critically determine, using basic statistics, any differences between the subjective and objective measurement techniques. This laboratory exercise is very versatile, and although it is designed as a hands‐on exercise in an undergraduate Food Analysis course, it has also been a demonstration for High School students.
Evaluation of a Teaching Kit for Family and Consumer Science Classrooms: Motivating Students To Use a Food Thermometer with Small Cuts Of Meat
Authors: Edwards Zena , Edlefsen Miriam , Hillers Virginia , McCurdy Sandra M.
Published: August 2010

ABSTRACT: The U.S. Dept. of Agriculture recommends use of food thermometers to safely cook small cuts of meat, yet most consumers do not use them. Consumers lack knowledge about how and why to use food thermometers with small cuts of meat. Opportunities exist for family and consumer science classes to provide education about thermometers to adolescents, who may disseminate this information to parents. The most successful nutrition programs are based on behavior‐change theories compared with standard interventions. A teaching kit for high school students was developed, based on the Health Belief and Transtheoretical Models, covering the “how's” and “why's” of using food thermometers. After participating in the lessons, students' knowledge about the reasons for using a thermometer and their self‐confidence in using thermometers increased. In addition, students were more ready to use a thermometer with small cuts of meat after completing the intervention.
Development and Effectiveness of a Dairy Foods Curriculum Packet and Inservice and the Assessment of Barriers to Dairy Foods Education
Authors: Kahnke Sheri L. , Baer Robert J. , Portillo Matthew T.
Published: August 2010

ABSTRACT: A Dairy Foods Curriculum Packet and inservice training were provided to South Dakota high school agricultural education instructors. Instructors rated barriers to implementation of teaching dairy foods as “small to medium barriers.” After curriculum distribution and inservice training, more than half of instructors indicated an increase in class time spent on dairy foods instruction. More than half of instructors taught a greater variety of dairy foods topics after receiving the curriculum. More than 1/3 of instructors who increased dairy foods instruction attributed 75% or more of their increase to the packet and inservice. High school dairy foods education can be enhanced by providing curriculum and training to instructors. Dairy foods education is necessary to ensure high school graduates are educated about dairy products and exposed to potential dairy science careers.
Irradiation: Making Produce Healthy and Safe
Authors: Zahed Masooma
Published: August 2010

ABSTRACT:  One of the core competencies in the IFT education standards for students is to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in a nontechnical language such that someone reading a local newspaper could also understand it. Due date for submissions is typically the 1st week in June every year. More information on eligibility, rules, submission, and judging criteria is posted on IFT's Student Association website. Monetary prizes are awarded to the authors of the top 3 articles, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Masooma Zahed from Chapman Univ.
ÜBER DEN EINFLUSS DER LICHTWIRKUNG AUF DIE ZAHL DER WEISSEN BLUTKÖRPERCHEN IM BLUTE
Authors: HELLGREN E. G.
Published: August 2010

Bei Verwendung oben geschilderten Methodik erhält man also bei halbstÜndiger Bestrahlung der Kaninchen mit praktisch «gleich grosse» Mengen verschiedener Spektralinterwallen des sichtbaren Lichtes eine periphere Leucozytose bei Verwendung vom roten Lichte während das blaue dagegen eine Tendenz zu Leukopenie hervorrief. Das gelbe Licht schien in dieser Hinsicht ohne Wirkung zu sein.

Wiederholte Zählungen nach Beendigung eines Bestrahlungsversuches zeigte nach einigen Stunden wieder die ursprÜngliche Werte, weshalb man die Variationen am besten als eine vom Lichte hervorgerufene Verschiebung im Sinne Gräffs aufzufassen habe.
REAKTIONEN NACH BLUTTRANSFUSION EINE äTIOLOQISCHE UND PATHOLOGISCHANATOMISCHE STUDIE
Authors: Lindau Arvid
Published: August 2010

Bei direkter ÜberfÜhrung von unverändertem Blut beschränken sich die leichten Reaktionen auf wenige Prozente der Patienten.

Bei vollguten und ausfÜhrlichen Vorproben bleiben die schweren hämolytischen Reaktionen aus, und die Bluttransfusionsmethode wird praktisch genommen gefahrenfrei.

Die schweren Reaktionen beruhen auf einer Transfusion von unverträglichem Blut, das eine Hämolyse erleidet. Hierdurch werden in erster Hand Nieren und Leber beschädigt, in gewissen Fällen auch der Darm. Diese Nierenbeschädigungen und Lebernekrosen haben mikroskopisch ein charakteristisches Aussehen.

Die schweren Transfusionsreaktionen sind unter den Begriff Eiweisszerfallstoxikosen (Pfeiffer) einzureihen.

Bei wiederholter Transfusion sind neue Vorproben mit direkter PrÜfung sowie grosse Vorsicht in der Zeitperiode not‐wendig, da eine anaphylaktische Reaktion ausgebildet sein kann.

Die Autoreinfusion dÜrfte zu grosse Gefahrenmomente mit sich bringen, um berechtigt zu erscheinen.
UNTERSUCHUNGEN ÜBER DIE SEROLOGISCHE GRUPPENDIFFERENZIERUNG DES ORGANISMUS1
Authors: THOMSEN OLUF
Published: August 2010

Zusammenfaasung.

Leukozyten von Menschen, die an (myeloischer und lymphatischer) Leukämie leiden, zeigen bei direkter Agglutinationsprobe nur ausnahmsweise gruppenspezifische Agglutination, spezifische Agglutininbindungsfähigkeit aber regelmässig. Sie sind also ebenso wie die Erythrozyten gruppengeprägt.
Abstracts — Analyses — Referate
Authors: Thomsen Oluf
Published: August 2010

B. Flscher‐Wasels. Vererbung and Krebsforschung
ÜBER DAS GLEICHZEITIGE AUFTRETEN MULTIPLER NEUROFIBROME UND GLIOME (Gliomatose), („;Periphere und Zentrale Neurofibromatose”) AUF ERBLICHER GRUNDLAGE UND MIT DIFFUSER VERBREITUNG IN DEN RÜCKENMARKS‐ UND GEHIRNHÄUTEN
Authors: HARBITZ FRANCIS
Published: August 2010

An Hand von Fällen (unser Fall I.), bei welchen sich. gleich zeitig multiple Neurofibrome (v. Recklinghausen's Krankheit) und Gliome — bzw. Glioniatose im Zentralnervensystem und seinen Häuten — bei ein und demselben Individuum vorfinden, wird die nahe Verwandtschaft und die wahrscheinliche genetische Verknüpfung des Vorkommens dieser beiden Krankheiten dargelegt. Dies wird weiterhin illustriert durch Fälle, bei denen eine erbliche Belastung vorliegt und wo sich die eine Erkrankung z. B. bei der Mutter vorfindet, während die andere bei einem ihrer Kinder angetroffen wird (unser Fall I.). Ausserdem noch an Fällen von mehreren Geschwistern mit Lokalisation derselben Krankheitsanlage zu verschiedenen Stellen. Auch histologisch gesehen scheint die Grenze nicht besonders scharf zu sein.

In Übereinstimmung mit u. a. neueren englischen Arbeiten (Cairns und Dorothy Russel) findet sich diffuse Ausbreitung in den Gehirnhäuten – sehr oft mit einer Gehirngeschwulst (Gliom) als Ausgangspunkt – verhältnismässig häufig. »Medulloblastome« zeigen sehr häufig dieses fortgesetzte Wachstum (4 eigene Fälle), zuweilen »Glioblastoma multiforme« (ein Fall). Äusserst selten trifft man diffuse Glomatose in den dünnen Gehirnhäuten bei Fällen von multipler Neurofibromatose an (unser Fall I.).
ZUR FRAGE DER HETEROSPEZIFISCHEN SCHWANGERSCHAFT
Authors: JONSSON BENGT
Published: August 2010

In einem Material von 636 O‐Männern und 594 O‐Weibern, welche etliche Monate vor der Untersuchung Kinder geboren hatten, wurde ein starkes Übergewicht der Frequenz von starken Isolysinen bei den Müttern über die entsprechende Frequenz bei den Männern gefunden.

Ein deutliches Übergewicht von der Isolysinfrequenz bei O‐Müttern, die eine heterospezifische Schwangerschaft durchgemacht haben, über die Isolysinfrequenz bei O‐Müttern, die eine homospezifische Schwangerschaft durchgemacht haben, wird festgestellt.

Ein starker Zusammenhang zwischen dem Erscheinen von α‐Isolysin und A‐Schwangerschaft bei den O‐Müttern bzw. zwischen dem Erscheinen von β‐Isolysin und B‐Schwangerschaft bei den O‐Müttern wird festgestellt.

Als Erklärung wird eine gruppenspezifische antigene Wirkung der A‐ bzw. B‐Rezeptoren bei den Föten den O‐Müttern gegenüber angenommen.