bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Study on the Mineral Depletion of the Foods Available to us as a Nation over the Period 1940 to 1991
Authors: Thomas David 
Published: January 2012

In 1927 a study at King's College, University of London, of the chemical composition of foods was initiated by Dr McCance to assist with diabetic dietary guidance. The study evolved and was then broadened to determine all the important organic and mineral constituents of foods, it was financed by the Medical Research Council and eventually published in 1940. Over the next 51 years subsequent editions reflected changing national dietary habits and food laws as well as advances in analytical procedures. The most recent (5th Edition) published in 1991 has comprehensively analysed 14 different categories of foods and beverages. In order to provide some insight into any variation in the quality of the foods available to us as a nation between 1940 and 1991 it was possible to compare and contrast the mineral content of 27 varieties of vegetable, 17 varieties of fruit, 10 cuts of meat and some milk and cheese products. The results demonstrate that there has been a significant loss of minerals and trace elements in these foods over that period of time. It is suggested that the results of this study cannot be taken in isolation from recent dietary, environmental and disease trends. These trends are briefly mentioned and suggestions are made as to how the deterioration in the micronutrient quality of our food intake may be arrested and reversed.
Antioxidant status of Adult Nigerian Asthmatics: Implications for Prognosis
Authors: Anetor J.I. , Ajose O.A. , Ige O. , Oyeleye A.O. , Ojo P.O. 
Published: January 2012

Serum antioxidant status of 50 (19M, 31F) adult asthmatic patients, aged 40 to 50yr and attending the medical outpatient clinic of the University College Hospital, Ibadan, has been assessed, by measurement of serum ascorbic acid, copper, zinc, albumin, uric acid and magnesium levels, to determine the relationship between antioxidant status and severity of bronchial asthma. Twenty-five (25) age matched adults (IOM, 15F) served as controls. The test subjects were classified into two groups (I &2) based on the degree of respiratory distress. Questionnaires were also used to obtain data on subjects' fruit and vegetable intake. Fruit and vegetable intake was similar in patients and controls, 96% and 100% respectively reporting adequate intake. Copper (Cu) level was not significantly different between patients and control subjects, but was significantly higher in female asthmatics than in males (p < 0.05). Magnesium (Mg) level was also lower in asthmatics than in control subject (p < 0.001). Plasma Zinc level was not different between patients and control (p > 0.05). The levels of the other antioxidants, vitamin C, uric acid and albumin were all lower in asthmatics than in controls (p < 0.05, p < 0.001, p < 0.001) respectively. The magnesium level of group 2 (severe asthmatics) was lower than in controls (p < 0.05) unlike moderate asthmatics (group I) which do not differ significantly from controls. These findings support the emerging concept that antioxidants are consumed in this inflammatory disease and that a corresponding increase in antioxidant supply may improve prognosis for bronchial asthma.
Nurturing the Brain Nutritionally and Emotionally from Before Conception to late Adolescence
Authors: House Simon H. 
Published: January 2012

Sound nurture requires skills concerning nutrition and emotions, skills that are particularly important in key stages relating to brain development. We are recognizing more clearly the way that serious changes from our hunter-gatherer waterside lifestyle are affecting both our diet and our emotional relationships: first the changes a few hundred generations ago in the agricultural revolution; and more recently in the industrial revolution. These effects have been aggravated in the last century by excessively profit-driven intensive farming, and recently by intensive food-marketing – particularly to children. People are gradually becoming aware how very susceptible is the most vulnerable stage of the lifecycle, the reproductive phase. From long before fertilization and conception, parental nutrition affects a person's development and health for life. Controlled trials show marked effects of nurture on the brain's subsequent acuity. Brain structure throughout development has become visible through modern scans, and also brain activity and mental response. The neural tube, forming at around 3 weeks, if undernourished may be inadequately sealed and demarcated, leading to incomplete interconnection between brain regions. Results vary, but can emanate as: autism or attention-deficit/hyperactivity-disorder (AD/HD); difficulty with relationships and social sense; poor self-control, with risk of violence. Evidence indicates that over 80% of current reproductive hazards, including infertility and malformations, might be prevented purely by sound all-round nurture. Between the embryonic stage and adulthood the brain makes several developmental spurts. Particularly during these spurts, sound nutrition and activity help the brain reach its full genetic potential for capacity, acuity, and connections between regions. From the beginning, hormones and nutrients, or their deficits, are setting gene-switches for life. Good bonding and feeding sets gene-switches positively; shock, stress or poor nutrition, negatively. Forceps delivery combined with serious early separation, correlates with over 4 times the risk of criminal violence by the age of 18. So disruptions of nurture set at risk not only body and brain but a person's very spirituality. Understanding of the biochemistry and epigenetics highlights our urgent need to learn from our evolutionary ways, not only of childbearing, but of a physically active life nourished by foods from the water and the wild.
The Developmental Environment of the Preterm Baby
Authors: Richards M. P. M. 
Published: January 2012

Over the past two decades Britain, like many other countries, has developed a system of special care units for sick and preterm babies. These, together with the intensive care units which some of them incorporate, now admit between 15 and 20% of all newborn babies. Admission to these units and the employment there of a growing range of invasive treatments has led to a profound change in the neonatal environment for these babies and their parents. Some of these changes have provoked anxiety about their possible consequences for the development of these children. This, article describes some of the aspects of the environment of the preterm baby that have given rise to concern and some of the ways in which we may reduce the potential risks.
The Effect of Nitrogen Fertilization on Forest Blueberries
Authors: Nilsson Nils , Lindahl Olov 
Published: January 2012

In a randomized prospective trial with hens it is shown that artificially fertilized forest blueberries are toxic. In a high dose (1.71/hens) the birds died within 72 hours (p <0.01). In a lower dose (0.33 1/hens) all survived but a lifelong change in the egg production occurred implying defects of the shells (p <0.0000001). It seems that fertilizers change the microflora in the ground, which releases soluble aluminiumnitrate which is absorbed in the berries. Aluminium poisoning has been found to have clinical significance in dialysis patients and probably also in senile dementia. In smaller doses it can be difficult td establish this relation as the symptoms can have a latency period of more than 10 years.
Maternal Education, Breastfeeding Behaviours and Lactational Amenorrhoea: Studies Among Two Ethnic Communities in Ile Ife, Nigeria
Authors: Davies-Adetugbo Anita A. , Ojofeitimi E.O. 
Published: January 2012

Breastfeeding is an important child survival strategy. This report aims to describe the unique contributions of education, ethnicity, and other variables to breastfeeding outcomes. The study was conducted among two groups of lactating mothers in Ile Ife, southwestern Nigeria, using structured questionnaires focusing on their breastfeeding history and current practice. Breastfeeding initiation was delayed in both groups, and primary education is the most significant predictor of initiation of breastfeeding within 6 hours of delivery (OR = 3.92, p = 0.0117). Breastfeeding duration (SD) was 13.7 (4.3) months for the Yorubas and 17.5 (3.4) for the Hausas. Its only significant predictors are education (p < = 0.0001), with an average decrease in breastfeeding duration of 3.2 and 6.6 months with mother's education to the primary and post-primary levels respectively, compared with mothers with no education. In turn, breastfeeding duration is the most significant predictor of the duration of lactational amenorrhoea (p = 0.0000). Mothers with some formal education are also more likely to start feeding human milk substitutes at 2 weeks (OR = 3.83, p = 0.024). The most important variable determining breastfeeding in this study is education. The educated mother is more likely to be involved in economic activity away from the home. To protect breastfeeding in these communities, there is a need for programmes to support the breastfeeding mother who works.
The Effects of Caffeine on Psychological Functioning
Authors: Edelmann Robert J. , Moxon Sallie 
Published: January 2012

The past few years have witnessed a growing literature on the behavioural, cognitive and performance effects, both beneficial and hazardous, of caffeine ingestion. A brief overview of these studies is provided and methodological difficulties discussed. Disagreement over such factors as the quantity of caffeine required to produce deleterious effects, difficulties obtaining valid measures of caffeine intake from self-reports and differing interpretations of tolerance levels and absorption rates between studies, often prevent the derivation of meaningful results. The need for a rigorous, scientific appraisal of the effects of caffeine on psychological functioning is emphasised. This requires agreement about criteria referred to above, a more valid data base, and in some cases, the adoption of alternative methodology.
Underachievement of Gifted Girls: Causes and Solutions
Authors: White Lesley 
Published: January 2012

Much has been written on the phenomenon of the underachievement of gifted females; its frequency, implications and causes. If we are to redress this problem, effective strategies must be implemented which address the multiple issues concerned. The objective of this paper is to firstly summarise the reasons for underachievement, and secondly present an overview of the programs and strategies recommended and in some cases, implemented, which aim to prevent and/or rectify this. “It is a national tragedy that a mere handful of gifted women have attained eminence while the remainder accept obscurity. How long can society continue to squander the brilliance of gifted women? How long will gifted women stand on the threshold of self actualisation, not taking steps that would fulfil their dreams because they might inconvenience someone? ” (Kerr, 1985, page 167)
An Evaluation of Gifted Pre-Schoolers in the Creative Thinking Program in South Korea
Authors: Jeon Kyung-Won 
Published: January 2012

Controlled studies of the effectiveness of gifted preschoolers' programs are rate. An evaluative study of the Creative Thinking Program for the preschoolers in Kwang-Ju, South Korea, was carried out using a control group, pre-post measurement, and multiple outcome measures. The purpose of this investigation was to find out whether the program focused on the creative thinking abilities will 1) develop and maintain the creative abilities through creative thinking activities 2) enhance the creative characteristics, and 3) enhance the intellectual functioning for the preschool gifted and average youngsters. The program was focused on the creative thinking abilities for the 12 weeks. The subjects were 80 preschoolers. They were divided into four groups: Two groups of 40 preschoolers were experimental groups, the others were control groups. Then, the experimental groups of 40 preschoolers were consisted of high and average ability groups in terms of their intellectual abilities. The creative thinking activities were given to the 40 experimental subjects. No treatment was given to the control group. It was found that on a general test of cognitive ability and creative abilities of originality, imagination, and fluency, program participants exhibited significantly higher gains than did controls, and participants increased the creative attitudes of their kindergarten life more highly at the end of the program. The study lends support to the benefits of Creative Thinking Programs.
Secret Garden to Public Street. Is there a Third Way?
Authors: Brighouse Tim 
Published: January 2012

This article outlines a collection of key thoughts. It has fault lines throughout hut is meant to contribute to the beginning of a change in the way we consider curriculum. There is considerable and fundamental territory it does not attempt to cover. For example, I do not touch on the philosophical questions of whether the state has a role in prescribing curricular content and, if it does, the extent of that role. The title of the article was chosen to convey the sharp change which has taken place in the state's attitude to prescribing curricular content during the latter part of my working lifetime — indeed, the last twelve years. But it was also chosen to imply that I wanted to look forward in the light of changes in our society rather than backwards to some perhaps non-existent preferred ‘sgolden’ age. So the purpose is to raise issues. But I must start by challenging the adequacy of the present “public street” of a curriculum as I have called it. Before I do, one more disclaimer. I am primarily an administrator, not a curricular theorist for example. So this paper does not explore any of the issues it raises in depth. It is a start. So with those disclaimers...
The Elasticated Learner: Beyond Curriculum Learning Opportunities in a Local Education Authority
Authors: Huxtable Marie 
Published: January 2012

After one Saturday workshop, Chris (an 11 year old) told me he was becoming an ‘elasticated learner’. This seems to succinctly sum up the purpose of education in general and the APEX (Able Pupils Extending Opportunities) out of hours sessions in particular, with the emphasis being not only on flexible, increased capacity but also on the ownership by the learner of the process. How can we help more young people to become ‘elasticated learners ‘; high ability learners willing and able to seek out and profit from learning experiences which will challenge and extend them, take them to new and uncharted territory and contribute to their educational voyage? Good curriculum teaching and school improvement are essential, but not sole, components of provision to meet the needs of high ability pupils. Children need to gain the competence, confidence and motivation to develop and achieve their ambitions as adults to their own and society's benefits. To this end it is argued that varied out of hours learning opportunities need to be developed in a variety of venues. It is proposed that Renzulli's Enrichment Triad model is used to develop coherent provision with the Saturday Workshops and Summer Schools, which form part of the APEX (Able Pupils Extending Opportunities) Project in Bath and North East Somerset, given as examples.
Research Related to the Schoolwide Enrichment Triad Model
Authors: Reis Sally M. , Renzulli Joseph S. 
Published: January 2012

This article summarizes research on various aspects of the Schoolwide Enrichment Triad Model and research on eight categorical components of the model carried out over the past 20 years will be presented. These components include: the effectiveness of the model, creative productivity, personal and social development, underserved populations, self-efficacy, SEM as a curricular framework, research relating to learning styles and curriculum compacting, and longitudinal research on the model. Programs based on enrichment models and enrichment activities are the most commonly used approach in gifted education, however, enrichment approaches are not as well supported by research as are programs based on acceleration. Research on acceleration has provided strong support for the benefits of acceleration in the area of mathematics; and the objectivity of the variables being examined (e.g., math grades and math performance) has enabled researchers to use powerful quantitative research designs. Research on variables associated with enrichment, on the other hand, usually examine more complex student outcomes such as, escalation of the quality of student products, the influence of process-training activities on subsequent applications to real world problems, creativity, independence in work habits, and perhaps most important, love of learning and desire to continue to pursue creative productive work in the future.
The Use of Dynamic Testing to Reveal High Academic Potential and Underachievement in a Culturally Different Population
Authors: Chaffey Graham W. , Bailey Stan B. 
Published: January 2012

The under-representation of children from culturally different and low SES backgrounds in programs for the gifted is widely recognised. The cause of this under-representation can, at least in part, be attributed to the inappropriateness of the identification methods used. This paper presents the findings of a major study which sought to determine the effectiveness of a specific dynamic testing method for identifying high academic potential in Australian Aboriginal children. The dynamic testing method used in the study involved a test—intervention—retest format where the intervention was designed to address predicted causes of underachievement. The results suggest that dynamic testing was an effective identification tool for the study children, revealing high academic potential in similar proportions to those in the instrument normative population. This study has implications for both gifted education and the education of culturally different children generally arising from the findings that many of the children were ‘invisible’ underachievers and that it is possible to identify such underachievement through the dynamic testing process.
The Master Teacher: Dodo or Dynamo?
Authors: Kerry Trevor 
Published: January 2012

This paper is loosely based on the new text of which I am co-author (Kerry and Wilding 2004). Herein lies the first deliberate mistake! The title of the book does not match this paper. There is a reason for this: the publishers felt that our proposed title did not mesh sufficiently closely with government* dogma about teachers and teaching, and altered our version in the interest of increased potential sales! Nevertheless, in the paper I will continue to refer to Master Teachers (a phrase that, of course, encapsulates both genders). In the paper I shall say nothing ‘cultured’ or ‘intellectual’. What I hope to do is to analyse some issues from the perspective of practical teaching in real classrooms, which is the purpose of the book. In the Effective Classroom Teacher text my co-author and I challenge some of the government's thinking about teachers and teaching. We raise questions about: Whether a competence model of teacher education can ever be really effective Whether strict curriculum control in schools (National Curriculum) is possible, for example in the aftermath of the world wide web Whether similar straight-jacketing of the curriculum of teacher education, leading to the loss of studies such as the sociology of education, has had a detrimental effect on teacher understanding Whether the government control of qualifications is really desirable Whether pedagogy by good intention or the largely unsupported assertion of what makes ‘good practice’ is a satisfactory substitute for teacher investigation and action research into classroom practice What effects these narrow approaches to marketism in education, initial and in-service training of teachers, professional self-development, accountability and performance management will have on the long-term effectiveness of teachers. What we have tried to do is to present an alternative scenario which uses the sustainable elements of current UK political policy, but adds to that package what is missing both from the valuable past and from the potential future.
A Reflective Conversation with David Henry Feldman
Authors: Laman Effie , Shaughnessy Michael F. 
Published: January 2012

Professor David Henry Feldman is a recognised expert in child development at Tufts University. He has authored ten books and many manuscripts. The topics of his writing and research include: studies of cognitive development; developmental theory, creativity, intellectual development, developmental transitions, expertise, extreme giftedness and creativity, and educational and developmental theory. Professor Feldman was a Fulbright Fellow and recipient of the National Association of Gifted Children Distinguished Scholar of the Year Award. He participates in national media activities including appearances on NOVA, the Today Show, 48 Hours, In Search of Mind (PBS), Future Watch (CNN), and is a Member of the Office of Education Panel on National Policy for Gifted Education. Professor Feldman maintains that throughout history, child geniuses have been treated with both fascination and skepticism as the public marvels over their remarkable accomplishments but simultaneously search for their shortcomings and failures. In this interview Professor Feldman shares his development of research and his concerns about the American educational system, based on a half-century of service to education.
Are Children's Rights Global?
Authors: Sharp Ann Margaret 
Published: January 2012

This story is one of ten short stories to be published as a P4C program in the education of the emotions in the near future by the IAPC at Montclair State University. It has several purposes as a philosophical story: To identify and compare emotions (anger, fear, anxiety, distress, unhappy, sad, care, embarrassed, surprise, vulnerable, love, longing for ideals); to try to explore the underlying belief of the emotion portrayed; to subject the underlying belief to inquiry to ascertain where the emotion is justified; to model communal dialogue regarding a philosophical issue; to explore philosophical concepts of personhood, friendship, tradition, intellectual virtue, sound judgment and children's rights. These purposes will be explored in the accompanying manual, Emotions: The Other Side of Reason, via discussion plans, exercises and activities aimed at helping children inquire together and think for themselves about the issues. The author, Ann Margaret Sharp, can be contacted at sharpa@mailmontclair.edu