Responses to oral glucose challenge differ by physical activity volume and intensity: A pilot study

BackgroundOne-hour postprandial hyperglycemia is associated with increased risk of type 2 diabetes and cardiovascular disease. Physical activity (PA) has short-term beneficial effects on post-meal glucose response. This study compared the oral glucose tolerance test results of 3 groups of people with habitually different levels of PA.MethodsThirty-one adults without diabetes (age 25.9 ± 6.6 years; body mass index 23.8 ± 3.8 kg/m²; mean ± SD) were recruited and divided into 3 groups based on self-reported PA volume and intensity: low activity < 30 min/day of moderate-intensity activity (n = 11), moderately active ≥ 30 min/day of moderate-intensity PA (n = 10), and very active ≥ 60 min/day of PA at high intensity (n = 10). Participants completed an oral glucose tolerance test (50 g glucose) with capillary blood samples obtained at baseline, 15 min, 30 min, 45 min, 60 min, 90 min, and 120 min post-ingestion.ResultsThere were no significant differences between groups for age or body fat percentage or glycated hemoglobin (p > 0.05). The groups were significantly different in terms of baseline glucose level (p = 0.003) and, marginally, for gender (p = 0.053) and BMI (p = 0.050). There was a statistically significant effect of PA on the 1-h postprandial glucose results (p = 0.029), with differences between very active and low activity groups (p = 0.008) but not between the moderately active and low activity groups (p = 0.360), even when baseline glucose level and gender differences were accounted for. For incremental area under the curve there was no significant effect of activity group once gender and body fat percentage had been accounted for (p = 0.401). Those in the low activity group took 15 min longer to reach peak glucose level than those in the very active group (p = 0.012).ConclusionThe results suggest that high levels of PA have a beneficial effect on postprandial blood glucose profiles when compared to low and moderate levels of activity.     

The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.     

Community Consultation in Developing Museum Projects: A Case Study Using the Repertory Grid Technique

Good community consultation is a powerful tool in developing new museum projects and exhibitions, facilitating a more effective delivery of service to a diverse public. Existing techniques for both user and community consultation are limited with front end evaluation particularly undeveloped in the sector, often providing no meaningful base by which to compare project outcomes. Tension exists between government, which values quantitative data, and researchers who argue qualitative methods are more appropriate for evaluating community projects. This article reports a pilot study using the repertory grid technique to examine a ‘socially excluded’, ethnically diverse local community's perceptions, expectations and previous experiences of similar projects, to provide a benchmark against which to compare outcomes. This research formed part of the front end evaluation for a New Deal for Community's Project run by Sheffield Galleries and Museums Trust. The repertory grid technique was developed in psychological studies as a means of understanding respondents' own world views, and is particularly helpful in working with people with poor language skills. Although this study only used the technique qualitatively, it can be used to combine both quantitative and qualitative data, providing more robust data for evidence-based policy decisions. Using the repertory grid technique, respondents were able to list both perceived and practical barriers to participation in projects. The technique also enabled them to articulate what would motivate them to become involved in future projects. The repertory grid technique has significant potential for use in community consultation and project evaluation as a means of understanding local residents' perceptions and its visual representation means that its findings can be easily understood by participants, policy-makers and practitioners.     

Prevention is better than cure: coping skills training for adolescents at school

Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.

Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002 Frydenberg E Brandon CM (2002) The best of coping Melbourne: Oz Child [Crossref] [Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.

The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme.     

LibQUAL in Ireland: Performance Assessment and Service Improvement in Irish University Libraries

This article reviews the Irish university experience of LibQUAL, drawing from interviews with administrators and library directors in the seven Irish universities together with data from the Irish LibQUAL notebooks generated from 2009 to 2012. Of the seven Irish universities, three find it very useful, run it regularly and have integrated it into their planning activities. Two found LibQUAL to be very useful in an occasional sense and two found LibQUAL to be less useful for their needs. The results from all LibQUAL notebooks indicate common poor perceptions about library buildings among users. However Irish users' expectations of library buildings appear to be higher than elsewhere. The approaches to analysis, interpretation and response to the results varied from library to library. While most institutions reported implementing changes as part of their LibQUAL action plans, attitudes around whether LibQUAL was a catalyst for change in their libraries varied. The majority of those interviewed described themselves as somewhat satisfied, as opposed to very satisfied, with the tool. At a national level, LibQUAL has repositioned the importance of the physical library environment within strategic planning and has placed the customer firmly at the centre of Irish university library development.     

The fourth R: Reasoning

This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area.     

Effects of Mindfulness‐Based Versus Interpersonal Process Group Intervention on Psychological Well‐Being With a Clinical University Population

This quasi‐experimental study compared a group mindfulness‐based intervention (MI) with an interpersonal process (IP) group intervention and a no‐treatment (NT) control condition in reducing psychological distress among 112 students at 2 universities. At postintervention, IP and MI group participants exhibited significant reductions in anxiety, depression, and interpersonal problems compared with the NT group. At the 6‐month follow‐up, only MI participants maintained the reduction in anxiety, depression, and academic problems; conversely, only IP participants maintained reductions in interpersonal problems.     

Dynamic balance performance varies by position but not by age group in elite Rugby Union players – a normative study

This cohort study aimed to provide normative Y Balance Test scores for an elite Rugby Union population, while investigating the effect player age groups (senior/under-20), playing positions (forwards/backs) and anthropometrics (height and body mass) had on performance. Two-hundred and sixty-one elite male under-20 (n = 50) and senior (n = 211) players completed baseline Y Balance Test during the 2015/2016 season. One-way ANCOVA and post-hoc t-tests were used to investigate the effect playing position, player group, height and weight had on performance. The cohort was then stratified into groups (age group and/or playing position), and normative percentiles were presented. There was a statistically significant difference (p < 0.05) in Y Balance Test performance between playing positions, when controlling for age group. This difference did not remain when controlling for player body mass. Post-hoc analysis demonstrated that backs had a longer normalised reach distance, with medium-large and small-medium effect sizes for the under-20 and senior cohorts respectively. The one-way ANCOVA analysis suggests that this difference is likely due to the larger differences in player body mass between forward and back playing positions. The normative values presented in this paper may be used by clinicians and researchers to aid injury prevention and rehabilitation strategies.     

Making Every Seat Count: Space Management at Peak Times in a University Library

This study explores the library equivalent of the towels on deck chairs phenomenon of students reserving library seats: the practice of leaving personal belongings unattended at a library study space for long periods of time, rendering the desk unavailable for use by others. It presents highly inefficient use of high value academic library space. This study measured the impact and effectiveness of a desk clearing intervention put in place to alleviate the space constraints caused by the practice. The components of this single site study were focus groups that explored student attitudes and motivations toward desk reserving, a survey to assess user perceptions of the intervention and analysis of access gate data to identify behavioral changes following the intervention. Findings suggest that the phenomenon is a normal part of the student culture in the University library where this study is based. In addition to space constraints during busy periods, the sense of community and the trust and peer support that users feel in the library appear to be contributory factors in desk reserving. The desk clearing initiative was introduced in response to user feedback, to maximize the availability of seats for the benefit of all users. It was successful in reducing the practice of seat reserving. Its impact was most noticeable in the early morning, where the practice of reserving seats for use later in the day disappeared. The initiative was welcomed by library users. The “Every Seat Counts” campaign is now a regular part of the end of each semester in the University of Limerick.     

Experiences of dyslexia and the transition to university: a case study of five students at different stages of study

ABSTRACT

Dyslexia is a common specific learning difficulty. In higher education two models of disability are prevalent, ‘disorder’ and ‘difference’, which each differentially conceptualise dyslexia and the nature of supports required. A lack of research has been undertaken in Ireland regarding students’ experience of dyslexia, and the move from second to third level education. A greater understanding of the challenges encountered is necessary to inform provision of resources to help students with dyslexia excel in higher education. Semi-structured interviews were completed with four undergraduate students and one postgraduate student with a diagnosis of dyslexia to explore their experiences of transitioning into university. Thematic analysis revealed four common themes: dyslexic identity, self-advocacy, transition experiences, and future advice. Various difficulties were identified regarding lack of appropriate academic resources, inconsistencies between supports provided in secondary and third level education, and low self-confidence which serves as a barrier to success. However, strengths including self-directed learning techniques and communication and self-advocacy skills were also evidenced, supporting a ‘difference’ view of dyslexia. The findings highlight the need to re-evaluate the current academic service provisions, in alignment with a model of dyslexia that allows individualisation and enables students, as opposed to disabling them.