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Background: Low-carbohydrate and high-fat (LCHF) diets are shown to have health benefits such as weight loss and improved cardiovascular health. Few studies, however, on LCHF diets have been completed in a real-world primary care setting over an extended period of time.Objectives: To examine the efficacy of a low-carbohydrate, high-fat dietary educational intervention delivered in a family practice setting on weight, body mass index (BMI), blood pressure, glycated haemoglobin (HbA1c), fasting insulin, estimated glomerular filtration rate (eGFR), and albumin to creatinine ratio (ACR). A secondary objective was to determine whether compliance to the program had an effect on outcomes.Methods: In this retrospective chart review, we collected laboratory and anthropometric data from an electronic medical record system for patients (n = 122) at least 19 years of age, who attended at least 2 LCHF educational sessions between January 2018 and May 2020. Pre-post mean differences of outcome were analysed using paired sample t-tests. Independent sample t-tests examined the effect of compliance on the outcomes.Results: Statistically significant reductions in weight (3.96 kg [P < 0.001]) and BMI (1.46 kg/m2 [P = 0.001]) were observed. Compared with patients who participated in ≤5 educational visits, patients who participated in >5 visits showed trends towards more clinically significant changes in weight, BMI, systolic blood pressure, diastolic blood pressure, HbA1c, eGFR, and ACR.Conclusion: Improvements in weight and BMI indicate the utility of providing LCHF health promotion interventions in primary care settings. Greater compliance to LCHF interventions results in greater improvement in laboratory and anthropometric outcomes, including HbA1c. [ABSTRACT FROM AUTHOR]

Sensory attributes of six heat‐resistant chocolates were compared with the standard chocolate using a trained sensory panel who were trained using the Sensory Spectrum method. The panel evaluated the chocolates using three tactile and ten oral attributes at 24, 29, and 38°C. The panel demonstrated consistent rating of the various samples. ANOVA showed that all of the 13 sensory attributes (Firmness to touch, Stickiness to fingers, Snap, Abrasiveness, Hardness with incisors, Fracturability, Cohesiveness of mass, Time to melt, Firmness with tongue, Adhesiveness to teeth, Number of particles, Oily mouthcoating, and Chocolate messiness) were significantly different across the samples. A higher degree of heat resistance was identified by the panelists for the low‐fat gelatin and polyol samples at 38°C. Principal component analysis revealed two principal components; the first pricipal component described the variability due to temperature, and the second principal component described the variability brought about by the various technologies. [ABSTRACT FROM AUTHOR]

There has always been war and conflict in our world. Conflict almost always goes hand-in-hand with human suffering and is usually caused by issues related to religion, power and politics linked to greed and money. Ordinary people, trying to live their everyday lives often suffer the greatest effects, with extreme hardship, misery and intense unhappiness frequently leading to death, destruction and displacement. This article looks at the concept of migration caused by war and conflict as dealt with by a text set of picturebooks. It considers the responses of a group of 9- and 10-year-old children as they discuss what is meant by migration, migrants and refugees and focuses on what it would be like if, because of war, they found themselves in the situation of having to leave their homes and seek refuge in a new country. [ABSTRACT FROM AUTHOR]

This article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook,Die Schopfung (The Creation)by F.K. Waechter. [ABSTRACT FROM AUTHOR]

Children from literate home backgrounds, who have exposure to supportive, positive reading role models using good quality texts, are the ones who are best able to cope with the demands of learning about literacy and the transition from home to school. This study of 3-year-old children will focus on their interactions with picturebook read aloud, their repeated requests to have favourite books read over and over again, their developing sense of identity and their growing ability to respond to the books through play, oral retellings, drawings, emergent writing and ‘readings' of the stories in their own words. Over a period of time, as the children had a series of picturebooks read to and shared with them, they were able to identify a sense of self mirrored in the content of some of the books and to make informed choices about their favourites. The children identified themselves in the storybook narratives and went on to record their responses in a variety of differing modes some of which led to them becoming real authors as they constructed their own books to be read, re-read and enjoyed. [ABSTRACT FROM PUBLISHER]

There is probably a comic or graphic novel to suit the needs and requirements of all kinds of readers. However, in addition, there is now a new kid on the block! A different kind of book is emerging, one that exhibits some, but not always all, of the characteristics normally thought of as belonging to comics and graphic novels. These books blur the boundaries and include elements of comics, graphic novels and picturebooks, fusing them and creating a category that is a synthesis of aspects from all of them, hence the term, “fusion” texts. This article challenges the view that comics, graphic novels and picturebooks are aimed at a younger and/or immature audience and shows how they are often complex fusion texts dealing with challenging, controversial issues which frequently deliver thought provoking and uncomfortable messages. [ABSTRACT FROM PUBLISHER]

Aim: To determine whether providing therapy staff with objective information regarding the nature of visual impairment enhances functional recovery of stroke survivors. Methods: A mixed methodology incorporated a pilot randomized controlled trial (RCT) and qualitative study. Patients presenting acutely with functional disability and suspected visual deficit, underwent visual assessment. Patients with visual impairment were recruited; all subjects received rehabilitation. The sample was randomized to group A (control) where details of visual assessment were withheld from therapy staff and group B (experimental) where details of visual assessment were disclosed. Functional measures (Functional Independent Measure, timed walk) were recorded at baseline and 6-week follow-up. Health professionals participated in a focus group to discuss the perceived influence of the additional visual assessment service on functional outcome. Findings: 64 patients were recruited over 18 months (group A=31; group B=33). Drop out resulted in 19 subjects in group A and 20 in group B for full analysis. Significant functional improvement was noted in both groups, no significant difference was found between groups. Health professionals reported a perceived positive impact from the vision assessment service. Conclusions: Provision of visual assessment information did not influence functional recovery. Qualitative findings indicated perceived benefits from the provision of the vision assessment service. [ABSTRACT FROM AUTHOR]

Aim: To determine whether providing therapy staff with objective information regarding the nature of visual impairment enhances functional recovery of stroke survivors. Methods: A mixed methodology incorporated a pilot randomized controlled trial (RCT) and qualitative study. Patients presenting acutely with functional disability and suspected visual deficit, underwent visual assessment. Patients with visual impairment were recruited; all subjects received rehabilitation. The sample was randomized to group A (control) where details of visual assessment were withheld from therapy staff and group B (experimental) where details of visual assessment were disclosed. Functional measures (Functional Independent Measure, timed walk) were recorded at baseline and 6-week follow-up. Health professionals participated in a focus group to discuss the perceived influence of the additional visual assessment service on functional outcome. Findings: 64 patients were recruited over 18 months (group A=31; group B=33). Drop out resulted in 19 subjects in group A and 20 in group B for full analysis. Significant functional improvement was noted in both groups, no significant difference was found between groups. Health professionals reported a perceived positive impact from the vision assessment service. Conclusions: Provision of visual assessment information did not influence functional recovery. Qualitative findings indicated perceived benefits from the provision of the vision assessment service. [ABSTRACT FROM AUTHOR]

It is increasingly accepted that one can respond to picturebooks in a variety of different ways, however it is only in the last decade or so that some picturebooks are being recognized as extremely complex multimodal texts which often make great intellectual and cognitive demands on the reader. Picturebooks can be very powerful texts; they can stimulate rich discussion and release previously untapped thoughts and emotions allowing the reader to reflect on life and its vagaries. This article asks who is the audience for picturebooks that are challenging, controversial, and unconventional and outlines why it is crucial to read, share, and talk about them collaboratively. It describes how one such book, The Short and Incredibly Happy Life of Riley by Colin Thompson and Amy Lissiat, at first glance a seemingly simple, humorous text, was used with 10 and 11 year old children as the stimulus for some reader response work which quickly led to some profound, indeed, quite philosophical discussions about the purpose of life and the choices that human beings make as they exist in a material world. [ABSTRACT FROM PUBLISHER]

The author analyzes the seminal works of British author and illustrator Raymond Briggs. She offers an overview of Briggs' career as an author. She discusses the contributions of Briggs in raising the intellectual profile of graphic novels. She also examines how Briggs used the strip-cartoon format in many of his books including "The Snoman."

It has long been accepted that one can respond to fine art in a variety of different ways. However, it is only in the last decade or so that picturebooks have been attracting the kind of recognition that they have long deserved as art forms to be considered and responded to both creatively and aesthetically. There is a growing body of research focusing on how we can respond creatively to the illustrations in picturebooks in addition to the picturebooks themselves as art objects. There is also a growing number of author illustrators who use famous works of art as an integral part of the storyline in their picuturebooks. This article describes how one such book, Katie's picture show, was initially used as the stimulus for some reader response work which quickly led onto more in-depth, detailed responses to fine art - Fernando Botero's art in particular. It then goes on to share the oral, written and illustrative responses of some 10 year old children, showing the creative and aesthetic links between picturebooks and fine art. [ABSTRACT FROM AUTHOR]

There is a paucity of test–retest reliability data for adolescent self-reports of a wide range of risk behaviours. Grade 8 and 11 Students (N=358) completed a questionnaire on two occasions between 10 and 14 days apart. It included items about use of various substances, violent behaviour, suicidality, and sexuality. Cohen''s kappa was almost perfect for 1 item (κ=85.4%); in the substantial range (61–80%) for 4 items; and in the moderate range (41–60%) for 3 items. For the remaining 7 items, the percentage agreement was higher than 92.0%. The questionnaire thus demonstrates adequate test–retest reliability. [Copyright &y& Elsevier]

This paper reports on a qualitative research project undertaken with Y6 children. It draws on transcriptions of children's discussions; recordings of collaborative writing sessions; and the children's responses to a series of questions relating to Beanie soft toys, their origins, their intended market audience and their creator's entrepreneurial intentions in relation to the global market. The paper considers how far the children were motivated by working with popular icons as a purpose for collaborative writing. It also analyses children's stated views on the manufacturers who make, advertise and sell these types of popular toys and explores children's relationship to the consumerist ideology which surrounds popular culture. [ABSTRACT FROM PUBLISHER]

The article presents information on eating disorders, essentially anorexia nervosa and bulimia nervosa. It is particularly afflicting young people, particularly young women. It assesses the relationships between discourses of food refusal and those of obesity. In addition, it examines their effect on curricular concerned with the education of the "body" in schools. Eating disorders have received lot of attention in recent years in the popular media as well as the scientific literature across the disciplines. Focusing attention on eating disorders raises many queries about how young women and men generally experience and are treated in the contemporary conditions of schooling. In addition, the issues related to the social production of the body, the curriculum of sport, health and physical education. In Great Britain, the Eating Disorders Association estimate that about 165,000 people have eating disorders and are held accountable for the highest number of deaths from psychiatric illness.

This article looks at why talk is important for young children learning mathematics, how talk fosters mathematical understanding and the importance of having something to talk about by relating maths to real situations. It then looks at the revealing comments of some four and five year old children talking about simple number activities linked to a favourite rhyming story song they had been singing. [ABSTRACT FROM PUBLISHER]