Search

This article summarises the state of the science on the role of the gut microbiota (GM) in diabetes from a recent international expert forum organised by Diabetes, Diabetes Care, and Diabetologia, which was held at the European Association for the Study of Diabetes 2023 Annual Meeting in Hamburg, Germany. Forum participants included clinicians and basic scientists who are leading investigators in the field of the intestinal microbiome and metabolism. Their conclusions were as follows: (1) the GM may be involved in the pathophysiology of type 2 diabetes, as microbially produced metabolites associate both positively and negatively with the disease, and mechanistic links of GM functions (e.g. genes for butyrate production) with glucose metabolism have recently emerged through the use of Mendelian randomisation in humans; (2) the highly individualised nature of the GM poses a major research obstacle, and large cohorts and a deep-sequencing metagenomic approach are required for robust assessments of associations and causation; (3) because single time point sampling misses intraindividual GM dynamics, future studies with repeated measures within individuals are needed; and (4) much future research will be required to determine the applicability of this expanding knowledge to diabetes diagnosis and treatment, and novel technologies and improved computational tools will be important to achieve this goal.

One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named "epistemically unwarranted beliefs" (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor's Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers' scientific literacy and increase the presence of rational style among teachers.

This article examines the effect of different educational approaches to environmental education (EE) in the environmental attitudes of 507 preservice teachers. In one experimental group EE was addressed in a science subject and in other experimental group in a literature subject. The latter integrated content and competences in a transdisciplinary way, overcoming the idea that environmental attitudes should only be addressed in science classes. The analysis of their responses to the Environmental Attitudes Inventory (EAI) in a prestest-postest design show that both approaches were able to increase their pro-environmental attitudes, while the control group showed no significant changes. The educational intervention at the literature subject was able to significantly increase those dimensions related to preserving nature and the diversity of natural species in their original natural state, while the educational intervention at the science subject was also able to significantly decrease those dimensions related to the belief that it is right and even necessary to use and alter nature, natural phenomena, and species for human objectives. Female future teachers had more favorable attitudes towards nature than their male counterparts, but no statistically significant differences were observed according to gender for a specific educational approach.

To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.

Novel probiotic yoghurt was produced using the combination of bacterial cultures Lactobacillus plantarum HA119 and Bifidobacterium animalis subsp. lactis B94 and yoghurt bacteria Lactobacillus delbrueckii subsp. bulgaricus and Streptococcus thermophilus. Its basic nutritional composition, colour, texture, rheological properties, and sensory profile were compared with yoghurt produced using the same technological process and standard yoghurt cultures (control sample), as well as other commercially available yoghurts with different milk fat contents. Despite the fat content of the yoghurt made with the new probiotic cultures being 1.44%, its apparent viscosity was similar to that of high-fat yoghurt (2.99%). Other results from rheological measurements indicate that the new yoghurt had a stronger protein network, presumably due to the higher number of exopolysaccharides compared to both control and commercial yoghurts. Sensory analysis revealed that there were no statistically significant differences between the novel probiotic yoghurt and high-fat yoghurt as perceived by panellists. In conclusion, this combination of probiotic cultures can be used to produce yoghurt with rheological and sensory properties similar to high-fat yoghurts, without the need for hydrocolloids or changes in the production process. [ABSTRACT FROM AUTHOR]

In recent years, microbiomes and their potential applications for human, animal or plant health, food production and environmental management came into the spotlight of major national and international policies and strategies. This has been accompanied by substantial R&D investments in both public and private sectors, with an increasing number of products entering the market. Despite widespread agreement on the potential of microbiomes and their uses across disciplines, stakeholders and countries, there is no consensus on what defines a microbiome application. This often results in non‐comprehensive communication or insufficient documentation making commercialisation and acceptance of the novel products challenging. To showcase the complexity of this issue we discuss two selected, well‐established applications and propose criteria defining a microbiome application and their conditions of use for clear communication, facilitating suitable regulatory frameworks and building trust among stakeholders. [ABSTRACT FROM AUTHOR]

The role of creativity in education is pivotal, since it is regarded as an essential skill enabling students to cope with future challenges, not only at their professional, but also at their daily life. Consequently, the assessment and improvement of creativity skills among secondary school students has been tackled both at international (OECD reports and the recent inclusion of creativity in the 2022 PISA tests) and national spheres (such as the LOMLOE law at Spain, in which this study is framed). In this context, this longitudinal quasi-experimental study explores the scientific creativity performance of Spanish secondary students (N = 780) and its relationship with their attitudes and engagement towards science, and work intentions in STEM-related careers. Results show a noteworthy deficiency in scientific creativity, in terms of problem-finding abilities, alongside with moderately accurate and positive perceptions about how science works and its individual and collective implications. In addition, limited engagement in science-related activities and a low rate of expectations in pursuing STEM-related careers have also been detected. Gender differences were found in scientific creativity, as well as perceptions and career expectations related to science. No differences were found in the scientific creativity across the levels of compulsory secondary school, but an improvement in perceptions about science was observed as the students progressed in the educational system. Nevertheless, a decrease in the rate of engagement and willingness to embracing a STEM-related pathway has also been detected in higher levels. Positive correlations between engagement and career expectations related to science were also found. The importance of nurturing scientific creativity is discussed in terms of enriching learning experiences and the design of interventions and specific policies. Finally, the impact of implementing creativity-focused educational strategies is highlighted in order to promote interest in pursuing STEM careers beyond the obligatory boundaries of education. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following a request from the European Commission, EFSA was asked to deliver a scientific opinion on the safety and efficacy of an essential oil obtained from the wood of Juniperus deppeana Steud. (cedarwood Texas oil), when used as a sensory additive for all animal species. The EFSA Panel on Additives and Products or Substances used in Animal Feed (FEEDAP) concluded that the essential oil under assessment is safe up to the maximum proposed use levels in complete feed of 15 mg/kg for veal calves (milk replacer), cattle for fattening, sheep, goats, horses, dogs, salmonids and ornamental fish. For the other species, the calculated safe concentrations in complete feed were 5 mg/kg for chickens for fattening, 8 mg/kg for laying hens, 7 mg/kg for turkeys for fattening, 10 mg/kg for piglets, 12 mg/kg for pigs for fattening, 14 mg/kg for sows and dairy cows, 8.5 mg/kg for rabbits and 4 mg/kg for cats. These conclusions were extrapolated to other physiologically related species. For any other species, the additive was considered safe at 4 mg/kg complete feed. The use of cedarwood Texas oil in water for drinking was considered safe provided that the total daily intake of the additive does not exceed the daily amount that is considered safe when consumed via feed. No concerns for consumers and the environment were identified following the use of the additive up to the maximum proposed use level in feed. The additive under assessment should be considered as irritant to skin and eyes, and as a skin and respiratory sensitiser. Since the individual components of cedarwood Texas oil are recognised to flavour food and their function in feed would be essentially the same as that in food, no further demonstration of efficacy was considered necessary. [ABSTRACT FROM AUTHOR]

Following a request from the European Commission, EFSA was asked to deliver a scientific opinion on the assessment of the application for renewal of Lactiplantibacillus plantarum (formerly Lactobacillus plantarum) DSM 18112 as a technological additive (functional group: silage additive) for all animal species. The applicant has provided evidence that the additive currently on the market complies with the existing conditions of authorisation. The EFSA Panel on Additives and Products or Substances used in Animal Feed (FEEDAP) concluded that the additive remains safe for all animal species, consumers and the environment. Regarding user safety, the Panel concluded that owing to the nature of the additive, Lactiplantibacillus plantarum DSM 18112 should be considered a potential skin and respiratory sensitiser, and that any exposure through the skin and respiratory tract is considered a risk. The Panel could not conclude on the eye irritation potential of the additive due to the lack of data. There is no need for assessing the efficacy of the additive in the context of the renewal of the authorisation. [ABSTRACT FROM AUTHOR]

This article locates training and development in Spain within the country's socio-economic context. It maps the major changes which have been introduced into the training and development system since the briefing by Escardíbul and Llinas-Audet published in this journal in 2010. It relates those changes to the ongoing economic crisis which began in 2009 and the growing emphasis on employers' demands in the design of the training system. Finally, it identifies the challenges presented to Spanish policy-makers by a number of weaknesses in the current system. The Spanish experience is particularly relevant for countries in which social partner involvement and a significant small and medium-sized enterprise (SME) presence are important issues in the development of their training system. It is also particularly useful for those countries in Latin America whose training systems have been influenced by the Spanish model.