Margaret K. Merga

Omega-3 fatty acids. What consumers need to know

The general public is increasingly aware of the health benefits associated with consumption of omega-3 fatty acids. While evidence of health benefits continues to mount, the underlying science is complex. Omega-3 fatty acids vary in their physiological efficacy. Consumers are typically unaware of differences in the efficacy of different omega-3 fatty acids and this lack of knowledge can result in consumers being misled within the marketplace. There is a need for consumers to be educated about the distinctions between omega-3 fatty acids. In the interim consumers remain at risk of purchasing premium fortified products and supplements that will not correspond to their desired health outcomes. This paper summarises the current understanding of fatty acid physiological metabolism and interaction for the purpose of highlighting this complex and multifaceted concern.

She knows what I like: Student-generated best-practice statements for encouraging recreational book reading in adolescents

The benefit of recreational book reading is well recognized, however the role of teachers in encouraging recreational reading beyond the primary school years of skill acquisition is not clearly defined. In 2012, the West Australian Study in Adolescent Book Reading was undertaken in 20 schools in Western Australia. As part of the study, students from selected classes in Year 8 and Year 10 reflected on the encouragement of recreational book reading given by their primary school and high school teachers in the past and at present. This provided a direct end-user perspective on perceived teacher attitudes and practices that supported adolescent recreational book reading. The information was analyzed to identify specific mechanisms of encouragement that students deemed effective. Findings indicated that best practice included exhibiting personal enjoyment of recreational book reading; demonstrating willingness to instigate and support student-centered discussion around books; possessing broad knowledge of both young adult texts and youth popular culture; effectively communicating expectations that students will read at school and at home; learning about the interests and aspirations of the students; and using in-class practices that encourage reading for pleasure, such as reading aloud to students and silent reading.

Should Silent Reading feature in a secondary school English programme? West Australian students' perspectives on Silent Reading

Abstract The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi‐structured, dyadic interviews were gathered and analysed, with the reflections of students providing insight into the current status of Silent Reading in secondary schools, and the efficacy of elements of contemporary models of Silent Reading.

“I don't know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined?

Abstract The benefits of regular recreational reading for literacy development have been widely acknowledged, and as such, encouraging children to be life‐long readers is an educational imperative. Teachers who are models of keen recreational reading can play an important role in fostering a keen love of reading in children, so that they regularly engage in the practice. However, it is not known if all teachers have the time, inclination and awareness to actively model a love of reading in their classrooms. This article explores data from the 2016 Western Australian Study in Childrens Book Reading to ascertain which teacher behaviours and attitudes children deem indicative of a love of reading. While many children did not know if their teachers liked reading or not, teachers who were perceived to be readers talked about books in the context of pleasure, were seen to read independently at school, and read aloud to the class with expression and emotional connection.

What would make them read more? Insights from Western Australian adolescents

The link between recreational book reading and improved literacy performance is consistently supported by educational research. Increasing engagement in recreational book reading remains imperative for English teachers, though how to best facilitate this in a secondary context is an object of contention, with limited research in this field. The West Australian Study in Adolescent Book Reading explored attitudes and engagement in recreational book reading. Student responses provide valuable insight directly from the target group that can help to shape best practice for adolescent literacy educators. Findings are presented around six key themes, and include strategies for choice, access to attractive and diverse books, time availability, time allocation, concentration and encouragement.

The influence of access to eReaders, computers and mobile phones on children's book reading frequency

Regular recreational book reading is a practice that confers substantial educative benefit. However, not all book types may be equally beneficial, with paper book reading more strongly associated with literacy benefit than screen-based reading at this stage, and a paucity of research in this area. While children in developed countries are gaining ever-increasing levels of access to devices at home, relatively little is known about the influence of access to devices with eReading capability, such as Kindles, iPads, computers and mobile phones, on young childrens reading behaviours, and the extent to which these devices are used for reading purposes when access is available. Young people are gaining increasing access to devices through school-promoted programs; parents face aggressive marketing to stay abreast of educational technologies at home; and schools and libraries are increasingly their eBook collections, often at the expense of paper book collections. Data from the 997 children who participated in the 2016 Western Australian Study in Childrens Book Reading were analysed to determine childrens level of access to devices with eReading capability, and their frequency of use of these devices in relation to their recreational book reading frequency. Respondents were found to generally underutilise devices for reading purposes, even when they were daily book readers. In addition, access to mobile phones was associated with reading infrequency. It was also found that reading frequency was less when children had access to a greater range of these devices. Children underutilised devices for recreational book reading, even when daily book readers.Reading frequency was less when children had access to mobile phones.Reading in general was less when children were given access to more digital devices.

Bring Your Own Device: Considering potential risks to student health

Background and context: Schools in Australia and internationally are increasingly adopting a Bring Your Own Device (BYOD) approach to teaching and learning. The review: While discussion of a BYOD approach has taken place, there is a dearth of consideration of the potential impact of BYOD policy on student health. Implementation of a BYOD policy may have implications for increased sedentary behaviour, as well as spinal and postural health. Increased use of devices at home to complete homework may also have implications for sleep duration, which in turn may impact upon a range of physical and cognitive issues. BYOD implementation may also increase student vulnerability to cyberbullying. These and other health issues are discussed. Recommendations: Schools may find it helpful to adopt a risk analysis approach informed by social cognitive theory, with an emphasis on the provision of knowledge and the fostering of self-efficacy in order to safeguard against potential health risks. As this issue has significance for researchers in both health promotion and education, an interdisciplinary approach should be taken.

Do Adolescents Prefer Electronic Books to Paper Books

While electronic books offer a range of benefits and may be supposed to be more appealing to young people than paper books, this assumption is often treated as fact by educational researchers. Understanding adolescents’ true current preferences is essential, as incorrect assumptions can lead to decisions which restrict adolescent access to their preferred book mode. The belief that adolescents prefer electronic books to paper books has already led to some school libraries being expunged of paper books. As adolescents show a higher level of aliteracy than younger children, and regular reading offers a broad range of benefits for young people, it is imperative that school’s decisions around providing access to books are responsive to adolescent students’ genuine preferences. This paper analyses the current and relevant academic research around adolescent preferences for book modes, finding that, at present, the contention that adolescents prefer electronic books is not supported by the available research. In addition, there are a number of issues identified that make analyzing the findings in this area problematic. Future studies in this area are needed before an adolescent preference for electronic books can be unequivocally substantiated.

Seafood: nutritional gold for seniors.

Objectives To conduct a systematic review of published evidence around seafood, health and seniors. Method Data sources reviewing included: Proquest; PubMed; Science Direct; Taylor and Francis; Cochran Collaboration; Web of Knowledge and Web of Science. Key search terms included seniors, ageing, fish, seafood, protein, health and various lifestyle conditions Results A diet high in marine source Omega-3 poly unsaturated fatty acids affords particular benefits for seniors in a reduced risk of all cause mortality, with the strongest evidence around coronary heart disease and ischemic stroke. Other benefits include reduced inflammation associated with arthritis and delay to onset and slowed progression of dementia and Alzheimer’s disease. Conclusion There is increasing evidence to support the regular seafood consumption (particularly oily fish) as being protective against a number of aged-related health conditions. Seniors should be encouraged to consume 3500mg- 4000mg of marine source Omega-3 PUFAs each week.

Interactive reading opportunities beyond the early years: What educators need to consider:

While the benefits of interactive reading opportunities, such as reading aloud and being read to, are well established, little is known about children’s attitudes toward, and perceptions of these practices beyond the early years. Research in this area can inform literacy instruction aimed at encouraging enjoyment and continuance of this practice. The 2016 Western Australian Study in Children’s Book Reading explored the attitudes of children aged 8–11 toward infrequency and cessation of interactive reading, their experiences of interactive reading with siblings, and the social and emotional effects that they felt listening to reading had on them. Children also described what they learned from listening to reading and reading aloud, as well as their attitudes toward reading aloud at school. Interactive reading experiences are complex and diverse social and educational events, with opportunities for shared reading experience related to growth in skill and confidence, and early cessation at home and at school heightening anxiety toward reading aloud.