The present study aimed to evaluate evidence on metabolisable energy consumption and pattern of consumption with age in infants in the developed world who were exclusively breast-fed, at around the time of introducing complementary feeding. We carried out a systematic review aimed at answering three questions: how much milk is transferred from mother to infant?; does transfer increase with the age of the infant?; and what is the metabolisable energy content of breast milk? Thirty-three eligible studies of 1041 mother-infant pairs reported transfer at 3-4 months of age, the weighted mean transfer being 779 (SD 40) g/d. Six studies (99 pairs) measured transfer at 5 months, with a weighted mean transfer of 827 (SD 39) g/d. Five studies (72 pairs) measured milk transfer at 6 months, reporting a weighted mean transfer of 894 (SD 87) g/d. Nine longitudinal studies reported no significant increases in milk transfer after 2-4 months. Twenty-five studies on breast-milk energy content were based on 777 mother-infant pairs. The weighted mean metabolisable energy content was 2·6 (SD 0·2) kJ/g. Breast-milk metabolisable energy content is probably lower, and breast-milk transfer slightly higher, than is usually assumed. Longitudinal studies do not support the hypothesis that breast-milk transfer increases markedly with age. More research on energy intake in 5-6-month-old exclusively breast-fed infants is necessary, and information on the metabolisability of breast milk in mid-infancy is desirable. This evidence should inform future recommendations on infant feeding and help to identify research needs in infant energy balance. Infant nutrition: Breast feeding: Complementary feeding: Energy metabolismThe evidence base for many infant-feeding recommendations is currently limited (Michaelsen et al. 2000;Lanigan et al. 2001;Kramer & Kakuma, 2002). For example, a review on the possible adequacy of breast milk to meet energy and nutrient requirements up to the age of 6 months noted a lack of published evidence on infant energy intake with which to address this question and called for further research (Butte et al. 2002). We were also aware that many implicit but important assumptions (about breast-milk transfer, metabolisability and energy content, for example) have commonly been made in the literature, and these assumptions have been repeated and widely used in infant-feeding recommendations. The assumptions have not generally been formally tested, and it is widely recognised that more evidencebased approaches to the issue would be helpful (Michaelsen et al. 2000;Lanigan et al. 2001;Kramer & Kakuma, 2002).Before embarking on a new research project on energy balance in infancy, we had the opportunity to test the evidence base on critical energy-balance variables by conducting a systematic review of studies on exclusively breast-fed infants over the period when complementary feeding is usually introduced. 'Exclusive breast-feeding' is defined in WHO terms as feeding exclusively with breast milk (World Health Organization, 1995), wit...
The DAEDALUS project is funded under the Joint Information Systems Committee, Focus on Access to Institutional Resources Programme for three years until June 2005. The project is based at the University of Glasgow and is developing online institutional repositories for the university, while at the same time encouraging debate and discussion about scholarly communications issues and is made up of two complementary strands: advocacy and service development. This paper sets out the achievements of the project to date and details some of the advocacy strategies that have been used to engage academic staff and researchers with the aims and objectives of the project. Also discussed are some of the barriers which have been faced in obtaining content for the repositories.
ContextResearch Councils UK (RCUK) revised their open access (OA) policy 1 from 1 April 2013 so that article processing charges (APCs) could no longer be built into grant applications; instead universities receive a block grant to cover these costs. The University of Glasgow received £408k for 2013/14. RCUK accept both gold OA (payment of an APC to the publisher to make the version of record open access) and green OA (availability of the accepted final version of the article in an institutional or subject repository, often after a publisher-defined embargo period). RCUK set a target for institutions of 45% open access in the first year of assigning their block grant.The Wellcome Trust has a strong OA policy 2 and it gives some institutions funds to cover APCs. Many other funders (for example, the British Heart Foundation and Cancer Research UK) also have OA policies and although they have not historically allocated funds to universities to cover APCs, costs can sometimes be recovered. University of Glasgow's approach to open accessAt the University of Glasgow, the University's Research Planning and Strategy Committee (RPSC) has overall responsibility for the University's approach to funder requirements for open access and took the decision that green OA is the preferred route whenever possible. The members of RPSC felt strongly that internal processes for the management of the OA funds made available by RCUK and the Wellcome Trust should be low barrier for our academic staff and researchers. The Library was asked to manage these OA funds (taking over responsibility for the Wellcome Trust fund of c£90k at the same time as the new RCUK fund) and to work with RPSC to devise processes for allocating them.
The GAELS Project is a two-year project funded by the Scottish Higher Education Funding Council (SHEFC) strategic change initiative, which promotes collaborative information services to engineering researchers at Glasgow and Strathclyde Universities. This paper examines the role of user education in this process. We use arguments against the effectiveness of library skills education and evaluative methods learned from humancomputer interface design as a means of improving information skills training and as part of a general reflection on user education and library services. Such an approach shows how networked learning materials can be an effective tool for promoting a collaborative library service across the Glasgow Metropolitan Area Network.
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