The effects of garlic on lipid metabolism were examined in White Leghorn pullets that had been fed for 4 weeks either a control diet based on corn and soybean meal or an experimental diet containing either 3.8% garlic paste, a solvent extract (petroleum ether, methanol and water in sequence) of garlic paste, the residue or commercial garlic oil. Significant decreases in hepatic 3-hydroxy-3-methylglutaryl-CoA reductase (79-83%), cholesterol 7 alpha-hydroxylase (43-51%), fatty acid synthetase (17-29%) and in representative pentose-phosphate pathway (23-39%) activities accompanied the feeding of the petroleum ether-, methanol- and water-soluble fractions of garlic. Garlic paste and oil also suppressed these activities. Significant decreases in serum lipids occurred in response to the feeding of these garlic fractions: serum total cholesterol by 20-25%, low density lipoprotein cholesterol by 28-41% and triglycerides by 10-26%; but high density lipoprotein cholesterol failed to respond to these treatments. The residue remaining after solvent fractionation had little influence on these parameters. These findings were substantiated by a second study in which pullets of a commercial broiler line were fed the garlic fractions. The results confirm that garlic oil and odorous components of garlic lower cholesterol levels. An odorless water-soluble component of garlic also has this effect. The mechanism of the hypocholesterolemic action is at the level of the suppression of cholesterol biosynthesis.

This paper utilizes cointegration and the vector errorcorrection model (VECM) to explore the causal relationship between economic growth and growth rate of domestic savings for Congo, Côte d'Ivoire, Ghana, Kenya, South Africa, and Zambia. Specifically, three analyses were undertaken. First, the time series properties of economic growth and domestic savings were ascertained with the help of the augmented Dickey-Fuller unit root procedure. Second, the long-run relationship between economic growth and growth rate of domestic savings was examined in the context of the Johansen and Juselius (1990) framework. Finally, a Granger-causality test was undertaken to determine the direction of causality between economic growth and growth rate of domestic savings. The results indicate one order of integration [I(1)] for each of the series. The results of the cointegration tests suggest that there is a long-run relationship between economic growth and growth rate of savings. The results from the Grangercausality tests indicate that contrary to the conventional wisdom, economic growth prima facie causes growth rate of domestic savings for most of the countries under consideration.Résumé: Le présent document utilise la co-intégration et le modèle à vecteur de correction des erreurs (VECM) pour étudier les relations de cause à effet entre la croissance économique et les taux de croissance de l'épargne intérieure au Congo, en Côte d'Ivoire, au Ghana, au Kenya, en Afrique du Sud et en Zambie. Plus précisément, trois analyses ont été effectuées. La première a vérifié les propriétés des séries chronologiques de la croissance économique et de l'épargne intérieure à l'aide de la méthode Dickey-Fuller de racine unitaire augmentée. La deuxième a examiné les relations à long terme entre la croissance économique et les taux de croissance de l'épargne intérieure

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The New Labour government came into power in May 1997 with an agenda to reform public services. The key strategy to achieve reform was the concept of modernization. Central to this is the rhetoric of renewal through collaboration, partnership and inclusion. Based upon the authors' research and consultancy activities, this article will explore the emergent modernization programme in policy terms, and also in terms of the organizational consequences for health, welfare and other public agencies.Our argument is that though it was brought in as an antidote to the 'excesses' of Thatcherism, the momentum of modernization is being maintained by recourse to centralist and managerialist strategies and prescriptions. We recognize that New Labour's approach is paradoxical because modernization at its heart espouses the principles of fairness, effectiveness and decentralization; yet it seeks to deliver these in ways which are sometimes experienced by public sector workers and users as disempowering and controlling.

Purpose -The purpose of the paper is to report on the results of an inquiry into the possible reasons why many public service managers and leaders across six European countries report a loss of personal agency and suggests a possible pedagogic response to this. Design/methodology/approach -The nature of agency is explored with reference to theory, and the methodology for the study -heuristic action inquiry -is outlined. The paper argues that spaces within postgraduate education are needed to facilitate managers' critical reflection and working with anxiety, and the article goes on to outline how public services leadership programmes can seek to achieve this. Findings -The paper suggests that programmes need to work both with the cognitive and affective domains, and to find ways of exploring within the curriculum how managers may begin more to see their roles as potentially key actors in the policy-making process rather than as passive recipients of policy imperatives received from above. The loss of agency experienced by public servants in several European countries suggests that MPA programmes and the like need to work with students' anxieties in a contained way. Originality/value -Some trends within contemporary public services that lie behind anxiety and loss of agency are identified, including high emphasis on performance targets, centrally driven change, financial stringency, loss of professional and organisation identities, a perpetuation of a "private is best" governmental ideology, and contradictory accountability structures.

The aim of this article is to discuss ways in which we as educators of public managers can help our students deal effectively with the challenges thrown up by the sweeping cuts in public services arising as a consequence of the fiscal crisis brought about by the failure of the banks. While our focus is on the UK, we feel that the issues raised have relevance across Europe. Our argument is that by developing a reflexive pedagogical practice we will enable our students to be proactive (agentic), and in accordance with ethical and professional values, to respond to the dilemmas they face arising out of unprecedented public expenditure cuts. We begin by discussing the overall political context which forms the backdrop to the current crisis in public services and its implications. This is followed by a discussion about the pedagogic debate concerning ‘reflexivity’ and the potential role it has in a public management education strategy. A pedagogy for reflexivity needs to be based in an ontology that believes in the efficacy of open, critical and democratic dialogue, and the facilitation of learning in interactional and relational environments. A range of learning and inquiry processes may hold these characteristics, e.g. collaborative inquiry groups, participatory action research. However, we proceed by describing our experience of enabling senior local government managers to work ‘reflexively’ in learning sets and identify key issues emerging for them as they grapple with the impact of the fiscal crisis. In reflecting on this experience we offer some general insights about the role of ‘reflexivity’ in the education of public managers.

Global economic recession alongside the questioning not only of the relationship between state and society but, in some instances, the very idea of public service, poses some very serious questions about the direction, content and process of education programmes for public service professionals. For many, the current context represents a paradigm shift in terms of how we think about and conceptualise the role of the public service professional and their position and responsibilities as leaders and managers, whether at present or to be, within their organisations. It is this context that gives rise to our concern about exploring and debating the role of ''reflection'' and ''reflexivity'' in the education and development of such professionals. This special issue of Teaching Public Administration focuses on the exploration of different ways in which the concept of reflexivity (and the associated notions of ''critical reflection'' and ''reflectivity'') can be deployed in the development of public managers. The overarching argument is that the current context requires public managers to understand and uncover the basis of the assumptions of both their own practice and that of the policies that they are involved in implementing. In this respect, the authors here view the development of reflexivity and the promotion and development of the skills of critical questioning of moral, ideological and theoretical positions as being vital to the enhancement of standards of public management and governance. The issue has been compiled by a group of higher educational specialists in public management from a number of northern European states, facing a range of socioeconomic and political changes. For several years now, the authors have been participants in an annual three-day workshop on Pedagogical Issues in Public Management Programmes for Mid-Career Practitioners-which has been strongly supported by colleagues from business schools and public policy departments of various universities from across Northern Europe. The intellectual, and often the physical, home for these workshops has been Copenhagen Business School (CBS), one of the largest such schools in the world and home to one of the most prestigious Masters in Public Administration (MPA) programmes. It is in recognition of this that the group now calls itself The Copenhagen Forum. Delegates have been drawn from more than twenty different institutions, all of which offer MPAs or similarly public sector-oriented leadership/management development programmes. At the workshops participants have shared their experiences and ideas, led seminars and workshop sessions and/or presented papers on the roles that such programmes can play in public management development. In the spirit established at the outset for our Teaching Public Administration 31(1) 3-5 ª The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav