This review explores whether fructose consumption might be a contributing factor to the development of obesity and the accompanying metabolic abnormalities observed in the insulin resistance syndrome. The per capita disappearance data for fructose from the combined consumption of sucrose and high-fructose corn syrup have increased by 26%, from 64 g/d in 1970 to 81 g/d in 1997. Both plasma insulin and leptin act in the central nervous system in the long-term regulation of energy homeostasis. Because fructose does not stimulate insulin secretion from pancreatic ␤ cells, the consumption of foods and beverages containing fructose produces smaller postprandial insulin excursions than does consumption of glucose-containing carbohydrate. Because leptin production is regulated by insulin responses to meals, fructose consumption also reduces circulating leptin concentrations. The combined effects of lowered circulating leptin and insulin in individuals who consume diets that are high in dietary fructose could therefore increase the likelihood of weight gain and its associated metabolic sequelae. In addition, fructose, compared with glucose, is preferentially metabolized to lipid in the liver. Fructose consumption induces insulin resistance, impaired glucose tolerance, hyperinsulinemia, hypertriacylglycerolemia, and hypertension in animal models. The data in humans are less clear. Although there are existing data on the metabolic and endocrine effects of dietary fructose that suggest that increased consumption of fructose may be detrimental in terms of body weight and adiposity and the metabolic indexes associated with the insulin resistance syndrome, much more research is needed to fully understand the metabolic effect of dietary fructose in humans. Nutr 2002;76:911-22. Am J Clin

In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.

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