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Late life depression is often associated with a poor response to antidepressants; therefore an alternative strategy for therapy is required. Although several studies have reported that phosphatidylserine (PS) may be effective for late life depression and that omega-3 fatty acids DHA and EPA have also proven beneficial for many higher mental functions, including depression, no concrete conclusion has been reached. This study was performed to clarify the effect of PS and omega-3 fatty acid-containing supplement for late life depression by not only clinical evaluation but also salivary cortisol levels. Eighteen elderly subjects with major depression were selected for the study. In all, insufficient improvement had been obtained by antidepressant therapy for at least 6 months. The exclusion criteria from prior brain magnetic resonance images (MRI) included the presence of structural MRI findings compatible with stroke or other gross brain lesions or malformations, but not white matter hypersensitivities. They took a supplement containing PS 100 mg, DHA 119 mg and EPA 70 mg three times a day for 12 weeks. The effects of the supplement were assessed using the 17-item Hamilton depression scale (HAMD17) and the basal levels and circadian rhythm of salivary cortisol. The study adopted them as indices because: salivary cortisol levels are high in patients with depression, their circadian rhythm related to salivary cortisol is often irregular, and these symptoms are alleviated as depression improves. The mean HAM-D17 in all subjects taking the supplement was significantly improved after 12 weeks of taking the supplement. These subjects were divided into 10 non-responders and 8 responders. The basal levels and circadian rhythm of salivary cortisol were normalized in the responders while not in non-responders. PS and omega-3 fatty acids, or other elements of the supplement, may be effective for late life depression, associated with the correction of basal levels and circadian rhythm of salivary cortisol.

Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three warning metaphors drawn from the literature of J K Rowling are used to illuminate challenges associated with learner-centered education. The first metaphor focuses attention on ways in which institutional structures in disciplinary education are frequently altered confronting faculty and students with organizational turbulence. The second metaphor warns that individual learners easily distracted from family and personal career goals. The final metaphor highlights ways in which learning – to be of value to students – requires personal ownership and fit.

The article makes an empirical and conceptual contribution to understanding the temporalities of information literacies. The paper aims to identify different ways in which anticipation of certain outcomes shapes strategies and tactics for engagement with algorithmic information intermediaries. The paper suggests that, given the dominance of predictive algorithms in society, information literacies need to be understood as sites of anticipation.

The article explores the ways in which the invisible algorithms of information intermediaries are conceptualised, made sense of and challenged by young people in their everyday lives. This is couched in a conceptual discussion of the role of anticipation in understanding expressions of information literacies in algorithmic cultures. The empirical material drawn on consists of semi-structured, pair interviews with 61 17–19 year olds, carried out in Sweden and Denmark. The analysis is carried out by means of a qualitative thematic analysis in three steps and along two sensitising concepts – agency and temporality.

The results are presented through three themes, anticipating personalisation, divergences and interventions. These highlight how articulating an anticipatory stance works towards connecting individual responsibilities, collective responsibilities and corporate interests and thus potentially facilitating an understanding of information as co-constituted by the socio-material conditions that enable it. This has clear implications for the framing of information literacies in relation to algorithmic systems.

The notion of algo-rhythm awareness constitutes a novel contribution to the field. By centring the role of anticipation in the emergence of information literacies, the article advances understanding of the temporalities of information.