The Teaching Program in a Psychiatric Setting: Its Implications for Patients,Trainees and Staff

Today, with increasing emphasis on teaching programs, members of the teaching faculty are prone to lose sight of the implications of such programs for the patients, the trainees and the staff. But the effects, for good or ill, are there. For example, what does it mean to a patient to be interviewed in front of a group of students? What effect does the frequent turnover of trainess have on patients? Trainees, for their part, have a desire to succeed, but simultaneously they experience the frustration born of lack of knowledge. They want to help, but how? Staff not only carry a responsibility to teach; they must also evaluate. Indeed for each group there are special problems and for each group special compensations. Only as teaching staffs recognize these special problems—and these special compensations—can they discharge their responsibilities in a way that does justice to education in the truest sense of the word.     

多方位教学模式在植物生物学及实验教学中的探索北大核心CSCD

植物生物学是生物科学专业的专业基础课程。在发育生物学思想的指导下我们已构建了全面、系统、动态的植物生物学新教学体系。针对目前课程教学模式中存在的实体课堂教学模式单一、传授式教学学生听课不认真,理论课和实验课在内容和时间上的不匹配,野外实习时间短、认识植物片面、难以学以致用等问题,作者进行了教学模式改革和实践,提出了适合生物科学专业的教学新策略:实体课堂讲授与精品慕课(massive open online courses, MOOC)相结合,增加翻转课堂;理论课与实验课相结合,边讲边看;利用校园和植物园分别在早春、初夏和夏秋进行多次植物认知实习,野外实习中关注不同生境下的植物类型及其适应环境的特点。经两轮的教学实践表明,改革后在理论教学中提高了学生的学习兴趣,在实验教学中加强了能力训练,在认知实习中让学生对植物有了全面认识。该教学模式满足了素质教育的要求,进一步提高了植物生物学教学的质量,为学生后续学习其他基础课程和专业课程奠定基础。     

Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments

We have written this article seeking to connect societal perceptions of disability with P–12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P–12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the essential functions of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P–12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P–12 schools.     

留学生医学遗传学教学初探

摘要: 医学留学生教育已成为中国高等教育中的一个重要组成部分。遗传学是医学留学生重要的必修课程。高等教育的国际化对医学遗传学的教学模式提出了挑战。文章主要讨论了留学生医学遗传学的教学现状, 详细阐述了我校印度籍留学生教学的特殊性, 总结了其中出现的问题, 并就如何迎接这些新的挑战, 有效地提高教学质量提出一些可行的建议。     

A review of approaches to the analysis of 3-nitrotyrosine

Summary. Our understanding of in vivo tyrosine nitration has been confounded by problems associated with the analytical approaches that have been employed to quantify 3-nitroyrosine (3-NT). Trace analysis is a demanding task under the best of circumstances, but 3-NT offers some special concerns. This review examines some of these concerns and discusses approaches to ensuring that carefully validated analytical data are generated.     

Juvenile neuronal ceroid lipofuscinosis and education

Juvenile neuronal ceroid lipofuscinosis (JNCL) is characterized by severe visual impairment with onset around age 4–8 years, and a developmental course that includes blindness, epilepsy, speech problems, dementia, motor coordination problems, and emotional reactions. There is presently no cure and the disease leads to premature death. There have been few studies of non-medical intervention for individuals with JNCL, probably because of the negative prognosis. The present chapter discusses the education of children and adolescents with JNCL on the basis of current knowledge about the variation in perceptual, cognitive and language abilities through the course of the disease, and the possibilities that exist for supporting coping and learning within and outside the classroom. Adapted and special needs education may contribute significantly to improved learning conditions, better maintenance of skills and less frustration for individuals with JNCL. This article is part of a Special Issue entitled: The Neuronal Ceroid Lipofuscinoses or Batten Disease.     

The XYY syndrome: a follow-up study on 38 boys

In the last decade there has been a significant increase in the proportion of XYY males detected prenatally, mostly as a fortuitous finding. It is of utmost importance to obtain a clear idea of the developmental profile of boys with karyotype 47,XYY and of possible problem areas during further development in order to inform the parents correctly during pregnancy and to provide an adequate surveillance later on. In this study we observed 38 XYY males, of which 12 were diagnosed prenatally. We found that these patients are at considerably increased risk for delayed language--and/or motor development. From birth on, weight, height and head circumference are above average values. The majority attends kindergarten in the normal education circuit although in 50% of the cases psychosocial problems are documented. From primary school age on, there is an increased risk for child psychiatric disorders such as autism. Moreover, although normally intelligent, many of these boys are referred to special education programmes.     

Inclusive education policy in the Hong Kong primary music classroom

An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact—the education reform policy entitled “Learning to Learn,” the policy of inclusive education, and the undeclared “policy” of making savings in the government budget. This article seeks to explore the results of the interaction of these three policies. A qualitative study was carried out to investigate the views of Hong Kong primary school music teachers on the policy of inclusion in relation to music teaching. Insufficient support in inclusive learning in “non-core” subjects, such as music, is evidenced.     

“Unidentified” Mobile Protozoans from the Blood of Carp and Some Unsolved Problems of Myxosporean Life Cycles1

Heavy infections with enigmatic mobile organisms have recently been found in the blood of carp (Cyprinus carpio) in Central Europe. The organisms measure up to 15 μm, are variable in shape, and exhibit an unceasing twitching or dancing movement. Their developmental cycle starts with a primary cell enclosing a secondary cell. The former grows while the latter produces inside itself by a series of binary fissions and internal cleavages up to eight secondary cells, each of which encloses an inner (tertiary) cell of its own. In addition, up to four tiny cells with compact nuclei (“residual bodies”) also result from divisions of the secondary cells. Primary cells containing the products of the division of secondary cells finally disintegrate, releasing the secondary cells, which in their turn become new primary cells and repeat the cycle all over again. The structure and behavior of these organisms were so incompatible with existing ideas on myxosporean development that their myxosporean affinity was at first unrecognized. The final proof of their identity–appearance of myxosporean spores in sterile, experimentally infected hosts–is still to be presented. The interpretation of the myxosporean features of their life cycle (i.e., [1] the pericyte nature of the primary cell, [2] proliferation by disintegration of the pseudoplasmodial primary cell, [3] no rigidly fixed pattern in vegetative development), their ultrastructure (i.e., [1] characteristic bundles of microtubules and numerous free ribosomes in secondary cells, [2] lack of centrioles, [3] membranes enclosing the secondary cells within the primary cells), and facts on their epizootiology (i.e., [1] no success at transmission via leeches, [2] the occurrence of these organisms along with Sphaerospora renicola Dykova and Lom) suggest that they are stages of S. renicola from the kidney of carp. Similar mobile organisms were found in the blood of fry of two other fishes (Gobio gobi and Tinca tinca) which are also hosts for a Sphaerospora that infects the kidney. This suggests that these organisms represent an early phase in the developmental cycle in the genus Sphaerospora. The existence of cells enveloped one within the other (secondary and tertiary cells) in the developmental cycle, a characteristic myxosporean feature itself, is an intriguing parallel to similarly enclosed cells in sporogenesis of Paramyxea (Ascetospora).     

高等医学院校临床实践教学管理存在的问题与对策

临床实践教学在高等医学教育教学活动中占有特殊地位,临床实践教学管理对临床实践教学过程顺利进行至关重要。文章阐述了临床实践教学管理的内涵,分析了当前高等医学院校在临床实践教学管理中存在的问题,并针对临床实践教学管理工作中存在的薄弱环节提出了解决的对策。     

When needles look like hay: how to find tissue-specific enhancers in model organism genomes

A major prerequisite for the investigation of tissue-specific processes is the identification of cis-regulatory elements. No generally applicable technique is available to distinguish them from any other type of genomic non-coding sequence. Therefore, researchers often have to identify these elements by elaborate in vivo screens, testing individual regions until the right one is found.Here, based on many examples from the literature, we summarize how functional enhancers have been isolated from other elements in the genome and how they have been characterized in transgenic animals. Covering computational and experimental studies, we provide an overview of the global properties of cis-regulatory elements, like their specific interactions with promoters and target gene distances. We describe conserved non-coding elements (CNEs) and their internal structure, nucleotide composition, binding site clustering and overlap, with a special focus on developmental enhancers. Conflicting data and unresolved questions on the nature of these elements are highlighted. Our comprehensive overview of the experimental shortcuts that have been found in the different model organism communities and the new field of high-throughput assays should help during the preparation phase of a screen for enhancers. The review is accompanied by a list of general guidelines for such a project.     

Virtual labs: a substitute for traditional labs?

Current technologies give us the ability to enhance and replace developmental biology classes with computer-based resources, often called virtual labs. In the process of using these resources, teachers may be tempted to neglect the simpler technologies and lab bench activities, which can be labor intensive. In this paper, I take a critical look at the role of computer-based materials for the teaching of developmental biology in order to aid teachers in assessing their value. I conclude that while digital tools have value, they should not replace all of the traditional laboratory activities. Clearly, both computer-enhanced activities and traditional labs must be included in laboratory exercises. Reliance on only one or the other is inappropriate. In order to determine when it is appropriate to use a particular educational tool, the goals of the course and the needs of biology students for an education that gives them a realistic and engaged view of biology must be understood. In this paper, I dispel some of the myths of computer tools and give specific guidelines for assessing their usage, taking into account the special needs of a developmental biology class and the difficulties of observing all the developmental stages of subject organisms in the timescale of class meetings.     

Letters to the Editor

Abstract

Research has focused on identifying and overcoming determinants that impede widespread adoption of instructional interventions, with little empirical examination of postsecondary educators’ perceptions about these interventions. We explored postsecondary biology educators’ sensemaking of education improvement interventions targeting undergraduate level teaching practices at three research universities in North America. We report that educators’ sensemaking regarding interventions is situated at the intersection of their felt problems of practice and professional competencies, or what collectively might be labeled postsecondary biology educators’ focal practices, that we explore in turn. These include findings not previously identified in the literature of the choices faculty make concerning interventions they select to engage with and practice revisions they engage in. Towards encouraging more educators perceiving interventions as affordances for teaching improvement, we propose that designers of future education improvement interventions keep in mind the interplay of such perceived contextual and competency-based affordances when designing intervention features.     

Polyspermy in angiosperms: Its contribution to polyploid formation and speciation

Polyploidization has played a major role in the long‐term diversification and evolutionary success of angiosperms. Triploid formation among diploid plants, which is generally considered to be achieved by fertilization of an unreduced gamete with a reduced one, has been accepted as a means of polyploid production. In addition, it has been supposed that polyspermy also contributes to the triploid formation in maize, wheat, and some orchids; however, such a mechanism has been considered uncommon because reproducing the polyspermic situation and unambiguously investigating developmental profiles of polyspermic zygotes are difficult. To overcome these problems, rice polyspermic zygotes have been successfully produced by electrofusion of an egg cell with two sperm cells, and their developmental profiles have been monitored. The triploid zygotes progress through karyogamy and divide into two‐celled embryos via a typical bipolar mitotic division; the two‐celled embryos further develop into triploid plants, indicating that polyspermic plant zygotes, unlike those of animals, can develop normally. Furthermore, progenies consisting of triparental genetic materials have been successfully obtained in Arabidopsis through the pollination of two different kinds of male parents with a female parent. These different pieces of evidence for development and emergence of polyspermic zygotes in vitro and in planta suggest that polyspermy is a key event in polyploidization and species diversification.     

Cladocera in space and time: Analysis of lake sediments

Shells of Bosminidae and Chydoridae are quantitatively preserved in lake sediments. The chronological deposition of these remains provides the means for longterm observation of these Cladocera, both in terms of species and communities. Chydorid analysis, as based on subfossil assemblages, is an analysis of community and provides direct observation of community dynamics over extended periods of time. It has proved to be a valuable method to obtain information on the influence of environmental factors and time on community characteristics. Morphological variation inBosmina (Eubosmina) has been followed for some thousand years. This is of special interest for the evaluation of taxonomic rank (species, forms) if closely related taxa have co-existed. Bosmina successions, as well as shifts in the chydorid fauna, are related to environmental change. Thus, cladoceran analysis of lake sediments provides information on the developmental history of lakes and allows observation of the effects of longterm environmental changes, such as climatic changes and eutrophication.     

Developmental plasticity in plants: implications of non-cognitive behavior

There has been a surge of interest in phenotypic plasticity in the last two decades. Most studies, however, are being carried out within relatively narrow disciplinary frameworks. Consequently, researchers differ not only in their scientific agenda; they often use different terminologies and conceptual frameworks even when studying the very same phenomena. The diversity of approaches has often generated parallel bodies of theory on subjects that can be best understood in broader interdisciplinary terms. This special issue points out the differences between the concepts and questions that are characteristic of various approaches. Bridging all gulfs may be impossible and not necessarily desirable, yet, awareness of the varied approaches should be instrumental in promoting interdisciplinary advances. It is the contribution to such awareness that is the major purpose of this special issue, and for this reason it deals with molecular, physiological, ecological and evolutionary approaches to the study of developmental plasticity. So as to focus the discussion, six topics have been selected, ranging from the fundamental essence of developmental plasticity to its implications to ecology and evolution. These topics were considered by scholars who were chosen for the diversity of their research, not only their expertise. Rather than a comprehensive body of theory, the current issue thus seeks the diversity of opinions on the discussed topics. It is hoped that the confrontation, in its original Latin sense, which includes bringing together and discussion, of scholars who are studying these phenomena at very different levels and from different points of view will generate new insights and promote future interdisciplinary research.     

Teaching plastic surgery from different perspectives

Just as everyone has a different learning style, teachers too approach the task from different perspectives. There are five basic teaching perspectives or styles: transmission, apprenticeship, developmental, nurturing, and social justice. The acronym BIAS is useful to describe the beliefs, intentions, assessments, and strategies associated with each perspective. The authors present a hypothetical 1-week rotation in plastic and reconstructive surgery in which a student encounters instructors who embody the five basic teaching perspectives. By presenting these perspectives, the authors introduce valuable teaching techniques that can benefit all those charged with the education of learners along the spectrum from premedical to continuing education venues. Educational objectives include the following: (1) explain and illustrate different approaches to effective teaching in plastic surgery; (2) introduce readers to the Teaching Perspectives Inventory as a means of determining their primary teaching style; and (3) argue for a "plurality of the good" in teaching.     

Issues in performing arts teacher preparation program evaluation policy

Solid, well-grounded teachers can be instrumental in solving the problems facing our schools and students because it is successful teachers who are the most valuable, in-school contributors to our students' success. The importance of teacher preparation programs (TPPs) in developing quality teachers has been reinforced by researchers who have demonstrated that preparation linked directly to practice benefits teachers in their first year of teaching. In contrast, federal legislation and government officials' statements suggest that TPPs are responsible for many of the problems facing public education, which has resulted in additional regulations and systems designed to evaluate TPPs' success in preparing effective teachers, including graduates' knowledge of appropriate content. In order to analyze the status of TPP evaluation as it relates to arts education, past models for TPP assessment are reviewed, newer models are discussed, and the possible effects on teacher evaluation processes are outlined. Early research and scholarly writing into the noted and projected effect of these models are discussed as well as suggestions and implications for future models and research into TPP effectiveness.