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.     

Programación Fetal in utero y su impacto en la salud del adulto

Adverse events during intrauterine life may program organ growth and favor disease later in life. This is the usually called ‘Barker's hypothesis’. Increasing evidence suggests that conditions like vascular disease, hypertension, metabolic syndrome, and type 2 diabetes mellitus are programmed during the early stages of fetal development and become manifest in late stages of life, when there is an added impact of lifestyle and other conventional acquired environmental risk factors that interact with genetic factors. The aim of this review was to provide additional, updated evidence to support the association between intrauterine fetal health and increased prevalence of chronic non-communicable diseases in adulthood. Various potential cellular and molecular mechanisms proposed to be related to the above hypothesis are discussed, including endothelial function, oxidative stress, insulin resistance, and mitochondrial function.     

Early home learning environment predicts children’s 5th grade academic skills

We examined whether the early learning environment predicts children’s 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children’s pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children’s early learning environment comprised measures of literacy activities, the quality of mothers’ engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children’s 5th grade academic skills, and children’s pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.     

Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

ABSTRACT

The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: ‘Button Code’ and ‘Beaded Bracelet Making,’ involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the effectiveness of concept learning of the central dogma, how students’ metacognition may be expressed, and students’ perceptions of their inquiry performance. We developed a ‘Concept journal’ including metacognitive scaffolds, and employed the ‘Central Dogma Achievement Test’ as a tool for the above purpose. A total of 18 junior high school students participated in this inquiry course instructed by two of the authors. The results showed that students’ achievement performance was significantly improved on the whole, the students’ metacognition was expressed during the process of inquiry with scaffolding, and most students gave positive responses about their learning performance. According to the results, this inquiry course could develop students’ comprehension of the central dogma concept, and give students opportunities to practice metacognition that might lead to effective learning in inquiry activities. The implications and expandability of this course are discussed.     

土壤干旱胁迫和复水后3个杨树品种叶片部分生理指标变化及抗旱性评价

以美洲黑杨品种‘2025’（Populus×deltoides‘2025’）及其2个芽变彩叶品种‘全红杨’（P.×deltoides‘Quanhong’）和‘中红杨’（P.×deltoides‘Zhonghong’）当年生嫁接苗为实验材料,对土壤干旱胁迫0、4、7、14、21和28d以及复水7d后叶片中MDA含量及PPO、SOD、CAT和POD活性的变化以及MDA含量与4种酶活性的相关性进行了分析,并采用隶属函数法和灰色关联分析法对3个品种的抗旱性进行综合评价。结果表明：随干旱胁迫时间的延长,3个品种的MDA含量总体呈增加趋势,并在处理的中期和后期显著或极显著高于各自的对照;PPO和SOD活性总体上先升高后降低,均在处理的前期和中期高于各自的对照;‘中红杨’和‘2025’的CAT活性先升高后下降,而‘全红杨’的CAT活性持续下降,均在处理14d后极显著或显著低于各自的对照;‘全红杨’和‘2025’的POD活性先降低后升高且均低于各自的对照,而‘中红杨’的POD活性则呈波动趋势但总体上与对照无显著差异。复水7d后,3个品种的MDA含量均有所降低,而PPO和CAT活性均有所提高;‘全红杨’和‘2025’的SOD和POD活性升高,而‘中红杨’的SOD和POD活性则降低。在土壤干旱胁迫条件下,仅‘全红杨’的PPO和CAT活性与MDA含量以及‘中红杨’的CAT活性与MDA含量呈极显著负相关,各品种的其他酶活性与MDA含量均无显著相关性。‘全红杨’、‘中红杨’和‘2025’的平均隶属函数值分别为0.482、0.527和0.533,据此判断3个品种中‘2025’的抗旱性最强、‘全红杨’的抗旱性最弱。3个品种抗旱性与各生理指标的关联度均大于0.64,其中与CAT和PPO活性的关联度分别为0.793和0.761,因而,可将CAT和PPO活性作为评价杨树品种抗旱性的首选指标。     

Enskillment inhibited: ‘industrial gardening’ in Britain

Horticulture – like many other traditional crafts in Britain – is said to suffer from a ‘skills problem’. A recent survey suggests that one of the reasons for this is increased outsourcing of horticultural work from public employers to private contractors. While anthropologists have generally acknowledged the politics of learning, they have had little to say about enskillment in work contexts which have been reconfigured in a way that leaves hardly any room for institutionalized methods of learning. Private gardening contractors are an example of such a work context, and in this article I scrutinize their practices to show the various ways in which enskillment is inhibited. Rather than referring to the concept of ‘deskilling’ – usually evoked in discussions of skills problems – I employ the notion of an inhibition of enskillment in order to emphasize that every feature that fosters skill also has a ‘shadow side’ to it which bears a potential to inhibit skill. Implicit in this argument is a critique of neoliberal work practices which shape enskillment as well as the natural environment.     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.     

Mnemonics are an Effective Tool for Adult Beginners Learning Plant Identification

Most beginners are introduced to plant diversity through identification keys, which develop differentiation skills but not species memorisation. We propose that mnemonics, memorable ‘name clues’ linking a species name with morphological characters, are a complementary learning tool for promoting species memorisation. In the first of two experiments, 64 adults in a group-learning environment were taught species identification using mnemonics, an educational card game and a text-based dichotomous key. In the second experiment, 43 adults in a self-directed learning environment were taught species identification using mnemonics and a pictorial dichotomous key. In both experiments, mnemonics produced the highest retention rates of species identification based on vegetative characters. The educational value of these findings is discussed for vegetative plant identification and broader applications.     

A ‘species identification’ approach to concept mapping in the classroom

ABSTRACT

The detailed analysis and scoring of concept maps may not be necessary in order for students to gain from their use in the classroom. A simplified recognition of different types (‘species’) of map may increase the likelihood of teachers employing maps in their classrooms so that more teachers and students might benefit from concept mapping on a regular basis. A greater familiarity and level of engagement with concept maps is likely to support an increase in the level of mapping expertise developed by both teachers and students, enabling maps to be used to support higher order thinking skills – as intended. The counter-intuitive conclusion to this prospect is that the adoption of a non-analytical consideration of maps may actually make them a more valuable classroom asset. However, this requires a greater level of expertise in the application of concept maps on the part of the teacher. A simplified typology of ‘map species’ is presented to support the development of this perspective.     

Advances in developing novel therapeutic strategies for Alzheimer’s disease

Alzheimer’s Disease (AD), the most prevalent neurodegenerative disease of aging, affects one in eight older Americans. Nearly all drug treatments tested for AD today have failed to show any efficacy. There is a great need for therapies to prevent and/or slow the progression of AD. The major challenge in AD drug development is lack of clarity about the mechanisms underlying AD pathogenesis and pathophysiology. Several studies support the notion that AD is a multifactorial disease. While there is abundant evidence that amyloid plays a role in AD pathogenesis, other mechanisms have been implicated in AD such as tangle formation and spread, dysregulated protein degradation pathways, neuroinflammation, and loss of support by neurotrophic factors. Therefore, current paradigms of AD drug design have been shifted from single target approach (primarily amyloid-centric) to developing drugs targeted at multiple disease aspects, and from treating AD at later stages of disease progression to focusing on preventive strategies at early stages of disease development. Here, we summarize current strategies and new trends of AD drug development, including pre-clinical and clinical trials that target different aspects of disease (mechanism-based versus non-mechanism based, e.g. symptomatic treatments, lifestyle modifications and risk factor management).     

Peroxidase and Poly-Phenol Oxidase in Brassica juncea Plants Infected with Macrophomina phaseolina (Tassai) Goid. and their Implication in Disease Resistance

Studies on the peroxidase and poly-phenol oxidase activity in relatively resistant and susceptible strains of Brassica juncea at sequential intervals after inoculation with different isolates of Macrophomina phaseolina revealed that, fungus infected tissues had relatively higher activities of these oxidative enzymes in comparison to healthy plants, and tissues inoculated with ‘Weakly Virulent’ isolates always exhibited higher activity in comparison to ‘Moderately’, ‘Highly’ and ‘MostHighly Virulent’ isolates. At the early stages of the infection on 6th day, resistant plants showed higher activities in comparison to their susceptible counterparts. Very low activity of these enzymes could be recorded in healthy plants. Findings of this, study indicate the possible involvement of these oxidative enzymes in the resistance of this disease.     

Social Skills as a Predictor of Postsecondary Outcomes for Individuals Who Are Deaf

Social skills function as a vehicle by which we negotiate important relationships and navigate the transition from childhood into the educational and professional experiences of early adulthood. Yet, for individuals who are deaf, access to these opportunities may vary depending on their preferred language modality, family language use, and educational contexts. Drawing upon available data in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role of social skills in high school on postsecondary education, employment, independent living, and self-beliefs. Parents’ ratings of social skills in their children who are deaf (from the first wave, when students were in high school) strongly positively predicted graduation from postsecondary settings up to ten years later, but did not predict employment or independent living outcomes.     

High avidity cytokine autoantibodies in health and disease: Pathogenesis and mechanisms

Numerous reports have documented the presence of autoantibodies working against naturally occurring cytokines in humans in health and disease. In most instances, their physiological and pathophysiological significance remains unknown. However, recent advances in the methodologies for detecting cytokine autoantibodies and their application in research focused on specific disorders have shown that some cytokine autoantibodies play an important role in the pathogenesis of disease. Additionally, levels of cytokine autoantibodies may also correlate with disease severity and progression in certain infectious and autoimmune diseases but not in others. This suggests that cytokine-specific pathogenic differences exist. While multiple lines of evidence support the notion that high avidity cytokine autoantibodies are present and likely to be ubiquitous in healthy individuals, their potential physiological role, if any, is less clear. It is believed that they may function by scavenging pro-inflammatory cytokines and thereby inhibiting deleterious ‘endocrine’ effects, or by serving as carrier proteins, providing a ‘reservoir’ of inactive cytokines and thus modulating cytokine bioactivity. A central hypothesis is that sustained or repeated high-level exposure to cytokines triggers defects in T-cell tolerance, resulting in the expansion of existing cytokine autoantibody-producing B cells.     

Hands-on or Video-based Learning with ANTicipation? A Comparative Approach to Identifying Student Motivation and Learning Enjoyment During a Lesson about Ants

The observation of living animals in school laboratories provides authentic views of biological research. Various studies stress the importance of primary experiences in biology classes. However, educational films may serve as an alternative in some cases. The aim of this study was to investigate student motivation before and after treatments, including (1) an educational film, (2) a hands-on activity with living animals accompanied by an educational film and (3) a hands-on activity with living animals. We investigated the influence of teaching method, gender and class level on student motivation and learning enjoyment. In all treatments, Temnothorax ants were addressed, which can be easily kept and observed. This paper is within the scope of a longitudinal project based on the concept of ‘ant research’ in class. Students (N = 140) from six classes (lower and intermediate secondary school levels) participated in the study. Student motivation was measured using a two-stage test design, including a standardised questionnaire on current motivation and a test on learning enjoyment. The findings of this study suggest that the younger students prefer hands-on activities, while students at an intermediate secondary school level are more interested in video-based learning. Since the combination of hands-on activity and video yielded the best results, the potential of using videos as facilitators for hands-on learning is discussed.     

Human Biology

This paper describes the setting up of a nature trail for educational purposes. It discusses the aims, methods of use, and possible evaluation techniques for such a trail. Some probable developments of the ‘trail’ concept at Hartsholme are reviewed. Examples are given of both school-based and leisure-learning activities.     

The evolution of ADHD: a disorder of communication?

Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychiatric condition. Many believe that the central disability is impaired inhibition, which leads to reduced abilities in social skills, self-control, organization and time management. The behaviors identified by clinicians as problematic--inattention, hyperactivity and impulsivity--have been incorporated into several evolutionary models as selectively adaptive cognitive skills for surviving the challenges of a variable Pleistocene environment. We propose that the "disabilities" exhibited by individuals with ADHD are maladaptive, and we concur with Barkley that there is a central impairment in the behavioral inhibition system. The underlying neural anatomy and physiology support the possibility that neurotransmitter pathology may have an impact on other interlinked systems (including language), and may also account for the frequent comorbidity of aggression, anxiety, depression, and learning disabilities (many of which are language-related). Language skills compete with other cognitive activities for the attentional system, and thus the evolution of language could not in fact be independent of the evolution of attention. If language represents the ultimate expression of the attentional system, and some individuals with ADHD are seriously impaired in the coordination of interlinked neural systems (including language), then ADHD fits Jerome Wakefield's definition of "harmful dysfunction," and communication impairments should be investigated more thoroughly by clinicians.     

Modulation of different human immunodeficiency virus type 1 Nef functions during progression to AIDS

The human immunodeficiency virus type 1 (HIV-1) Nef protein has several independent functions that might contribute to efficient viral replication in vivo. Since HIV-1 adapts rapidly to its host environment, we investigated if different Nef properties are associated with disease progression. Functional analysis revealed that nef alleles obtained during late stages of infection did not efficiently downmodulate class I major histocompatibility complex but were highly active in the stimulation of viral replication. In comparison, functional activity in downregulation of CD4 and enhancement of HIV-1 infectivity were maintained or enhanced after AIDS progression. Our results demonstrate that various Nef activities are modulated during the course of HIV-1 infection to maintain high viral loads at different stages of disease progression. These findings suggest that all in vitro Nef functions investigated contribute to AIDS pathogenesis and indicate that nef variants with increased pathogenicity emerge in a significant number of HIV-1-infected individuals.     

Constructing a Cotton-Ball Catapult: An Interdisciplinary STS Learning Experience

The need for all students to develop a stronger ability to express their science knowledge in writing is important. In this article, the authors take you on a journey in an elementary school classroom with tools to help foster deeper learning and stronger writing skills in science content. With many students in high school required to pass end-of-semester science exams to receive a diploma, teaching writing at an early age across various content areas is an even more critical component of today’s curriculum. Presenting curriculum material through multiple means (Universal Design for Learning-Representation) allows students to gain information through a learning approach that best fits the students’ learning needs. The authors examine multiple means of representing science curriculum to engage students in creating detailed and comprehensive concept maps and to provide supportive scientific evidence in written explanations as they gain more content knowledge in science.     

Genethics: project accountability via evaluation of teacher and student growth.

Accountability through demonstrated learning is increasingly being demanded by agencies funding science education projects. For example, the National Science Foundation requires evidence of the educational impact of programs designed to increase the scientific understanding and competencies of teachers and their students. The purpose of this paper is to share our human genetics educational experiences and accountability model with colleagues interested in serving the genetics educational needs of in-service secondary school science teachers and their students. Our accountability model is facilitated through (1) identifying the educational needs of the population of teachers to be served, (2) articulating goals and measurable objectives to meet these needs, and (3) then designing and implementing pretest/posttest questions to measure whether the objectives have been achieved. Comparison of entry and exit levels of performance on a 50-item test showed that teacher-participants learned a statistically significant amount of genetics content in our NSF-funded workshops. Teachers, in turn, administered a 25-item pretest/posttest to their secondary school students, and collective data from 121 classrooms across the United States revealed statistically significant increases in student knowledge of genetics content. Methods describing our attempts to evaluate teachers' use of pedagogical techniques and bioethical decision-making skills are briefly addressed.