Enterooxyntin release from isolated perfused canine jejunum

A humoral factor may mediate the intestinal phase of gastric acid secretion. An ex vivo perfused segment of canine jejunum maintained by an oxygenated asanguinous physiologic perfusate was used to test for release of an enterooxyntin (EO) in response to balloon distention at 30 mm Hg for 15 min. Gastric acid secretion in guinea pig fundic mucosa was determined indirectly by a quantitative cytochemical bioassay (CBA) of oxyntic cell hydroxyl ion production (HIP). An increase in the optical density (OD) caused by the cytochemical stain in the oxyntic cells reflects HIP, an index of acid secretion. Basal OD for segments with distention was 16.6 +/- 0.53 and for those without 15.5 +/- 0.68 (NS). Results are expressed as mean change of OD from basal (mean [Delta]OD +/- SEM). EO caused greater stimulation of HIP than gastrin or histamine. EO was heat stable. Trichloroacetic acid treatment decreased EO activity as did pronase digestion suggesting that EO is composed of one or more peptides. Conclusion: EO, an acid secretagogue, is a humoral agent probably composed of one or more peptides and is released by small bowel distention. Mechanical distention of the small bowel may be an important mechanism for the perpetuation of gastric acid secretion. The ex vivo perfused jejunal segment in conjunction with the CBA are ideal tools with which to study mechanisms of release of EO and the mechanism of action of EO on the oxyntic cell.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25235/1/0000677.pd

Assessing mathematical problem solving using comparative judgement

There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical problem solving in assessment is that the skills involved are difficult to define and assess objectively. We present two studies that test a method called comparative judgement (CJ) that might be well suited to assessing mathematical problem solving. CJ is an alternative to traditional scoring that is based on collective expert judgements of students’ work rather than item-by-item scoring schemes. In Study 1 we used CJ to assess traditional mathematics tests and found it performed validly and reliably. In Study 2 we used CJ to assess mathematical problem-solving tasks and again found it performed validly and reliably. We discuss the implications of the results for further research and the implications of CJ for the design of mathematical problem-solving tasks

The problem of assessing problem solving: can comparative judgement help?

This definitive version of this paper is available at Springerlink: http:dx.doi.org/10.1007/s10649-015-9607-1School mathematics examination papers are typically dominated by short, structured items that fail to assess sustained reasoning or problem solving. A contributory factor to this situation is the need for student work to be marked reliably by a large number of markers of varied experience and competence. We report a study that tested an alternative approach to assessment, called comparative judgement, which may represent a superior method for assessing open-ended questions that encourage a range of unpredictable responses. An innovative problem solving examination paper was specially designed by examiners, evaluated by mathematics teachers, and administered to 750 secondary school students of varied mathematical achievement. The students’ work was then assessed by mathematics education experts using comparative judgement as well as a specially designed, resourceintensive marking procedure. We report two main findings from the research. First, the examination paper writers, when freed from the traditional constraint of producing a mark scheme, designed questions that were less structured and more problem-based than is typical in current school mathematics examination papers. Second, the comparative judgement approach to assessing the student work proved successful by our measures of inter-rater reliability and validity. These findings open new avenues for how school mathematics, and indeed other areas of the curriculum, might be assessed in the future

Empowering classroom teachers to create multimedia learning objects

Education reform in Queensland is enacted in innovative ways in teacher education programs. Key features of Central Queensland University's Bachelor of Learning Management, 'workplace readiness' and 'futures orientation'are encapsulated the area of e-Learning. Knight, Knight and Teghe (2006,p .32) suggest that for learning to be futures oriented, " ICT's are simply one of the change agents as tools for learning" rather than an isolated component of education. In the BLM course e-Learning Manager, students develop ICT skills that provide a platform for creativity, innovation and entrepreneurial activity in a 'knowledge society,'. In doing so they learn how teaching practices and learning content can be mapped into the digital environment by creating their own Learning Objects. This paper outlines how the digital environment can be used to create powerful forms of learning through creating multimedia learning objects using readily available resources within classrooms