ELUCIDATION OF KEY MEDIATORS OF TUMOUR CELL MIGRATION USING AN IN VIVO INHIBITORY RNA SCREEN

Metastatic disease, or the migration of cancer cells from the primary tumor to distant locations in the body, contributes to over 90% of cancer mortalities. Migration is a requirement of metastasis and involves the detachment of cancer cells from the primary tumour in vivo, followed by invasion of the cell into the surrounding stromal tissue. Tumour cells that are migration-deficient are incapable of detaching from the primary tumour and exhibit compact phenotypes in the chicken embryo model. Based on these findings, it was hypothesized that mediators of migration could be identified using an RNAi genomic library and screening for compact tumour phenotypes in the chicken embryo model. It was also postulated that knockdown of two proteins known to be involved in migration, rhoA and cortactin, would prevent migration of human epidermoid carcinoma (HEp3) cells in vivo, serving as a positive control and proof-of-principle for the RNAi screen. Results of this study identify rhoA and cortactin as positive regulators of migration, both in vitro and in vivo, and demonstrate the feasibility of the RNAi screen. Furthermore, execution of an RNAi screen, covering 5000 human genes, identified three novel mediators of tumour cell migration: MESCD1, KIF3B and ARHGAP12

The Isolation and Characterization of the Microbial Flora in the Alimentary Canal of \u3cem\u3eGromphadorhina portentosa\u3c/em\u3e Based on rDNA Sequences.

Multicellular organisms are not single individuals but carry a complex natural microflora with them. This complex\u27s diversity and function can be considered a distinct ecosystem. Traditional methods of isolation and identification miss \u3e90% of the actual diversity. This study uses the gut microflora of the Madagascar hissing roach, Gromphadorhina portentosa, as a model to examine this ecosystem. Isolated cultured bacteria were used to establish methods for identifying members of the microflora based on ribosomal RNA sequences. Universal primers for Eubacterial, Archaeal, and Eukaryotic 16s/18s rRNA were then used for PCR amplification of total DNA isolated from gut contents. Sequences from isolates were compared using BLAST, ClustalW, and other programs to recognize the isolates\u27 identities and place them using a phylogenetic tree analysis. Eubacterial, Archaeal, and Eukaryotic organisms were found present in the hissing roach gut which can serve as a model ecosystem since it houses Eubacterial, Archaeal, and Eukaryotic organisms

Engagement Across the Miles: Using Videoconferencing With Small Groups in Synchronous Distance Courses

This article presents suggestions for conducting small group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small groups for discussion activities and get peer feedback on written work. These activities engage students in applying what they are learning and constructing knowledge through discussion with their peers

Lagunitas Brewing Company

The story of Lagunitas Beer is presented, from its start as a hobby for the founder Tony Magee to its current production of over 600,000 barrels per year, making it the 5th largest craft brewer in the US in 2013. To add perspective, a brief history of beer and the emergence of craft beer is included

“All Students are Brilliant”: A Confession of Injustice and a Call to Action

The two of us (AR and LAE), in our teaching, research, and work with teachers, advocate for responsive teaching—an approach that seeks out and builds on the productive “seeds of science” in what our students say and do and assumes that “all students…are brilliant.” This pedagogical approach requires a commitment to listening to and intellectually empathizing with students’ scientific ideas

Storytelling for learning in a diagnostic radiography community of practice

Background: There is a noted lack of definition in storytelling practice. The definitions that are present in the literature are slippery at best. Stories fit under the umbrella term of narrative and can be reflective, creative and value laden – often revealing underlying importance about the human condition. Research in the discipline of Radiography concerning educational storytelling is novel. The concepts of storytelling for adult teaching, assessment and learning in other areas of health and wider practice do not appear to follow a logical pattern of development. Storytelling has potential to impact the learning and teaching practices in Radiography can be transformative, reflective and powerful. Research Question: How is the practice of ‘storytelling for teaching’ understood and perceived by a community of practice within Diagnostic Radiography HE? Method: The research incorporated a two-stage process that enabled exploration of the existing research base in a ‘new’ collective way and how this was articulated in a local community of practice. The two parts were: Part 1. A systematic review of the literature - a meta-ethnographic review. To establish a collective understanding from the work of others to create a new understanding. Part 2. A collaborative process - Appreciative inquiry action research (n=18). To explore, understand and develop ideas for storytelling for teaching’s integration into a community of practice with a range of stakeholders in the learning environment. Findings: There were six overarching common themes relating to the practical applications of storytelling and exactly how it could be incorporated into teaching and learning in Part one of the research. These were grouped as: Relatability; Analogies and contrast; Reflective practice; Setting and the visual; Practicalities of the ‘how’; and, Common pitfalls. In part two there were six overt themes identified from the AI working group discussions: Intrinsic story skill; Emotions; Real, Clinical world; Story practices; and, Resources. Conclusion: A model for storytelling practice for teaching is proposed and can be used as a toolkit to enhance learning and teaching practices using story. The model should be approached as a tool not a panacea and used when classroom conditions are developed (collaborative, personal and community focussed) for transformative experiences to occur. There are some key contextual features which need to be considered when implementing story practices such as; transformative focussed leadership, school-wide culture and de-centralised ownership. Storytelling may have a large role to play in developing 21st century ready learners who can think critically but who remain open to identity changes in a changeable and unpredictable future. This is critically important in the fast evolving and changeable field of healthcare not least Radiography