Identification of unique release kinetics of serotonin from guinea-pig and human enterochromaffin cells

This is the accepted version of the following article: [Raghupathi, R., Duffield, M. D., Zelkas, L., Meedeniya, A., Brookes, S. J. H., Sia, T. C., Wattchow, D. A., Spencer, N. J. and Keating, D. J. (2013), Identification of unique release kinetics of serotonin from guinea-pig and human enterochromaffin cells. The Journal of Physiology, 591: 5959–5975. doi: 10.1113/jphysiol.2013.259796], which has been published in final form at [http://dx.doi.org/10.1113/jphysiol.2013.259796]. In addition, authors may also transmit, print and share copies with colleagues, provided that there is no systematic distribution of the submitted version, e.g. posting on a listserve, network or automated delivery

Contesting authentic practice and ethical authority in adventure tourism

This paper examines the discourses of authenticity and ethics used among adventure tourists regarding the use of the natural environment. In one case, full-time traveling rock climbers use their dedication to the sport and annual visits to the Red River Gorge as evidence for their authoritative voice on ethical climbing practice. While they identify the growing numbers of leisure climbers as a problem for sustainability, many also take up temporary employment as guides and are directly involved in the introduction of new climbers to the area. In another case, two groups of wilderness enthusiasts – “ADK 46ers” and “Summit Stewards” – lament the environmental and social impacts of other recreational users in the Adirondack Park. Despite being visitors themselves, Summit Stewards and 46ers use their sense of place and knowledge of Adirondack history and ecology to substantiate their authority as purveyors of ethical practice. In both cases, senses of responsibility are inspired by senses of place, but are articulated through notions of authenticity and used as justification for ethical authority. While validating their presence in these outdoor spaces, the use of such rhetoric also minimizes their own impacts yielding further tensions among user groups

A surprising discovery:five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change

This paper draws from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project. One of the findings, arrived at accidentally from the research is that experienced outdoor educators may have particular pedagogical skills, likely honed by the contexts in which they work, that can be of use to mainstream educators trying to expand their pedagogical repertoire, teach outdoors or be more environmentally focussed in their practices. The paper begins by contextualising the Maple Ridge Environmental School Project (MRESP), describing the researchers, methods, and explaining how the research team came to their insights. This is followed by a discussion of five pedagogical skills identified by the researchers that outdoor and experiential educators may possess that might be offered more clearly to classroom teachers, formal teacher training processes and/or be more clearly enunciated for those involved in formal and informal outdoor and experiential training contexts

Moving beyond methodising theory in preparing for the profession

For those preparing for outdoor education and related professions, formal theory has an important role to play in terms of informing professional practice and understandings of teaching-learning dynamics. Despite this, surprisingly little is understood about how pre-service outdoor educators (POEs) view and engage with it in their preparation courses. Drawing on findings of a case study in an Australian outdoor education teacher education (OETE) course, this article explores POE theory engagement focussing on a problematic tendency to methodise formal theory, that is, to treat theories as formula for action. The authors argue that this tendency is concerning because it ignores the complexity and problematic nature of both theory-practice relationships and outdoor education pedagogy. The discussion highlights contributing factors and implications for OETE, especially with respect to enabling aspiring outdoor educators in tertiary courses to move beyond methodising theory as they enter the outdoor profession

You are never alone:Understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness

Solos have a long history in outdoor learning (education) for their use in ‘wilderness’ settings. They have been theorised in experiential education literature and through phenomenological concepts where dwelling and solitude provide unstructured time for individual reflection. Place-Based Education provides opportunities for educators to develop place-responsive practices in areas local to where people live, work and study. This paper reports on an exploratory investigation into a Masters-level course. Students were required to undertake an ‘urban solo’ in a familiar place and consider how ontological disruption might be nurtured in city-based locations. Six students participated in in-depth semi-structured interviews which were then analysed thematically using a constructivist grounded theory approach. Findings revealed that their solo experiences had had a profound and unexpected effect on all students. These changes seemed to occur as the result of an ontological shift in the students from being passive receptors of stimuli to engaging more actively with their surroundings. We concluded that, because of its simplicity and close proximity to school grounds, the urban solo is one way for teachers to overcome the barriers they consistently report to outdoor learning. We recommend that future studies draw further on urban theorists to develop more city-based, place-responsive practices

Trusting the journey:Embracing the unpredictable and difficult to measure nature of wilderness educational expeditions

This paper is a collaborative autoethnographic investigation of the unpredictable and difficult to measure nature of wilderness educational expeditions. It is a reflexive journey of storytelling and critical analysis that demonstrates the power of story-based research as method. The research investigates three assertions: First, there are inner corners of outdoor adventure education’s (OAE) “black box” that are unknowable; second, that as outdoor educators, we must trust the journey to present opportunities for learning, rather than assuming that we can plan and anticipate specific and predictable educational experiences while ‘on trip’; and third, that OAE researchers need to embrace diverse research methods in order to gain a deep and rich understanding of the inner workings of the black box

Should the surgeon or the general practitioner (GP) follow up patients after surgery for colon cancer? A randomized controlled trial protocol focusing on quality of life, cost-effectiveness and serious clinical events

This trial has been registered at ClinicalTrials.gov. The trial registration number is: NCT00572143.© 2008 Augestad et al; licensee BioMed Central Ltd.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0),which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Place-responsive pedagogy: learning from teachers' experiences of excursions in nature

The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers' sensitisation towards 10 place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human-environment 15 relations. Some implications for teacher professional development are offered

Discovery and Validation of Molecular Biomarkers for Colorectal Adenomas and Cancer with Application to Blood Testing

BACKGROUND & AIMS: Colorectal cancer incidence and deaths are reduced by the detection and removal of early-stage, treatable neoplasia but we lack proven biomarkers sensitive for both cancer and pre-invasive adenomas. The aims of this study were to determine if adenomas and cancers exhibit characteristic patterns of biomarker expression and to explore whether a tissue-discovered (and validated) biomarker is differentially expressed in the plasma of patients with colorectal adenomas or cancer. METHODS: Candidate RNA biomarkers were identified by oligonucleotide microarray analysis of colorectal specimens (222 normal, 29 adenoma, 161 adenocarcinoma and 50 colitis) and validated in a previously untested cohort of 68 colorectal specimens using a custom-designed oligonucleotide microarray. One validated biomarker, KIAA1199, was assayed using qRT-PCR on plasma extracted RNA from 20 colonoscopy-confirmed healthy controls, 20 patients with adenoma, and 20 with cancer. RESULTS: Genome-wide analysis uncovered reproducible gene expression signatures for both adenomas and cancers compared to controls. 386/489 (79%) of the adenoma and 439/529 (83%) of the adenocarcinoma biomarkers were validated in independent tissues. We also identified genes differentially expressed in adenomas compared to cancer. KIAA1199 was selected for further analysis based on consistent up-regulation in neoplasia, previous studies and its interest as an uncharacterized gene. Plasma KIAA1199 RNA levels were significantly higher in patients with either cancer or adenoma (31/40) compared to neoplasia-free controls (6/20). CONCLUSIONS: Colorectal neoplasia exhibits characteristic patterns of gene expression. KIAA1199 is differentially expressed in neoplastic tissues and KIAA1199 transcripts are more abundant in the plasma of patients with either cancer or adenoma compared to controls