In Situ Localization of Proline in Oral Bacteria and on Lingual Epithelium

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66958/2/10.1177_00220345740530010801.pd

Inclusive Masculinities in a Working-Class Sixth Form in Northeast England

This research examines the construction of masculinity among a group of working-class boys aged sixteen to nineteen in the northeast of England. Drawing on data collected from a six-week ethnography with boys in a religious (Christian) sixth form college, this study documents how only a small minority of these boys embodied the orthodox archetype of masculinity that has traditionally been associated with working-class youth. Instead, the great majority of participants adopted attitudes and behaviors that can be categorized as a set of inclusive masculinities: They espoused positive attitudes toward homosexuality, engaged in physical tactility and emotional intimacy, and used homosexually themed language without the intent to wound or marginalize other boys. These findings pose a considerable challenge to dominant narratives on working-class masculinities; narratives that must now be reconfigured to account for the proliferation of inclusive masculinities among working-class youth

Gastric stimulation: influence of electrical parameters on gastric emptying in control and diabetic rats

BACKGROUND: The aim of this study was to test the effect of different pulse frequencies and amplitudes during gastric stimulation (GS) on gastric emptying in the rat. METHODS: GS was performed in 2 groups of laparotomized rats: healthy control animals, and rats with acute diabetes. The effects of four pulse frequencies (0.5, 1, 10, 20 Hz) and three pulse amplitudes (5, 20, 40 mA) were tested. The volumes emptied from the stomach after the oro-gastric instillation of a nutrient solution were compared to those obtained in animals without GS. Intragastric pH values were assessed under basal conditions and after GS. RESULTS: In both groups, GS increased emptied volumes compared to conditions without stimulation (p < 0.05) for pulse frequencies above 0.5 Hz. Increases in pulse frequencies accelerated gastric emptying (p < 0.01) with a plateau at around 10 Hz. The increase in pulse amplitudes resulted in larger emptied volumes only when the pulse frequency was 1 Hz (p < 0.04) while the opposite effect was observed at 20 Hz (p < 0.04). The most effective combinations to enhance gastric emptying compared to baseline conditions were 10 Hz with 5 or 20 mA. The overall effect of GS on gastric emptying compared to baseline conditions without stimulation, was greater in diabetic than in controls rats (p < 0.05). During stimulation, intragastric pH values were not different from basal conditions during fasting or after a meal in control and diabetic rats. CONCLUSIONS: Although both pulse frequency and amplitude should be considered during GS, frequency appears to be the most critical point. The possibility of increasing gastric emptying by electrical stimulation in diabetic rats suggests potential clinical applications for this method

GOBLET: the Global Organisation for Bioinformatics Learning, Education and Training

In recent years, high-throughput technologies have brought big data to the life sciences. The march of progress has been rapid, leaving in its wake a demand for courses in data analysis, data stewardship, computing fundamentals, etc., a need that universities have not yet been able to satisfy--paradoxically, many are actually closing "niche" bioinformatics courses at a time of critical need. The impact of this is being felt across continents, as many students and early-stage researchers are being left without appropriate skills to manage, analyse, and interpret their data with confidence. This situation has galvanised a group of scientists to address the problems on an international scale. For the first time, bioinformatics educators and trainers across the globe have come together to address common needs, rising above institutional and international boundaries to cooperate in sharing bioinformatics training expertise, experience, and resources, aiming to put ad hoc training practices on a more professional footing for the benefit of all

Mobile Discussion Boards: An Analysis on Mobile Collaboration

Mobile technology offers learning institutes the opportunity to extend e-learning opportunities and enable students the opportunity to have more control over their learning. Mobile technology truly enables learning to take place were and when the learner wants to learn. Discussion boards are typically used in teaching to enable students to collaborate and interact outside class time. These discussion boards seem particularly well suited to mobile enhancements given that their effectiveness depends heavily on active participation and timely posting/response cycles. This research assessed the effectiveness of discussion forums and how well these forums performed when viewed on four different mobile devices. The research focuses on how the device influences the interaction with the discussion board. The results of this analysis will help determine how different devices support users interacting with a discussion board

Mobile Technology in Facilitating Learning Goals

Mobile and wireless computing technologies have influenced how people interact with each other. For the first time, mobile technology and student lifestyle choices are converging to allow mobile learning (m-learning) to be a viable choice for delivery and execution of coursework material. This study looks at the current research on how asynchronous technology, such as discussion boards, can be enhanced by enabling students to interact with a mobile device. A synthesis of the literature is presented, analysing the issues that may impact on the success of this project and any limitations that may impact on the value of this application. This paper then discusses the advantages of enabling a discussion board with particular focus on whether enabling students to interact with a mobile device will increase the participation and success of discussion boards. 1

Influences on the adoption of mobile technology by students and teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Systems at Massey University, Albany, New Zealand

Technology offers new possibilities to provide effective teaching and learning. One of the most recent technologies that has ignited considerable interest by educators is mobile technology. Mobile technology has been quickly adopted in everyday life, and it is common for most people to have, and carry, a mobile device with them at all times. In addition these mobile devices are becoming more and more powerful and taking over tasks that would normally be done on traditional PCs or laptops (Dawabi, Wessner, & Neuhold, 2004). Researchers have started to explore the way mobile technology can be harnessed in the educational arena (see for example Attewell & Gustafsson, 2002; Cobcroft, Towers, Smith, & Bruns, 2006; Seppälä & Alamäki, 2003; Traxler, 2009; Zawacki-Richter, Brown, & Delport, 2009; Zeng & Luyegu, 2011). Despite the interest, little is known about the factors that will impact student and educator adoption of mobile learning. Current studies into mobile learning are mainly small scale trials and pilots with most focussing on student adoption. Factors that affect the mobile learning adoption by educators seem to have been largely ignored. To address this gap in the literature, the present study has developed two models of student and educator adoption of mobile learning. The models posited that the perceived ease of use and usefulness of mobile technology would mediate the relationship between self-efficacy beliefs, motivation and level of self-direction of students and the intention of students and educators to adopt mobile learning. A total of 446 students from three tertiary institutes and 196 educators from all New Zealand completed a survey that identified their learning and teaching-related beliefs and attitudes, their intentions to adopt mobile learning, and their perceptions of using mobile technology to support their learning and teaching. The study found that educators and students are influenced by different factors to adopt mobile learning. Specifically, it found that the self-efficacy beliefs, motivation and selfdirectedness (students) had varying degrees of influence on ease of use and usefulness perceptions of mobile learning, and overall intention to adopt it. The study also found evidence to suggest that these factors may differ between students of different ages, genders and institute types they attend. The study also provides recommendations to educators, researchers, learning designers and institutes who wish to implement mobile learning into their curriculum to accommodate and encourage adoption

Mobile Discussion Boards: An Analysis on Mobile Collaboration

Mobile technology offers learning institutes theopportunity to extend e-learning opportunities and enablestudents the opportunity to have more control over theirlearning. Mobile technology truly enables learning to takeplace were and when the learner wants to learn. Discussionboards are typically used in teaching to enable students tocollaborate and interact outside class time. These discussionboards seem particularly well suited to mobileenhancements given that their effectiveness depends heavilyon active participation and timely posting/response cycles.This research assessed the effectiveness of discussion forumsand how well these forums performed when viewed on fourdifferent mobile devices. The research focuses on how thedevice influences the interaction with the discussion board.The results of this analysis will help determine how differentdevices support users interacting with a discussion board