Unsaturated fatty acid regulation of cytochrome P450 expression via a CAR-dependent pathway.

The liver is responsible for key metabolic functions, including control of normal homoeostasis in response to diet and xenobiotic metabolism/detoxification. We have shown previously that inactivation of the hepatic cytochrome P450 system through conditional deletion of POR (P450 oxidoreductase) induces hepatic steatosis, liver growth and P450 expression. We have exploited a new conditional model of POR deletion to investigate the mechanism underlying these changes. We demonstrate that P450 induction, liver growth and hepatic triacylglycerol (triglyceride) homoeostasis are intimately linked and provide evidence that the observed phenotypes result from hepatic accumulation of unsaturated fatty acids, which mediate these phenotypes by activation of the nuclear receptor CAR (constitutive androstane receptor) and, to a lesser degree, PXR (pregnane X receptor). To our knowledge this is the first direct evidence that P450s play a major role in controlling unsaturated fatty acid homoeostasis via CAR. The regulation of P450s involved in xenobiotic metabolism by this mechanism has potentially significant implications for individual responses to drugs and environmental chemicals

Learning clinical anatomy

SUMMARY This article places the student at the center of their own learning experience. It draws together research to enable us to put forward a theoretical framework of best practice for student learning of clinical anatomy in a modern medical curricula. Anatomical knowledge involves both propositional knowledge and non-technical knowledge. For knowledge to be gained it must be contextualized and the content matter engaged with in a way that creates meaning for the students. From a neuroanatomical basis, this involves memory processing at a synaptic level within the circuitry of the hippocampus. It is important to recognize learners as individuals with their own personality traits and spatial ability. Both of which have been shown to influence the learning of anatomy. Students can vary the way they go about learning, they may utilize a surface, deep and/or strategic learning approach. It is quite possible that each student’s approach will differ depending on their personal experience. Approach will also vary at different points of their learning journey, because in higher education, students are free to engage in a wide range of learning activities. At some point in the future students may need to relearn or reconfigured their knowledge because the initial route to understanding is superseded by either a greater need or a more sophisticated line of reasoning, for example, knowledge can be challenged via more complex clinical scenarios. Knowledge consolidation is the next stage for students/trainees and this involves embedding the restructured learning and using it in practice. This stage will vary in time depending on the content it may occur during education or many years later. Anatomy learning is a personalized journey for the individuals. However, it is the role of the educators to aid learners in the development of a education framework that makes their learning effective, meaningful and stimulating

The Material Culture of Drinking and the Construction of Social Identities in the Seventeenth-Century Dutch Republic

After gaining their independence, the seventeenth-century Northern Netherlands experienced a Golden Age of wealth and prosperity. However, there was not yet a sense of national unity, and changes in society, politics, wealth and world view all created flux in identity. Drinking was both a fundamental and yet also highly charged activity, taking place in the home, taverns, and at events such as weddings. Playing a vital role in hospitality and community bonding, drinking became an important activity in the communication of developing identities, affiliations and Dutch national feeling. This thesis examines material culture gathered from domestic cesspits dating between 1500 and 1800 from across the Dutch Republic, to determine which aspects of identity may have been communicated through drinking vessels. Archaeological assemblages of vessels were used to create status profiles, a method of comparing artefact groups to identify the status of the household. The quantities of high quality glassware proved to be the most diagnostic feature of status until the eighteenth century when ceramics became more highly sought. Different types of sites, like hospitals and taverns, also presented a distinct profile of material. Regional differences in drinking practice, however, were not found to be distinct, with wealth, status and era having more effect. Vessels and drinks were tied up in a system of conspicuous consumption, status and display, which could be both desirable and dangerous. Vessels and drinking were used to create ceremonies of hospitality and inclusion, or to promote regional pride, or make politico-religious criticism. Vessels were personalised for gift giving, or to display status and belonging through heraldry, names or symbology. Vessels, including glass, earthenware and porcelain, also held a didactic function, warning of the dangers of excess and luxury, and promoting moral decency and domestic harmony, particularly for women. These behaviours, combined with the use of Dutch imagery, helped to confirm a new sense of national unity

National Park Service Relevancy in the 21st Century: An Exploration of Racial Inclusion and the Urban Push

As the National Park Service (NPS) approaches its centennial in 2016, it grapples with relevancy as the U.S. racial demographic shifts from a majority white population to a majority people of color population. In this paper I explore the following questions: What is the NPS doing to create racially inclusive places? How do NPS goals of inclusion connect to its recent emphasis on urban parks and populations? Through an analysis of official park documents, expert interviews, and a comparative case study between two Minnesota NPS units (Mississippi National River and Recreation Area (MNRRA) and Voyageurs National Park), I assess the significance of the urban focus in NPS relevancy and potential effectiveness of NPS efforts towards inclusion

Pedagogic research in anatomical sciences: a best practice guide

This article explores the background of anatomical educational research. It draws together research and our own personal experiences to propose a best practice piece for novice researchers in anatomical education. The article explores the domains of both qualitative, and quantitative methods as applied to anatomy pedagogy. It takes into consideration validity and what might be undertaken to increase validity and reliability. The article explores how both qualitative and quantitative data can be analysed and recommends top tips including: Identify your research questions and theoretical framework. Map out how you are going to answer your research questions. Consider collaborating with like-minded researchers in other countries: multi-centre studies have a better chance of getting published and carefully consider your target journal and suggestions for peer review, taking into consideration individuals expertise and potential conflicts of interests. This article is designed to be a guide to anyone starting anatomical research or experienced researchers looking for new methods and ideas

Designing future focused learning through digital simulations

This presentation will be on the innovative digital simulation work conducted by the DigiSim Team at the University of Cumbria. Our team is dedicated to leveraging technology to create impactful and immersive experiences that address significant health and social issues. We will be highlighting three key projects: Delirium, Dementia, and Curious Conversations (focused on suicide). Content-Driven Technology: At DigiSim, our approach is rooted in the philosophy that content should drive technology. We believe that the most compelling and effective simulations arise when the narrative and educational goals shape the technological solutions, rather than the other way around. This ensures that our work is both meaningful and relevant to the users we aim to serve. Our Creative Process: A unique aspect of our creative process is the inclusion of a filmmaker on our team. This collaboration brings a cinematic perspective to our simulations, enhancing the storytelling quality and emotional impact of our projects. The filmmaker's expertise helps us create realistic scenarios and relatable characters, making our simulations more engaging and effective for users. Showcase of Key Projects: Delirium: This simulation aims to educate healthcare professionals and caregivers about the complexities of delirium. By immersing users in the real experiences of patients based on literature and discussion, we provide a deeper understanding of the symptoms, challenges, and management strategies associated with this condition. Dementia: Our dementia simulation focuses on raising awareness and empathy for those living with dementia. Through interactive experiences, users can better grasp the daily struggles and emotional landscape of individuals affected by this neurodegenerative disease, fostering more compassionate and informed care. Curious Conversations (Suicide): This project addresses the critical issue of suicide, providing tools and scenarios to help people experience meaningful simulated conversations about mental health and suicide prevention. The simulation is designed to equip users with the skills and confidence to support individuals in crisis and navigate these difficult topics with sensitivity and care. Interactive Experience Opportunity: At the end of the presentation, there will be an opportunity to experience these showcased pieces firsthand. Trigger Warning: The simulations involve sensitive and potentially distressing content related to delirium, dementia, and suicide. Viewer discretion is advised. We hope that by engaging with these simulations, you will gain a deeper understanding of these issues and the impact of our work

Halpha-Derived Star-Formation Rates For Three z ~ 0.75 EDisCS Galaxy Clusters

We present Halpha-derived star-formation rates (SFRs) for three z ~ 0.75 galaxy clusters. Our 1 sigma flux limit corresponds to a star-formation rate of 0.10-0.24 solar mass per year, and our minimum reliable Halpha + [N II] rest-frame equivalent width is 10\AA. We show that Halpha narrowband imaging is an efficient method for measuring star formation in distant clusters. In two out of three clusters, we find that the fraction of star-forming galaxies increases with projected distance from the cluster center. We also find that the fraction of star-forming galaxies decreases with increasing local galaxy surface density in the same two clusters. We compare the median rate of star formation among star-forming cluster galaxies to a small sample of star-forming field galaxies from the literature and find that the median cluster SFRs are \~50% less than the median field SFR. We characterize cluster evolution in terms of the mass-normalized integrated cluster SFR and find that the z ~ 0.75 clusters have more SFR per cluster mass on average than the z <= 0.4 clusters from the literature. The interpretation of this result is complicated by the dependence of the mass-normalized SFR on cluster mass and the lack of sufficient overlap in the mass ranges covered by the low and high redshift samples. We find that the fraction and luminosities of the brightest starburst galaxies at z ~ 0.75 are consistent with their being progenitors of the post-starburst galaxies at z ~ 0.45 if the post-starburst phase lasts several (~5) times longer than the starburst phase.Comment: Accepted for publication in ApJ, 20 pages, 24 figure

The Anatomical Society core embryology syllabus for undergraduate medicine

A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n = 18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n = 62) by the authors, panel members were asked in the first of a two‐stage process to ‘accept’, ‘reject’ or ‘modify’ each learning outcome, to propose additional outcomes if desired. In the second stage, the panel was asked to either accept or reject 16 statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, 61 of 62 learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly qualified doctors, regardless of their subsequent chosen specialty

Letter to editor: A new core gross anatomy syllabus for medicine

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