Qualitative and quantitative assessment of magnetic vestibular stimulation in humans

The sensation of phantom motion or exhibition of bodily sway is often reported in the proximity of an MR scanner. It is proposed that the magnetic field stimulates the vestibular system. There are a number of possible mechanisms responsible, and the relative contributions of susceptibility on the otolithic receptors and the Lorentz force on the cupulae have not yet been explored. This exploratory study aims to investigate the impact of being in the proximity of a 7.0 T MR scanner. The modified clinical test of sensory interaction on balance (mCTSIB) was used to qualitatively ascertain whether or not healthy control subjects who passed the mCTSIB in normal conditions 1) experienced subjective sensations of dizziness, vertigo or of leaning or shifting in gravity when in the magnetic field and 2) exhibited visibly increased bodily sway whilst in the magnetic field compared to outside the magnetic field. Condition IV of the mCTSIB was video recorded outside and inside the magnetic field, providing a semi-quantitative measure of sway. For condition IV of the mCTSIB (visual and proprioceptive cues compromised), all seven locations/orientations around the scanner yielded significantly more sway than at baseline (

Mutations in FRMD7, a newly identified member of the FERM family, cause X-linked idiopathic congenital nystagmus.

Idiopathic congenital nystagmus is characterized by involuntary, periodic, predominantly horizontal oscillations of both eyes. We identified 22 mutations in FRMD7 in 26 families with X-linked idiopathic congenital nystagmus. Screening of 42 singleton cases of idiopathic congenital nystagmus (28 male, 14 females) yielded three mutations (7%). We found restricted expression of FRMD7 in human embryonic brain and developing neural retina, suggesting a specific role in the control of eye movement and gaze stability

Mutations in FRMD7, a newly identified member of the FERM family, cause X-linked idiopathic congenital nystagmus

Idiopathic congenital nystagmus (ICN) is characterised by involuntary, periodic, predominantly horizontal, oscillations of both eyes. We identified 22 mutations in FRMD7 in 26 families with X-linked idiopathic congenital nystagmus. Screening of 42 ICN singleton cases (28 male, 14 females) yielded three mutations (7%). We found restricted expression of FRMD7 in human embryonic brain and developing neural retina suggesting a specific role in the control of eye movement and gaze stability

Extra-curricular education for sustainable development interventions in higher education

Universities are seen to have a central role in the UN Decade of Education for Sustainable Development (ESD), partly through their teaching and research activities. However, the critique of Higher Education's (HE) contribution to sustainable development thus far points to the limitations of a discipline driven, curriculum content and solely student focused response. Within this context, extra-curricular interventions, for example, running awareness campaigns, creating groups and organising events, appear to have potential to advance ESD in HE. However, there has been little investigation or published work in this area. Ideas of non formal and informal education; constructivist theories of learning; concepts of free choice, tacit and social learning, and the notions of whole systems thinking and sustainable education all point to roles for interventions in the extra-curricular sphere. This thesis explores the use of extra-curricular interventions in HE through an empirical investigation in the UK. A 2006 postal survey of Higher Education Institutions (HEIs) records the extent and type of interventions in use and opinions about their utility. A case study, developed through action research, reports the use and impact of extra-curricular ESD-related interventions at one HEI over an academic year (2006-07). In this case study, regular contact with a group of staff and students over the year is used to map changes in their thoughts and actions relating to sustainable development, and to record the influences attributed to these changes. Importantly, extra-curricular ESD-related interventions are found to be commonly used in UK HE, and to have a prominent position in ESD work despite their limited visibility in the literature. Their utility is confirmed as they are seen to provide experiences that contribute to student and staff learning, as well as institutional change. The evidence collected supports their roles as: disciplinary bridge', community bridge; socialisation scaffold, and social learning arena. They appear to have a useful developmental role in mobilising and motivating members of the campus community. As peripheral activities, however, extra-curricular interventions may be prone to erratic implementation through being under-resourced. They can extend participation in BSD although will not reach everyone. They are best viewed as a complementary part of BSD and linked to a process of curricular and pedagogic renewal. In addition to confirming the extent, utility and limitations of extra-curricular ESD practice, the research contributes a model to map understandings of sustainable development. This model points to a core environmental understanding to which extra layers and strands of thinking can be added. It also confirms the importance of non formal and informal influences in shaping people's conceptions of sustainable development.EThOS - Electronic Theses Online ServiceUniversity of ChesterGBUnited Kingdo

Extra-curricular education for sustainable development (ESD) interventions in UK universities

This book chapter not available through ChesterRep

An overview of extra-curricular education for sustainable development (ESD) interventions in UK universities

This article not available through ChesterRep.This article explores the extent and type of extra-curricular education for sustainable development-related practice in UK universities and to record opinions about the utility of such work, through a postal questionnaire survey of all UK universities was undertaken in 2006