Gamma-D crystallin gene (CRYGD) mutation causes autosomal dominant congenital cerulean cataracts

Congenital cataracts are a major cause of bilateral visual impairment in childhood. We mapped the gene responsible for autosomal congenital cerulean cataracts to chromosome 2q33-35 in a four generation family of Moroccan descent. The maximum lod score (7.19 at recombination fraction theta=0) was obtained for marker D2S2208 near the g-crystallin gene (CRYG) cluster. Sequencing of the coding regions of the CRYGA, B, C, and D genes showed the presence of a heterozygous C>A transversion in exon 2 of CRYGD that is associated with cataracts in this family. This mutation resulted in a proline to threonine substitution at amino acid 23 of the protein in the first of the four Greek key motifs that characterise this protein. We show that although the x ray crystallography modelling does not indicate any change of the backbone conformation, the mutation affects a region of the Greek key motif that is important for determining the topology of this protein fold. Our data suggest strongly that the proline to threonine substitution may alter the protein folding or decrease the thermodynamic stability or solubility of the protein. Furthermore, this is the first report of a mutation in this gene resulting in autosomal dominant congenital cerulean cataracts

Which Sweetener Is Best for Yeast? An Inquiry-Based Learning For Conceptual Change

One way to help students understand the scientific inquiry process, and how it applies in investigative research, is to involve them in scientific investigation.  An example of this would be letting them come to their own understanding of how different variables (e.g., starting products) can affect outcomes (e.g., variable quality end products) (e.g., Cherif, Gialams & Siuda, 1998; Puche & Holt, 2012; Hazzard, 2012).  In this inquiry based learning activity, students work logically and systematically to design a scientific study geared to investigate the question of sweetener preference for yeast.  In doing this, they learn to use skills associated with inquiry such as problem solving and communication–--including the scientific practices of hypothesizing, investigating, observing, explaining, and evaluating (e.g., Cherif, 1988; NRC, 2011; Robinson, Nieh, & Goodale, 2012).  They enforce their understanding of learned concepts and skills by communicating what they have learned through the process of writing a scientific paper aimed at publication in a peer reviewed scientific journal.  In doing so, they learn how scientists practice science, learn cross-disciplinary science concepts and core ideas, and discover implications and applications for the results and findings of the investigative inquiry.  In this paper, we also provide the necessary background and information teachers and student-teachers need to help them to feel confident and competent in carrying out the learning activities with their students and be able to answer unanticipated questions. Keywords: Inquiry-based learning, student success, sweeteners, yeast, fermentation, scientific metho

The Role of Educators in Growing Leaders and Leadership Among School Students

Student activism has been a powerful force through the 20th century and continues into the 21st century. Student protests now are more likely to be instigated by local events and one can see that when students are supported and encouraged, their leadership grows. This paper considers the role of educators in helping students develop their leadership abilities and skills through six examples: climate change protests started in Sweden, gun violence protests in schools sparked in the United States, protests highlighting refugee crisis in Greece, work to understand homeless individuals as human beings, protests focusing on the care for stray animals and movements to pay reparations to descendants of slaves in the United States. Each example is then viewed through the lens of what educators can learn from that experience so that they can most effectively encourage and help students in future movements. Keywords: Student activism, Student’s Leadership, Education Reform, Student’s Engagement DOI: 10.7176/JEP/10-18-01 Publication date:June 30th 201

Where Have the Beans Been? Student-Driven Laboratory Learning Activities with Legumes for Conceptual Change

Accessible, familiar, relevant, effective and expansive teaching and learning resources is the dream of every teacher and educator throughout all types of educational systems. Furthermore, engaging students in meaningful scientific investigations using familiar objects inspire students to make the needed connection with the science concept being introduced.  Actively engaging in solving problems, and arriving at empirically based conclusions, leads to a lasting effect on students’ learning; what is more, a deep appreciation of science and the real understanding of the scientific process is fostered.  In this paper, we provide a set of laboratory-based activities using a variety of edible legumes (beans, peas, lentils, etc.) to introduce students to various STEM concepts in integrated, empirical investigations.  Legumes have been grown throughout the world, and have been cultivated since ancient times for more than 11,000 years.  The seeds of legumes come in a wide variety of shapes, sizes, colors, and are known for their differing nutritional values based on their content. But most of all, they are accessible, familiar, real and relevant, and are limitless in terms of locales where they can be found.  It is precisely these reason that make them an effective teaching and learning resource in the laboratory classroom settings.  Throughout all these laboratory learning activities, students engage in hands-on experiments, conducting research, engage in productive discussion, write scientific papers, and present their findings within a scientific framework.  Through these set of inquiry activities, teachers and students will never look at beans in the same way again.  Perhaps in fact, teachers may even consider them as one of their best teaching and learning resources. Finally, the appendix section offers more ideas that support the teachers whom is introducing these scientific concepts with the use of legumes.  We include additional ideas, information, activities, and questions (complete with answers) that we feel students may ask during the learning process. In doing so, we aim to save time and energy for those teachers who wish to use and/or adapt the suggested laboratory learning activities as a means of introducing conceptual changes. Keywords: Legumes, Science Inquiry, Laboratory experiments, Learning science, Effective learning resources.

Cliophysics: Socio-political Reliability Theory, Polity Duration and African Political (In)stabilities

Quantification of historical sociological processes have recently gained attention among theoreticians in the effort of providing a solid theoretical understanding of the behaviors and regularities present in sociopolitical dynamics. Here we present a reliability theory of polity processes with emphases on individual political dynamics of African countries. We found that the structural properties of polity failure rates successfully capture the risk of political vulnerability and instabilities in which 87.50%, 75%, 71.43%, and 0% of the countries with monotonically increasing, unimodal, U-shaped and monotonically decreasing polity failure rates, respectively, have high level of state fragility indices. The quasi-U-shape relationship between average polity duration and regime types corroborates historical precedents and explains the stability of the autocracies and democracies.Comment: 4 pages, 3 figures, 1 tabl

Has the Time Come to Start a Dialogue About the Role of Nutrition and Our Inner Microbiomes In Education? Teacher and Faculty Perspectives

The purpose of this study is to determine if educational professionals at the high school and college levels believe that their students should be required to complete a Health and Nutrition and/or a Microbiology course for graduation. The study used both a descriptive survey and a questionnaire as data collection instruments. The study population was comprised of 655 teachers and instructors from high schools, colleges and universities across the U.S.A.   Quantitative analysis was conducted using descriptive statistics. Qualitative analysis of open ended responses was organized into multiple themes. While all the participants strongly agreed that our nation (U.S.A.) is facing critical challenges in overcoming the new trends in obesity, diabetes, infectious diseases and other related epidemics, as well as on the role of education in solving the matters, they differ on what to do and how to prepare the current and future generations. At the college level, while over half of all the participants (61.22%) preferred to see Microbiology as a part of the graduation requirement from college, only 41.22% of the same participants felt comfortable in making Nutrition a part of the graduation requirement.  At the high school level, while 42.59% of all the participants saw no problem in including Nutrition as a part of the graduation requirement from high school, only 10.53% of the same participants felt comfortable including Microbiology as a graduation requirement from high school.  More detailed outcomes are presented in this paper. However, more participating college instructors compared to high school teachers did not think either of the topics should be mandated for graduation from high school or college; the only exception would be if these two fields of study were part of their selected academic program. Instead, this group of participants suggested making changes to existing course design and content (such as the required “health” or Biology classes), which would offer valuable additions to the existing curriculum and prepare students in health and nutrition. Finally, almost all of the participants provided various reasons and justifications for their perspectives on the matter.  The study also shows a significant role for administrators and academic leaders in this requirement process (decision making process for the curricula). Recommendations based on the findings are provided and discussed below. Keywords: General education, Nutrition, Microbiology, Human Microbiomes, Obesity, Diabetes, Illness prevention, Infectious diseases, Education, burden of disease, educational reform

Seismic risk in the city of Al Hoceima (north of Morocco) using the vulnerability index method, applied in Risk-UE project

The final publication is available at Springer via http://dx.doi.org/10.1007/s11069-016-2566-8Al Hoceima is one of the most seismic active regions in north of Morocco. It is demonstrated by the large seismic episodes reported in seismic catalogs and research studies. However, seismic risk is relatively high due to vulnerable buildings that are either old or don’t respect seismic standards. Our aim is to present a study about seismic risk and seismic scenarios for the city of Al Hoceima. The seismic vulnerability of the existing residential buildings was evaluated using the vulnerability index method (Risk-UE). It was chosen to be adapted and applied to the Moroccan constructions for its practicality and simple methodology. A visual inspection of 1102 buildings was carried out to assess the vulnerability factors. As for seismic hazard, it was evaluated in terms of macroseismic intensity for two scenarios (a deterministic and probabilistic scenario). The maps of seismic risk are represented by direct damage on buildings, damage to population and economic cost. According to the results, the main vulnerability index of the city is equal to 0.49 and the seismic risk is estimated as Slight (main damage grade equal to 0.9 for the deterministic scenario and 0.7 for the probabilistic scenario). However, Moderate to heavy damage is expected in areas located in the newer extensions, in both the east and west of the city. Important economic losses and damage to the population are expected in these areas as well. The maps elaborated can be a potential guide to the decision making in the field of seismic risk prevention and mitigation strategies in Al Hoceima.Peer ReviewedPostprint (author's final draft

The efficacy of high performance work practices in the Middle East: evidence from Algerian firms

Although there is developing evidence on the effectiveness of global HRM best practices in emerging and developing economies, little is known about the efficacy of those practices in the Middle East. This study examines the impact of high performance work practices (HPWP) on both employee and organisational outcomes in Algerian firms. The results of a firm-level survey show that while HPWP are positively associated with employee work attitudes and motivations, this effect is not converted into organisational-level outcomes. The results are discussed and implications for future research are offered. © 2014 © 2013 Taylor & Francis

Mortality of Patients with Hematological Malignancy after Admission to the Intensive Care Unit

Background: The admission of patients with malignancies to an intensive care unit (ICU) still remains a matter of substantial controversy. The identification of factors that potentially influence the patient outcome can help ICU professionals make appropriate decisions. Patients and Methods: 90 adult patients with hematological malignancy (leukemia 47.8%, high-grade lymphoma 50%) admitted to the ICU were analyzed retrospectively in this single-center study considering numerous variables with regard to their influence on ICU and day-100 mortality. Results: The median simplified acute physiology score (SAPS) II at ICU admission was 55 (ICU survivors 47 vs. 60.5 for non-survivors). The overall ICU mortality rate was 45.6%. With multivariate regression analysis, patients admitted with sepsis and acute respiratory failure had a significantly increased ICU mortality (sepsis odds ratio (OR) 9.12, 95% confidence interval (CI) 1.1-99.7, p = 0.04; respiratory failure OR 13.72, 95% CI 1.39-136.15, p = 0.025). Additional factors associated with an increased mortality were: high doses of catecholamines (ICU: OR 7.37, p = 0.005; day 100: hazard ratio (HR) 2.96, p < 0.0001), renal replacement therapy (day 100: HR 1.93, p = 0.026), and high SAPS II (ICU: HR 1.05, p = 0.038; day 100: HR 1.2, p = 0.027). Conclusion: The decision for or against ICU admission of patients with hematological diseases should become increasingly independent of the underlying malignant disease