The Rendzina soils of the Magnesian series in Durham

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Evaluation of a Web-Based Research Course

A web-based research course for graduate nursing students was developed, implemented, and evaluated for academic and satisfactions outcomes. A collaborative paradigm was utilized in designing the course to increase successful attainment of the graduate nursing program’s goal of a complete online graduate nursing MSN program. This web-based research course with 24 enrolled students was compared to an identical classroom based research course with 20 enrolled students. Areas of evaluation were academic outcomes of overall numerical course grades, satisfaction with course scores, and qualitative data on satisfaction of course. Results of this descriptive exploratory study demonstrated no statistically significant differences between the academic outcomes of these two groups of students. Both groups were satisfied with the course, however there was a statistically significant difference in mean satisfaction scores for the research courses. Further investigation of environmental factors will need to be done to determine the significance of differences in satisfaction outcomes

Fair and Square?: An examination of the relationships among classroom justice and relational teaching messages

Students and instructors acknowledge the importance of the instructor–student relationship in the classroom. Despite the importance of the instructor–student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader–member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice

Vitamin D An Examination of Physician and Patient Management of Health and Uncertainty

Vitamin D has been a topic of much research interest and controversy, and evidence is mixed concerning its preventive effects and health benefits. The purpose of our study was to explore the decision-making strategies used by both primary care providers and community members surrounding vitamin D in relation to uncertainty management theory. We conducted semistructured interviews with primary care providers (n = 7) and focus groups with community members (n = 89), and transcribed and coded using the constant comparative method. Themes for providers included awareness, uncertainty, patient role, responsibility, skepticism, uncertainty management, and evolving perceptions. Community member focus group themes included uncertainty, information sources, awareness/knowledge, barriers, and patient–provider relationship. Both providers and community members expressed uncertainty about vitamin D but used conflicting strategies to manage uncertainty. Awareness of this disconnect might facilitate improved patient–provider communication

Replacement for the 10 page paper? A pilot project using blogs and wikis for a collaborative EBM assignment in a 3rd year internal medical clerkship

Objective Pilot a group assignment using blogs and wikis to develop evidence-based medicine skills in third year medical students on an internal medicine clerkship. Instead of the clerkship’s previous individual ten-page paper assignment, the students were divided into four groups of sixteen. During the clerkship, students are on geographically dispersed rotations. The earlier ten-page paper had required the students to complete a patient history and physical write-up. With the pilot project, each group was assigned a librarian and a physician faculty mentor. Each student recorded on the blog a clinical scenario and question they encountered. They were encouraged to communicate with the librarian to construct a well formed clinical question. Each student group then came to consensus on which question to pursue and collaborated on a wiki including a list of citations to the best available evidence, a critique of the studies, and implications for the patient

Endogenous Avian Leukosis Virus subgroup E elements of the chicken reference genome

The chicken reference genome contains two endogenous Avian Leukosis Virus subgroup E (ALVE) insertions, but gaps and unresolved repetitive sequences in previous assemblies has hindered their precise characterisation. Detailed analysis of the most recent reference genome (GRCg6a) now shows both ALVEs within contiguous chromosome assemblies for the first time. ALVE6 (ALVE-JFevA) and ALVE-JFevB are both located on chromosome 1, with ALVE6 close to the p arm telomere. ALVE-JFevB is a structurally intact element containing the ALVE gag, pol and env genes, and is capable of forming replication competent viruses. In contrast, ALVE6 (ALVE-JFevA) contains a 3352 bp 5’ truncation and lacks the entire 5’ LTR and gag gene. Despite this, ALVE6 remains able to produce intact envelope protein, likely due to a mutation in the recognition site for a known inhibitory miRNA (miR-155). Whole genome resequencing datasets from layers, broilers and three independent sources of wild-caught red junglefowl were surveyed for the presence of each of these reference genome ALVEs. ALVE-JFevB was found in no other chicken or red junglefowl genomes, whereas ALVE6 was identified in some layers, broilers and native breeds, but not within any other red junglefowl genome. Improved assembly contiguity has facilitated better characterisation of the two ALVEs of the chicken reference genome. However, both the limited ALVE content and unique presence of ALVE-JFevB suggests that the reference individual is unrepresentative of ancestral Gallus gallus ALVE diversity

The effect of amblyopia treatment on stereoacuity

Purpose: To explore how stereoacuity changes in patients while they are being treated for amblyopia. Methods: The Monitored Occlusion Treatment for Amblyopia Study (MOTAS) comprised 3 distinct phases. In the first phase, baseline, assessments of visual function were made to confirm the initial visual and binocular visual deficit. The second phase, refractive adaptation, now commonly termed “optical treatment,” was an 18-week period of spectacle wear with measurements of logMAR visual acuity and stereoacuity with the Frisby test at weeks 0, 6, 12, and 18. In the third phase, occlusion, participants were prescribed 6 hours of patching per day. Results: A total of 85 children were enrolled (mean age, 5.1 ± 1.5 years). In 21 children amblyopia was associated with anisometropia; in 29, with strabismus; and in 35, with both. At study entry, poor stereoacuity was associated with poor visual acuity (P < 0.001) in the amblyopic eye and greater angle of strabismus (P < 0.001). Of 66 participants, 25 (38%) who received refractive adaptation and 19 (29%) who received occlusion improved by at least one octave in stereoacuity, exceeding test–retest variability. Overall, 38 (45%) improved one or more octaves across both treatment phases. Unmeasureable stereoacuity was observed in 56 participants (66%) at study entry and in 37 (43%) at study exit. Conclusions: Stereoacuity improved for almost one half of the study participants. Improvement was observed in both treatment phases. Factors associated with poor or nil stereoacuity at study entry and exit were poor visual acuity of the amblyopic eye and large-angle strabismus