Repurposing learning objects: a sustainable alternative?

Recent experience shows that reusable learning objects, like the computer assisted learning programmes of the early 1990s, have so far failed to achieve expected levels of integration into educational practice. This is despite technical interoperability, cataloguing systems, high quality standards, targeted dissemination and professional development initiatives. Analysis of this problem suggests that conceptualization of the problem may be limiting the scope of solutions. This paper proposes a sustainable and participative approach to reuse that involves repurposing learning objects for different discipline areas. For some time now there has been a growing awareness that even the most accessible resources have failed to be widely adopted by the educational community and as a result have also failed to fulfil their considerable educational potential. (Campbell, 2003, p. 35

The influence of gene dosage on the inhibition of protein synthesis by cryptopleurine in the yeast Saccharomyces cerevisiae

Call number: LD2668 .T4 1978 G91Master of Scienc

Gender issues in computer‐supported learning

Contemporary research identifies significant gender‐related differences in performance and interaction style in computer‐supported learning (CSL) environments. Evidence suggests that initial perceptions of these environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the sociocultural complexity or gender imbalance that already exists within society. This paper presents a summary of gender‐related issues identified by international research and academic practice together with the opinions expressed by participants in a discussion forum staged at Alt‐C in 2001. Two main questions were addressed during the conference forum. Firstly, if computer access and literacy levels are assumed to be equalizing as the literature suggests, how can educational designers using CSL technologies best serve all student groups? Secondly, does the existence of gender‐based differences in behaviour and interaction style in CSL environments mean that any student group is disadvantaged? The paper concludes with suggestions about how educational designers might increase the flexibility of CSL courses to offer equal opportunities to all students. A number of issues for further research are also identified

A response to the critique of gender issues in computer‐supported learning

We find the critique of our paper both interesting and informative. The author raises a number of points as a caution against oversimplification of the issues surrounding gender and computer-supported learning. We fully acknowledge the difficulty of reporting findings from a number of studies and of attempting to define or analyse the complex interaction of already complex concepts such as gender, identity and behaviour within computer-supported learning environments

Enteropathogen co-infection in UK cats with diarrhoea

BACKGROUND: Individual enteropathogen infections in healthy and clinically ill cats are well described, but prevalence and patterns of enteropathogen co-infection have only been reported on a limited basis. We studied enteropathogen co-infection in diarrhoeic UK cats using results of a real time PCR assay for 8 enteropathogenic species; feline coronavirus (Co), feline panleukopenia virus (Pa), Clostridium perfringens (Cl), Salmonella enterica (Sa), Giardia spp. (Gi), Tritrichomonas foetus (Tr), Cryptosporidium spp. (Cr), and Toxoplasma gondii (To). Age, gender, breed and history were recorded. PCR panels from 1088 diarrhoeic cats were available for analysis. RESULTS: Overall enteropathogen prevalence was 56.9% (Co), 22.1% (Pa), 56.6% (Cl), 0.8% (Sa), 20.6% (Gi), 18.8% (Tr), 24.4% (Cr) and 1.0% (To). Prevalence of Co, Gi and Tr was higher in pedigree cats compared to non-pedigree cats (DSH) and prevalence decreased with increasing age for Co, Pa, Gi, Cr and Tr. Co-infection was common: ≥2 enteropathogens were detected in 62.5% of cats, and 13.3% of cats had ≥4 enteropathogens. Mean ( [Formula: see text]) enteropathogen co-infection 2.01 (±1.3 SD), was significantly higher in pedigree cats ( [Formula: see text] =2.51) compared to DSH ( [Formula: see text] =1.68) and decreased with age ( [Formula: see text] =2.64 <6 months, [Formula: see text] =1.68 for >1 yr). More cats were negative for all 8 enteropathogens tested (12.7%) than expected. When exact combinations of co-infection were examined, Tr tended to be found in combinations with Co, Cl, and Gi. CONCLUSIONS: Multiple infections should be considered the most likely result of faecal testing in cats, and case management needs to take this into account. In contrast, the relatively high percentage of cats negative for all 8 enteropathogens tested could indicate an innate resistance to infection. Alternatively it could indicate a lack of exposure to these 8 enteropathogens or the presence of other enteropathogens not assessed by this assay

Consensus in Guidelines for Evaluation of DSD by the Texas Children's Hospital Multidisciplinary Gender Medicine Team

The Gender Medicine Team (GMT), comprised of members with expertise in endocrinology, ethics, genetics, gynecology, pediatric surgery, psychology, and urology, at Texas Children's Hospital and Baylor College of Medicine formed a task force to formulate a consensus statement on practice guidelines for managing disorders of sexual differentiation (DSD) and for making sex assignments. The GMT task force reviewed published evidence and incorporated findings from clinical experience. Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) was used to assess the quality of evidence presented in the literature for establishing evidence-based guidelines. The task force presents a consensus statement regarding specific diagnostic and therapeutic issues in the management of individuals who present with DSD. The consensus statement includes recommendations for (1) laboratory workup, (2) acute management, (3) sex assignment in an ethical framework that includes education and involvement of the parents, and (4) surgical management

What is different about living alone with cancer in older age? A qualitative study of experiences and preferences for care

Background: Increasing numbers of older patients with advanced cancer live alone but there is little research on how well health services meet their needs. The aim of this study was to compare the experiences and future preferences for care between two groups of older people with cancer in their last year of life; those who live alone, and those who live with co-resident carers. Methods: In-depth qualitative interviews were conducted with 32 people aged between 70 and 95 years who were living with cancer. They were recruited from general practices and hospice day care, when the responsible health professional answered no to the question, of whether they would be surprised if the patient died within twelve months. Twenty participants lived alone. Interviews were recorded and transcribed and the data analysed using a Framework approach, focussing on the differences and commonalities between the two groups. Results: Many experiences were common to all participants, but had broader consequences for people who lived alone. Five themes are presented from the data: a perception that it is a disadvantage to live alone as a patient, the importance of relational continuity with health professionals, informal appraisal of care, place of care and future plans. People who lived alone perceived emotional and practical barriers to accessing care, and many shared an anxiety that they would have to move into a care home. Participants were concerned with remaining life, and all who lived alone had made plans for death but not for dying. Uncertainty of timescales and a desire to wait until they knew that death was imminent were some of the reasons given for not planning for future care needs. Conclusions: Older people who live alone with cancer have emotional and practical concerns that are overlooked by their professional carers. Discussion and planning for the future, along with continuity in primary care may hold the key to enhancing end-of-life care for this group of patients