Reviews

The Making of a Mystic: New and Selected Letters of Evelyn Underhill. Ed. Carol Poston. Reviewed by Joe R. Christopher. From Girl to Goddess: The Heroine\u27s Journey through Myth and Legend. Valerie Estelle Frankel. Reviewed by Janet Brennan Croft. The Wizard of Oz and Philosophy: Wicked Wisdom of the West (Popular Culture and Philosophy, Vol. 37). Ed. Randall E. Auxier and Phillip S. Seng. Reviewed by Ruth Berman. C.S. Lewis\u27s Lost Aeneid: Arms and the Exile. Edited with an Introduction by A.T. Reyes. Reviewed by Richard C. West. The Ring and the Cross: Christianity and The Lord of the Rings. Edited by Paul E. Kerry. Reviewed by Harley J. Sims. Fastitocalon: Studies in Fantasticism Ancient to Modern. 1.2 (2010). Ed. Thomas Honegger and Fanfan Chen. Reviewed by Janet Brennan Croft. Journal of Inklings Studies. 1.1 (March 2011). Ed. Judith Wolfe. Reviewed by Janet Brennan Croft. VII: An Anglo-American Literary Review. 27 (2010). Ed. Marjorie Lamp Mead. Reviewed by Janet Brennan Croft. Tolkien Studies: An Annual Scholarly Review. 7 (2010). Ed. Douglas A. Anderson, Michael D.C. Drout, and Verlyn Flieger. Reviewed by Janet Brennan Croft. Tolkien and the Study of His Sources: Critical Essays. Edited by Jason Fisher. Reviewed by Mike Foster

The Grizzly, September 16, 2004

Ursinus Goes Wireless • New Bookstore, New Look, Same Sentiments • Project Pericles Seeks to Remedy Political Apathy • Election 101: Who do you Side With? • Environmental Studies Professor gets with the Program • Ursinus Student Awarded $40,000 Grant • Are Ursinus Students Apathetic? • Ursinus Professors Dance the Night Away in Russia • Opinions: Should the Miss America Pageant Qualify as one of the Great American pastimes?; Why America Needs Four More Years of George W. Bush; Surviving \u27R-ships\u27 in College • Field Hockey Team Continues Where They Left Off • Men\u27s Soccer Shows Promisehttps://digitalcommons.ursinus.edu/grizzlynews/1564/thumbnail.jp

Genome-Wide ENU Mutagenesis in Combination with High Density SNP Analysis and Exome Sequencing Provides Rapid Identification of Novel Mouse Models of Developmental Disease

BACKGROUND Mice harbouring gene mutations that cause phenotypic abnormalities during organogenesis are invaluable tools for linking gene function to normal development and human disorders. To generate mouse models harbouring novel alleles that are involved in organogenesis we conducted a phenotype-driven, genome-wide mutagenesis screen in mice using the mutagen N-ethyl-N-nitrosourea (ENU). METHODOLOGY/PRINCIPAL FINDINGS ENU was injected into male C57BL/6 mice and the mutations transmitted through the germ-line. ENU-induced mutations were bred to homozygosity and G3 embryos screened at embryonic day (E) 13.5 and E18.5 for abnormalities in limb and craniofacial structures, skin, blood, vasculature, lungs, gut, kidneys, ureters and gonads. From 52 pedigrees screened 15 were detected with anomalies in one or more of the structures/organs screened. Using single nucleotide polymorphism (SNP)-based linkage analysis in conjunction with candidate gene or next-generation sequencing (NGS) we identified novel recessive alleles for Fras1, Ift140 and Lig1. CONCLUSIONS/SIGNIFICANCE In this study we have generated mouse models in which the anomalies closely mimic those seen in human disorders. The association between novel mutant alleles and phenotypes will lead to a better understanding of gene function in normal development and establish how their dysfunction causes human anomalies and disease.This work was enabled by the Australian Phenomics Network and partly supported by funding from the Australian Government’s National Collaborative Research Infrastructure Strategy, a Strategic Grant from the Faculty of Medicine, Nursing and Health Sciences at Monash University, and the Victorian Government’s Operational Infrastructure Support Program. IS acknowledges support through the NH&MRC R. Douglas Wright and ARC Future Fellowship schemes. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Knowledge, attitudes and practice of healthcare ethics and law among doctors and nurses in Barbados

BACKGROUND: The aim of the study is to assess the knowledge, attitudes and practices among healthcare professionals in Barbados in relation to healthcare ethics and law in an attempt to assist in guiding their professional conduct and aid in curriculum development. METHODS: A self-administered structured questionnaire about knowledge of healthcare ethics, law and the role of an Ethics Committee in the healthcare system was devised, tested and distributed to all levels of staff at the Queen Elizabeth Hospital in Barbados (a tertiary care teaching hospital) during April and May 2003. RESULTS: The paper analyses 159 responses from doctors and nurses comprising junior doctors, consultants, staff nurses and sisters-in-charge. The frequency with which the respondents encountered ethical or legal problems varied widely from 'daily' to 'yearly'. 52% of senior medical staff and 20% of senior nursing staff knew little of the law pertinent to their work. 11% of the doctors did not know the contents of the Hippocratic Oath whilst a quarter of nurses did not know the Nurses Code. Nuremberg Code and Helsinki Code were known only to a few individuals. 29% of doctors and 37% of nurses had no knowledge of an existing hospital ethics committee. Physicians had a stronger opinion than nurses regarding practice of ethics such as adherence to patients' wishes, confidentiality, paternalism, consent for procedures and treating violent/non-compliant patients (p = 0.01) CONCLUSION: The study highlights the need to identify professionals in the workforce who appear to be indifferent to ethical and legal issues, to devise means to sensitize them to these issues and appropriately training them

The Lantern Vol. 61, No. 2, Summer 1994

• She Was a Woman of Dignity • Retake, Scene 16 • Las Vegas Sweatshirt • Pitcher Hill • In Preparation for Wisdom (Teeth) • Moist Slacks • My Mother\u27s Purse • It Comes and Goes Everyday • The Simplicity of Marriage • The First Performance • Hunger • Pushkin\u27s Dream • Tuesday, October 19 • Poetry of Baseball • Some Things are More Important Than Others • Musician • Of What Befell Our Good Knight • Piranha • Oceans Apart • Brooklyn Cantos • Snowshower • Thankfully in Australia • Toothpaste and Tuna Fish • Living Space • Blue Monday • Afterglow • A Path to Consider • Endless Summer • Scaredy-Cathttps://digitalcommons.ursinus.edu/lantern/1144/thumbnail.jp

UK consensus guidelines for the delivery of unexpected news in obstetric ultrasound: The ASCKS framework

Background: Studies indicate there is a need to improve the delivery of unexpected news via obstetric ultrasound, but there have been few advances in this area. One factor preventing improvement has been a lack of consensus regarding the appropriate phrases and behaviours which sonographers and ultrasound practitioners should use in these situations. Aims: To develop consensus guidelines for unexpected news delivery in Early Pregnancy Unit and Fetal Anomaly Screening Programme NHS settings. Methods: A workshop was conducted to identify priorities and reach consensus on areas of contention. Contributors included interdisciplinary healthcare professionals, policy experts, representatives from third-sector organisations, lay experts and academic researchers (n = 28). Written and verbal feedback was used to draft initial guidance which was then circulated amongst the wider writing group (n = 39). Revisions were undertaken until consensus was reached. Results: Consensus guidelines were developed outlining the behaviours and phrases which should be used during scans where unexpected findings are identified. Specific recommendations included that: honest and clear communication should be prioritised, even with uncertain findings; technical terms should be used, but these should be written down together with their lay interpretations; unless expectant parents use other terminology (e.g. ‘foetus’), the term ‘baby’ should be used as a default, even in early pregnancy; at the initial news disclosure, communication should focus on information provision. Expectant parents should not be asked to make decisions during the scan. Conclusions: These recommendations can be used to develop and improve news delivery interventions in obstetric ultrasound settings. The full guidelines can be accessed online as supplemental material and at https://doi.org/10.5518/100/24

LEARN: A multi-centre, cross-sectional evaluation of Urology teaching in UK medical schools

OBJECTIVE: To evaluate the status of UK undergraduate urology teaching against the British Association of Urological Surgeons (BAUS) Undergraduate Syllabus for Urology. Secondary objectives included evaluating the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC)-mandated urological procedures, and the proportion of undergraduates considering urology as a career. MATERIALS AND METHODS: LEARN was a national multicentre cross-sectional study. Year 2 to Year 5 medical students and FY1 doctors were invited to complete a survey between 3rd October and 20th December 2020, retrospectively assessing the urology teaching received to date. Results are reported according to the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). RESULTS: 7,063/8,346 (84.6%) responses from all 39 UK medical schools were included; 1,127/7,063 (16.0%) were from Foundation Year (FY) 1 doctors, who reported that the most frequently taught topics in undergraduate training were on urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%). The most infrequently taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). Male and female catheterisation on patients as undergraduates was performed by 92.1% and 73.0% of FY1 doctors respectively, and 16.9% had considered a career in urology. Theory based teaching was mainly prevalent in the early years of medical school, with clinical skills teaching, and clinical placements in the later years of medical school. 20.1% of FY1 doctors reported no undergraduate clinical attachment in urology. CONCLUSION: LEARN is the largest ever evaluation of undergraduate urology teaching. In the UK, teaching seemed satisfactory as evaluated by the BAUS undergraduate syllabus. However, many students report having no clinical attachments in Urology and some newly qualified doctors report never having inserted a catheter, which is a GMC mandated requirement. We recommend a greater emphasis on undergraduate clinical exposure to urology and stricter adherence to GMC mandated procedures