From Listening to Experiencing: Changing Evidence-Based Pharmacy Library Instruction

OBJECTIVE: Adapt bibliographic instruction from a traditional 50-minute lecture format to a hands-on, small group approach to more closely align with a team-based assignment. METHODS: First year students in the School of Pharmacy\u27s PharmD program are assigned to teams and work together on projects for lecture-based courses. In the second year, they are introduced to Team-Based Learning (TBL). To improve library instruction for first year students, two librarians used a team-based approach with hands-on examination of pharmacy resources to provide a better student learning experience than the traditional 50-minute lecture. Librarians led 90 minute interactive sessions for two teams for a total of 20 teams. Individual team members investigated and assessed a variety of print and online pharmacy resources to complete their team assignment. Librarians designed an appraisal checklist that students used to evaluate the resources. With librarians acting as facilitators, the teams reconvened to discussed the strengths and weaknesses of the resources and appropriateness for the assignment. CONCLUSION: At the end of the semester, four questions pertaining to the library instruction sessions were included in the students\u27 course evaluation. The students\u27 predominately positive responses in their course evaluations suggest that the Evidence-based Pharmacy Library Instruction objectives

You are What You Eat!?: Television Cooking Shows, Consumption, and Lifestyle Practices as Adult Learning

A discussion of the public pedagogy of “celebrity chef” cooking shows, their promotion of consumer life-styles, and alternative cooking shows as sites of resistance to those lifestyles

Seinfeld, The Simpsons, and Seductive Vampire Slayers: A Literature Review of Adult Education and Popular Culture

This paper summarizes a review of the adult education literature that focuses on popular culture. Six ways that scholars have engaged with popular culture emerged. The authors offer suggestions for future research

The choice agenda in the Australian supported housing context: a timely reflection

The last 30 years has seen significant developments in the Australian housing sector for people with disabilities. Despite much change in the sector, and advancements in disability services, the range of current supported housing options for younger Australian adults with a neurological disability remains vastly under-developed. This is despite a widely accepted and endorsed recognition that, as is the general population, people with all forms of disability have a right to housing of their choice. This paper presents a timely critique of the key actions made by the Australian disability and housing sectors and subsequently proposes a more informed approach to supported housing design and development: one that is based on a comprehensive understanding of consumer housing priorities and preferences, and is conducive to a person’s biopsychosocial health

Two New Gecko Species Allied to Bavayia sauvagii and Bavayia cyclura (Reptilia: Squamata: Diplodactylidae) from New Caledonia

Two new species of the diplodactylid gecko Bavayia are described from Mt. Koghis, Province Sud, New Caledonia. One species is a large, characteristically colored representative of the B. sauvagii complex. It is sympatric with B. sauvagii itself, for which a neotype is here designated. The second new taxon is a large member of the Bavayia cyclura group. Selection of a neotype of B. sauvagii and designation of a lectotype of B. cyclura facilitate future evaluation of intra- and interspecific variation within these two species groups. Although restricted in apparent range, both new species are relatively common where they occur

Cas9 interrogates DNA in discrete steps modulated by mismatches and supercoiling.

The CRISPR-Cas9 nuclease has been widely repurposed as a molecular and cell biology tool for its ability to programmably target and cleave DNA. Cas9 recognizes its target site by unwinding the DNA double helix and hybridizing a 20-nucleotide section of its associated guide RNA to one DNA strand, forming an R-loop structure. A dynamic and mechanical description of R-loop formation is needed to understand the biophysics of target searching and develop rational approaches for mitigating off-target activity while accounting for the influence of torsional strain in the genome. Here we investigate the dynamics of Cas9 R-loop formation and collapse using rotor bead tracking (RBT), a single-molecule technique that can simultaneously monitor DNA unwinding with base-pair resolution and binding of fluorescently labeled macromolecules in real time. By measuring changes in torque upon unwinding of the double helix, we find that R-loop formation and collapse proceed via a transient discrete intermediate, consistent with DNA:RNA hybridization within an initial seed region. Using systematic measurements of target and off-target sequences under controlled mechanical perturbations, we characterize position-dependent effects of sequence mismatches and show how DNA supercoiling modulates the energy landscape of R-loop formation and dictates access to states competent for stable binding and cleavage. Consistent with this energy landscape model, in bulk experiments we observe promiscuous cleavage under physiological negative supercoiling. The detailed description of DNA interrogation presented here suggests strategies for improving the specificity and kinetics of Cas9 as a genome engineering tool and may inspire expanded applications that exploit sensitivity to DNA supercoiling

Guerrilla Girls and Raging Grannies: Critical, Informal, and Performative Pedagogy

This paper offers two important historical examples, The Guerrilla Girls and The Raging Grannies, as ways to explore, experience, and better understand the value of embodied learning through culture jamming and critical performative pedagogy

Conversations about science across activities in Mexican-descent families

Parent-child 'everyday' conversations have been suggested as a source of children's early science learning (Ash, 2003; Callanan & Jipson, 2001). If such conversations are important then it would be pertinent to know whether children from different family backgrounds have different experiences talking about science in informal settings. We focus on the relation between parents' schooling and both their explanatory talk in science-related activities, and the styles of interaction they use with their children. Families from different schooling backgrounds within one underrepresented group in science education – Mexican-descent families – were included in this study. Forty families were observed in two science-related activities. In the sink-or-float task, families were asked to predict which of a variety of objects would sink and which would float, and then to test their predictions in a tub of water. The second activity was an open-ended visit to a local children's museum. Results showed similar patterns in scientific talk on the sink-or-float task across the two groups. However, interaction style varied with schooling across the two activities; parents with higher schooling were more directive than parents with basic schooling. Interaction style was also found to vary with task structure, with more open-ended tasks affording more collaborative interactions. Such research into parent-child conversations in science-related activities can help begin to guide us in bridging children's learning environments – home, school, and museum – and potentially fostering children's science learning, particularly in those groups underrepresented in the sciences