Contexts for questioning: Two zones of teaching and learning in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Springer Science+Business Media B.V. 2012.Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students’ ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at developing a theoretical framework for conceptualizing different contexts for questioning, illustrating the application of the proposed framework (contextual questioning zones) and reflecting about some of the dimensions of teaching and learning, for overcoming some of the challenges that higher education institutions are facing presently. The discussion of two ‘opposite’ contexts of enquiry is based on qualitative data, gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. These teachers were observed during their ‘daily activity’ during an academic year. Data was also gathered by interviewing these teachers and 8 selected students, at the end of the year, and used to sustain the argumentation. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences.Portuguese Fundação para a Ciência e a Tecnologi

The old questions are the best: striving against invalidity in qualitative research

This chapter enters an old debate on the shape of validation processes in qualitative research. We discuss a reflective research validation framework related to teaching approaches and practices. The majority of investigations in this area draw mainly on indirect observation, semistructured interviews or the application of questionnaires and inventories. To this extent, only “half-the-story” has been reported. The validation framework here develops a five-part three stage structure, conceptualized as an “iterative-interactive-process,” integrating a set of strategies aimed at the “minimization of invalidity.” The application of the framework is illustrated through a longitudinal study investigating the relationship between classroom questioning practices and teachers’ preferential teaching approaches. Fieldwork in this naturalistic-interpretative research was conducted during four academic years and entailed close collaboration with a group of four university teachers lecturing biology to undergraduates.The authors acknowledge the financial support of Portuguese Fundac¸a˜o para a Cieˆncia e a Tecnologia (SFRH/BD/44611/2008; PTDC/CPE-CED/ 117516/2010).Portuguese Fundac ̧ a ̃ o para a Cieˆ ncia e a Tecnologia (SFRH/BD/44611/2008; PTDC/CPE-CED/ 117516/2010)

Designing peptide nanoparticles for efficient brain delivery

The targeted delivery of therapeutic compounds to the brain is arguably the most significant open problem in drug delivery today. Nanoparticles (NPs) based on peptides and designed using the emerging principles of molecular engineering show enormous promise in overcoming many of the barriers to brain delivery faced by NPs made of more traditional materials. However, shortcomings in our understanding of peptide self-assembly and blood–brain barrier (BBB) transport mechanisms pose significant obstacles to progress in this area. In this review, we discuss recent work in engineering peptide nanocarriers for the delivery of therapeutic compounds to the brain, from synthesis, to self-assembly, to in vivo studies, as well as discussing in detail the biological hurdles that a nanoparticle must overcome to reach the brain

Promoting academic development through situated critical reflection

Many changes in higher education derived from Europe-wide initiatives such as the Bologna process have given increasing attention to student-centred teaching approaches, allied to growth in teachers’ academic development (Clarke & Reid, 2013; HE Academy, 2011). Our study is one component of a long-standing project focused on ways to promote academic development in the context of higher education. Work since 2001 has provided a strong understanding of the dynamics of student-generated questioning, inquiry-based learning and academic practices (Pedrosa de Jesus, Lopes, Moreira & Watts, 2012)

Strong CD4 T cell responses to Zika virus antigens in a cohort of Dengue virus immune mothers of congenital Zika virus syndrome infants

Background: There is an urgent need to understand the complex relationship between cross-reactive anti-viral immunity, disease susceptibility, and severity in the face of differential exposure to related, circulating Flaviviruses. Co-exposure to Dengue virus and Zika virus in Brazil is a case in point. A devastating aspect of the 2015-2016 South American Zika outbreak was the dramatic increase in numbers of infants born with microcephaly to mothers exposed to Zika virus during pregnancy. It has been proposed that this is more likely to ensue from Zika infection in women lacking cross-protective Dengue immunity. In this case series we measure the prevalence of Dengue immunity in a cohort of mothers exposed to Zika virus during pregnancy in the 2015-2016 Zika outbreak that gave birth to an infant affected by microcephaly and explore their adaptive immunity to Zika virus. Results: Fifty women from Sergipe, Brazil who gave birth to infants with microcephaly following Zika virus exposure during the 2015-16 outbreak were tested for serological evidence of Dengue exposure and IFNγ ELISpot spot forming cell (SFC) response to Zika virus. The majority (46/50) demonstrated Dengue immunity. IFNγ ELISpot responses to Zika virus antigens showed the following hierarchy: Env>NS1>NS3>C protein. Twenty T cell epitopes from Zika virus Env were identified. Responses to Zika virus antigens Env and NS1 were polyfunctional with cells making IFNγ, TNFα, IL-4, IL-13, and IL-10. In contrast, responses to NS5 only produced the immune regulatory TGFβ1 cytokine. There were SFC responses against Zika virus Env (1-20) and variant peptide sequences from West Nile virus, Dengue virus 1-4 and Yellow Fever virus. Conclusion: Almost all the women in our study showed serological evidence of Dengue immunity, suggesting that microcephaly can occur in DENV immune mothers. T cell immunity to Zika virus showed a multifunctional response to the antigens Env and NS1 and immune regulatory responses to NS5 and C protein. Our data support an argument that different viral products may skew the antiviral response to a more pro or anti-inflammatory outcome, with an associated impact on immunopathogenesis

A thyroid hormone regulated asymmetric responsive centre is correlated with eye migration during flatfish metamorphosis

Flatfish metamorphosis is a unique post-embryonic developmental event in which thyroid hormones (THs) drive the development of symmetric pelagic larva into asymmetric benthic juveniles. One of the eyes migrates to join the other eye on the opposite side of the head. Developmental mechanisms at the basis of the acquisition of flatfish anatomical asymmetry remain an open question. Here we demonstrate that an TH responsive asymmetric centre, determined by deiodinase 2 expression, ventrally juxtaposed to the migrating eye in sole (Solea senegalensis) correlates with asymmetric cranial ossification that in turn drives eye migration. Besides skin pigmentation that is asymmetric between dorsal and ventral sides, only the most anterior head region delimited by the eyes becomes asymmetric whereas the remainder of the head and organs therein stay symmetric. Sub-ocular ossification is common to all flatfish analysed to date, so we propose that this newly discovered mechanism is universal and is associated with eye migration in all flatfish.Fundacao para a Ciencia e Tecnologia (FCT) [SFRH/BPD/66808/2009, IF/01274/2014]; FCT [SFRH/BPD/79105/2011, SFRH/BPD/89889/2012, PTDC/MAR/115005/2009, PEst-C/MAR/LA0015/2011, UID/Multi/04326/2013, Pest-OE/EQB/LA0023/2013, UID/BIM/04773/2013]; European Regional Development Fund through COMPETE; INIA; EU [RTA2013-00023-C02-01

Interleukin-1 polymorphisms associated with increased risk of gastric cancer

Helicobacter pylori infection is associated with a variety of clinical outcomes including gastric cancer and duodenal ulcer disease. The reasons for this variation are not clear, but the gastric physiological response is influenced by the severity and anatomical distribution of gastritis induced by H. pylori. Thus, individuals with gastritis predominantly localized to the antrum retain normal (or even high) acid secretion, whereas individuals with extensive corpus gastritis develop hypochlorhydria and gastric atrophy, which are presumptive precursors of gastric cancer. Here we report that interleukin-1 gene cluster polymorphisms suspected of enhancing production of interleukin-1-beta are associated with an increased risk of both hypochlorhydria induced by H. pylori and gastric cancer. Two of these polymorphism are in near-complete linkage disequilibrium and one is a TATA-box polymorphism that markedly affects DNA-protein interactions in vitro. The association with disease may be explained by the biological properties of interleukin-1-beta, which is an important pro-inflammatory cytokine and a powerful inhibitor of gastric acid secretion. Host genetic factors that affect interleukin-1-beta may determine why some individuals infected with H. pylori develop gastric cancer while others do no

Cellular responses of Candida albicans to phagocytosis and the extracellular activities of neutrophils are critical to counteract carbohydrate starvation, oxidative and nitrosative stress

Acknowledgments We thank Alexander Johnson (yhb1D/D), Karl Kuchler (sodD/D mutants), Janet Quinn (hog1D/D, hog1/cap1D/D, trx1D/D) and Peter Staib (ssu1D/D) for providing mutant strains. We acknowledge helpful discussions with our colleagues from the Microbial Pathogenicity Mechanisms Department, Fungal Septomics and the Microbial Biochemistry and Physiology Research Group at the Hans Kno¨ll Institute (HKI), specially Ilse D. Jacobsen, Duncan Wilson, Sascha Brunke, Lydia Kasper, Franziska Gerwien, Sea´na Duggan, Katrin Haupt, Kerstin Hu¨nniger, and Matthias Brock, as well as from our partners in the FINSysB Network. Author Contributions Conceived and designed the experiments: PM HW IMB AJPB OK BH. Performed the experiments: PM CD HW. Analyzed the data: PM HW IMB AJPB OK BH. Wrote the paper: PM HW OK AJPB BH.Peer reviewedPublisher PD

A study of academic development in universities through innovative approaches in teaching, assessment and feedback

The research-funded project we describe here has been conducted over the extensive period 2001–15. The research problem relates to the institutional and professional changes required to promote and encourage greater teacher and student engagement in learning across undergraduate studies. The emphasis in this paper is upon impact. Research can be seen as systematic inquiry for the creation and development of knowledge, and the process of measuring and describing the impact of academic research is becoming increasingly important in Europe and around the world. To measure impact requires some measure of both the generation of knowledge and the value of the knowledge generated. Knowledge itself is immeasurable, at best it is observed through expressions of knowledge such as publications, papers, patents, and students’ and, in this case, teachers’ perceptions.This research was financed by European Founds “FEDER através do Programa Operacional Factores de Competitividade – COMPETE” and by National Founds through “FCT – Fundação para a Ciência e a Tecnologia” project «PTDC/CPE-CED/117516/2010