Reproductive Genetic Testing: What America Thinks

Advances in reproductive genetic technologies offer prospective parents an increasing array of options to help them have healthy babies, but these same advances also can raise troubling questions about the extent to which parents can or should choose the characteristics of their children. Parents today can be tested to see if they carry a mutation in a gene that puts them at risk to have a child with a serious genetic disorder. Parents who are at risk can test embryos created through in vitro fertilization (IVF) and select which embryos to transfer to the mother's womb, or test a fetus during pregnancy to see if it is affected. Today we test for serious genetic disorders. In the future, as we learn more about genes, it may be possible to test for less serious disorders, or even characteristics such as behavior and intelligence. This report presents the first look at the largest ever series of social science research studies to learn what Americans know, think and feel about the use and regulation of reproductive genetic testing - carrier testing, prenatal genetic diagnosis and preimplantation genetic diagnosis (PGD). These studies, funded by The Pew Charitable Trusts and conducted by the Genetics and Public Policy Center between October 2002 and August 2004, include 21 focus groups, 62 in-depth interviews, two surveys with a combined sample size of over 6000 people, and both in-person and online Genetic Town Halls. The focus group and interview responses provide a detailed and textured portrait of peoples' attitudes. Participants were asked a series of questions about: awareness and knowledge of reproductive genetic tests; whether they approve or disapprove of using these technologies for purposes ranging from diagnosing a baby with a fatal childhood disease to knowing a baby's sex; thoughts and concerns about the future use of these technologies, including the potential for discrimination, the potential for treating children like products and who will have access to these technologies; and how they would like to see reproductive genetic tests regulated. Survey participants were asked a series of similar questions about their beliefs concerning the appropriate uses of these technologies and whether and how they might be regulated. They were also asked a series of questions about themselves - sex, age, race and ethnicity, religious affiliation, income level, education level, political affiliation - determine whether any significant patterns or trends in attitudes align with any particular demographic groups. Americans' awareness of genetic technologies varies; 90 percent have heard about IVF but only 40 percent have heard about PGD - screening of IVF embryos for genetic diseases or characteristics in order to select which embryos to transfer into the woman's womb. In general, Americans approve of using reproductive genetic tests to prevent fatal childhood disease, but do not approve of using the same tests to identify or select for traits like intelligence or strength. Using reproductive genetic tests to identify increased risks for adult-onset diseases generates mixed approval levels. Survey participants were asked to rank the moral worth of embryos and fetuses. Forty-seven percent of Americans assigned an embryo in the womb maximal moral worth (on a five-point scale), while only 19 percent assigned maximal moral worth to a human embryo frozen in an IVF clinic. The definition of "moral worth" was left to the survey participant. More than 53 percent of all respondents strongly agree with the statement "reproductive genetic technology is potentially the next step in human evolution." In general, Americans would like to see more oversight in the area of reproductive genetic testing. Opinions about how regulation should be implemented and who should control regulation, however, range from no government regulation at all to government regulation of both safety of and ethics surrounding the use of these tests. A companion report, Reproductive Genetic Testing: Issues and Options for Policymakers, presents an update on the science behind reproductive genetic testing, outlines key scientific and medical facts, provides a description of the current policy landscape, assesses current oversight for the development and use of reproductive genetic tests and offers a comprehensive description of possible policy options to guide the development and use of reproductive genetic testing

The effect of surface flooding on the physical-biogeochemical dynamics of a warm-core eddy off southeast Australia

Warm-core eddies (WCEs) formed from the East Australian Current (EAC) play an important role in the heat, mass and biogeochemical budgets of the western Tasman Sea. The development and separation of an EAC WCE during July-December 2008 was observed using remotely sensed temperature, ocean colour and sea-level elevation, three Argo floats, a shipboard CTD, a shelf mooring array and a 15-day deployment of a Slocum glider. The eddy formed from an EAC meander during the first half of 2008 and in late August had a ~275m deep surface mixed layer. In the two months before separation in early December, fresher and warmer EAC water flooded the top of the eddy, submerging the winter mixed layer. The rate of vertical transport due to submergence was estimated to be between 1 and 6Sv, at the time accounting for a significant fraction of the mean southward flow of the EAC. The core of the eddy had a surface chlorophyll a concentration of <0.4mgm-3 throughout the observations. A 20-40m thick pycnocline formed at the interface of the flooding surface waters and the submerged layer. Chlorophyll a concentration in the pycnocline ranged from 0.5 to 2mgm-3, with depth-integrated concentration ranging between 25 and 75mgm-2. The development of a sub-surface maximum suggests that flooding increased light levels in the pycnocline. Elevated levels of coloured dissolved organic matter in the submerged layer correspond to oxygen depletion, suggesting respiration of organic matter. A comparison is made with observations from WCEs in 1978 and 1997 in which, unusually, surface flooding did not occur, but solar heating stratified the top 50m. In the two eddies with surface capping, surface chlorophyll a concentrations were an order of magnitude higher than the 2008 flooded eddy, but depth-integrated chlorophyll a was similar. These findings suggest that EAC WCEs with relatively shallow surface flooding contain more phytoplankton biomass than surface images would suggest, with the vertical position of the chlorophyll a maximum depending on whether, and to what depth, the winter surface mixed layer is submerged. © 2010 Elsevier Ltd

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

Studying engaged learning in online communities

Workshop paper presented at the International Conference of the Learning Sciences, ICLS '06, Bloomington, IN. Retrieved July 18, 2007 from http://www.cis.drexel.edu/faculty/gerry/pub/icls2006eloc.pdf.In this interactive session, participants will think together about “live” issues in the study of online communities as environments in which engaged learning can take place. Specifically, (a) What can we learn from contrasting cases of engaged learning in online communities? (b) Given differing methods, questions, timescales, grain sizes, philosophical orientations, and site contexts, how might generalizability of findings be ensured? (c) What do researchers need in order to develop a coherent theory of learning

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Multilevel analysis in CSCL Research

Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2011). Multilevel analysis in CSCL research. In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methods, approaches and issues (pp. 187-205). New York: Springer. doi:10.1007/978-1-4419-7710-6_9CSCL researchers are often interested in the processes that unfold between learners in online learning environments and the outcomes that stem from these interactions. However, studying collaborative learning processes is not an easy task. Researchers have to make quite a few methodological decisions such as how to study the collaborative process itself (e.g., develop a coding scheme or a questionnaire), on the appropriate unit of analysis (e.g., the individual or the group), and which statistical technique to use (e.g., descriptive statistics, analysis of variance, correlation analysis). Recently, several researchers have turned to multilevel analysis (MLA) to answer their research questions (e.g., Cress, 2008; De Wever, Van Keer, Schellens, & Valcke, 2007; Dewiyanti, Brand-Gruwel, Jochems, & Broers, 2007; Schellens, Van Keer, & Valcke, 2005; Strijbos, Martens, Jochems, & Broers, 2004; Stylianou-Georgiou, Papanastasiou, & Puntambekar, chapter #). However, CSCL studies that apply MLA analysis still remain relatively scarce. Instead, many CSCL researchers continue to use ‘traditional’ statistical techniques (e.g., analysis of variance, regression analysis), although these techniques may not be appropriate for what is being studied. An important aim of this chapter is therefore to explain why MLA is often necessary to correctly answer the questions CSCL researchers address. Furthermore, we wish to highlight the consequences of failing to use MLA when this is called for, using data from our own studies

Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition

Background: Rapid and accurate interpretation of cardiac arrhythmias by nurses has been linked with safe practice and positive patient outcomes. Although training in electrocardiogram (ECG) rhythm recognition is part of most undergraduate nursing programmes, research continues to suggest that nurses and nursing students lack competence in recognising cardiac rhythms. In order to promote patient safety, nursing educators must develop valid and reliable assessment tools that allow the rigorous assessment of this competence before nursing students are allowed to practise without supervision. Aim: To develop and psychometrically evaluate a toolkit to holistically assess competence in ECG rhythm recognition. Methods: Following a convenience sampling technique, 293 nursing students from a nursing faculty in a Spanish university were recruited for the study. The following three instruments were developed and psychometrically tested: a knowledge assessment tool (ECG-KAT), a skills assessment tool (ECG-SAT) and a self-efficacy assessment tool (ECG-SES). Reliability and validity (content, criterion and construct) of these tools were meticulously examined. Results: A high Cronbach’s alpha coefficient demonstrated the excellent reliability of the instruments (ECG-KAT=0.89; ECG-SAT=0.93; ECG-SES=0.98). An excellent context validity index (S-CVI/Ave>0.94) and very good criterion validity were evidenced for all the tools. Regarding construct validity, principal component analysis revealed that all items comprising the instruments contributed to measure knowledge, skills or self-efficacy in ECG rhythm recognition. Moreover, known-groups analysis showed the tools’ ability to detect expected differences in competence between groups with different training experiences. Conclusion: The three-instrument toolkit developed showed excellent psychometric properties for measuring competence in ECG rhythm recognition

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Sexual Dimorphism of the Zebra Finch Syrinx Indicates Adaptation for High Fundamental Frequencies in Males

In many songbirds the larger vocal repertoire of males is associated with sexual dimorphism of the vocal control centers and muscles of the vocal organ, the syrinx. However, it is largely unknown how these differences are translated into different acoustic behavior.Here we show that the sound generating structures of the syrinx, the labia and the associated cartilaginous framework, also display sexual dimorphism. One of the bronchial half rings that position and tense the labia is larger in males, and the size and shape of the labia differ between males and females. The functional consequences of these differences were explored by denervating syringeal muscles. After denervation, both sexes produced equally low fundamental frequencies, but the driving pressure generally increased and was higher in males. Denervation strongly affected the relationship between driving pressure and fundamental frequency.The syringeal modifications in the male syrinx, in concert with dimorphisms in neural control and muscle mass, are most likely the foundation for the potential to generate an enhanced frequency range. Sexually dimorphic vocal behavior therefore arises from finely tuned modifications at every level of the motor cascade. This sexual dimorphism in frequency control illustrates a significant evolutionary step towards increased vocal complexity in birds