The medium became the message: the MEDAL project as learning space

Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a three-year initiative that created a pedagogic network for childhood studies (CS), a new, complex and rapidly evolving area of research and undergraduate study. It aims to capture the sense of community that evolved throughout the project, because this underpinned our sense of the conceptual change and professional development that MEDAL brought about for the individuals working within it. Our narrative incorporates the core team’s perspectives and explores the ways that this group worked with others in a community that came to encompass members with a range of experiences, disciplines and backgrounds. In particular we will focus on the ways that MEDAL co-collaborators included students and emerging pedagogic writers, and highlight some of the common issues and ideas that emerged across the various electronic, physical and metaphorical spaces that the project developed. We draw on our own reflections and on data gathered by an independent researcher in interviews with staff and students, illuminating the ways in which MEDAL offered us what Savin-Baden (2007) calls “learning space”

Benefits of a University Faculty-to-Faculty Mentoring Program

A faculty-to-faculty mentoring program is considered a useful way to help faculty be successful in teaching, research and service that lead to tenure attainment. Mentoring programs can be structured in a variety of ways, but usually the outcomes are focused on the benefits for mentees. This article presents a research study on a mentoring program in the College of Education at Wichita State University, in which mentors were tenured faculty and mentees were tenure–eligible. Through a written survey and an interview, participants identified perceived individual individual benefits of the mentoring program, and provided recommendations for future development. The traditional model of a mentoring program involves one mentor meeting with one mentee allowing for more individualized attention and greater rapport building (Reimers, 2014). According to researchers (Duranczyk, Madyun, Jehangir, & Higbee, 2011; Reimers, 2014), institutions should provide multiple types of mentoring. Types of mentoring include one-to-one, group, team, peer, and e-mentoring (Kwiatkowski, 2003; Reimers, 2014). Within each type, the program should allow for both informal and formal opportunities for mentoring to take place (America Psychological Association [APA], 2006; Ramani, Gruppen, & Krajic Kachur, 2006)

From Kansas to Queensland: Global learning in preservice elementary teacher education

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each other’s country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers

Signatures of hybridization in <i>Trypanosoma brucei</i>

Genetic exchange among disease-causing micro-organisms can generate progeny that combine different pathogenic traits. Though sexual reproduction has been described in trypanosomes, its impact on the epidemiology of Human African Trypanosomiasis (HAT) remains controversial. However, human infective and non-human infective strains of Trypanosoma brucei circulate in the same transmission cycles in HAT endemic areas in subsaharan Africa, providing the opportunity for mating during the developmental cycle in the tsetse fly vector. Here we investigated inheritance among progeny from a laboratory cross of T. brucei and then applied these insights to genomic analysis of field-collected isolates to identify signatures of past genetic exchange. Genomes of two parental and four hybrid progeny clones with a range of DNA contents were assembled and analysed by k-mer and single nucleotide polymorphism (SNP) frequencies to determine heterozygosity and chromosomal inheritance. Variant surface glycoprotein (VSG) genes and kinetoplast (mitochondrial) DNA maxi- and minicircles were extracted from each genome to examine how each of these components was inherited in the hybrid progeny. The same bioinformatic approaches were applied to an additional 37 genomes representing the diversity of T. brucei in subsaharan Africa and T. evansi. SNP analysis provided evidence of crossover events affecting all 11 pairs of megabase chromosomes and demonstrated that polyploid hybrids were formed post-meiotically and not by fusion of the parental diploid cells. VSGs and kinetoplast DNA minicircles were inherited biparentally, with approximately equal numbers from each parent, whereas maxicircles were inherited uniparentally. Extrapolation of these findings to field isolates allowed us to distinguish clonal descent from hybridization by comparing maxicircle genotype to VSG and minicircle repertoires. Discordance between maxicircle genotype and VSG and minicircle repertoires indicated inter-lineage hybridization. Significantly, some of the hybridization events we identified involved human infective and non-human infective trypanosomes circulating in the same geographic areas

Sequential production of gametes during meiosis in trypanosomes.

Meiosis is a core feature of eukaryotes that occurs in all major groups, including the early diverging excavates. In this group, meiosis and production of haploid gametes have been described in the pathogenic protist, Trypanosoma brucei, and mating occurs in the salivary glands of the insect vector, the tsetse fly. Here, we searched for intermediate meiotic stages among trypanosomes from tsetse salivary glands. Many different cell types were recovered, including trypanosomes in Meiosis I and gametes. Significantly, we found trypanosomes containing three nuclei with a 1:2:1 ratio of DNA contents. Some of these cells were undergoing cytokinesis, yielding a mononucleate gamete and a binucleate cell with a nuclear DNA content ratio of 1:2. This cell subsequently produced three more gametes in two further rounds of division. Expression of the cell fusion protein HAP2 (GCS1) was not confined to gametes, but also extended to meiotic intermediates. We propose a model whereby the two nuclei resulting from Meiosis I undergo asynchronous Meiosis II divisions with sequential production of haploid gametes

The Iowa Homemaker vol.37, no.7

Here’s The Way – Study Abroad, Diane Rasmussen, page 6 Your Speech Reflects You, Carole Boughton, page 7 Home Economics Grows With Pakistan, Mary Gibson, page 8 Favorite of Mice and Men, Rosalyn McBride, page 10 Have You Met Me?, Sharon Kay, page 12 We Present With Pride, Martha Burleigh, page 13 Check Your Personality, page 1

Sequential production of gametes during meiosis in trypanosomes.

Meiosis is a core feature of eukaryotes that occurs in all major groups, including the early diverging excavates. In this group, meiosis and production of haploid gametes have been described in the pathogenic protist, Trypanosoma brucei, and mating occurs in the salivary glands of the insect vector, the tsetse fly. Here, we searched for intermediate meiotic stages among trypanosomes from tsetse salivary glands. Many different cell types were recovered, including trypanosomes in Meiosis I and gametes. Significantly, we found trypanosomes containing three nuclei with a 1:2:1 ratio of DNA contents. Some of these cells were undergoing cytokinesis, yielding a mononucleate gamete and a binucleate cell with a nuclear DNA content ratio of 1:2. This cell subsequently produced three more gametes in two further rounds of division. Expression of the cell fusion protein HAP2 (GCS1) was not confined to gametes, but also extended to meiotic intermediates. We propose a model whereby the two nuclei resulting from Meiosis I undergo asynchronous Meiosis II divisions with sequential production of haploid gametes

Comparison of photo- and thermally initiated polymerization-induced self-assembly : a lack of end group fidelity drives the formation of higher order morphologies

Polymerization-induced self-assembly (PISA) is an emerging industrially relevant technology, which allows the preparation of defined and predictable polymer self-assemblies with a wide range of morphologies. In recent years, interest has turned to photoinitiated PISA processes, which show markedly accelerated reaction kinetics and milder conditions, thereby making it an attractive alternative to thermally initiated PISA. Herein, we attempt to elucidate the differences between these two initiation methods using isothermally derived phase diagrams of a well-documented poly(ethylene glycol)-b-(2-hydroxypropyl methacrylate) (PEG-b-HPMA) PISA system. By studying the influence of the intensity of the light source used, as well as an investigation into the thermodynamically favorable morphologies, the factors dictating differences in the obtained morphologies when comparing photo- and thermally initiated PISA were explored. Our findings indicate that differences in a combination of both reaction kinetics and end group fidelity led to the observed discrepencies between the two techniques. We find that the loss of the end group in photoinitiated PISA drives the formation of higher order structures and that a morphological transition from worms to unilamellar vesicles could be induced by extended periods of light and heat irradiation. Our findings demonstrate that PISA of identical block copolymers by the two different initiation methods can lead to structures that are both chemically and morphologically distinct