Fate Of Abstracts Published In The Proceedings Of The First Annual Perinatal Society Of Australia And New Zealand Congress In 1997

Objectives: To examine the fate of research presented at the first annual Perinatal Society of Australia and New Zealand (PSANZ) Congress in 1997, by determining: the rate of publication in peer-reviewed biomedical journals; publication rate by discipline; journals in which work was published; concordance for aims, conclusions, authors and number of study subjects; and time from presentation to publication. Methods: A MEDLINE search was conducted for any publication in a peer-reviewed journal resulting from a publishable abstract from the proceedings of the first annual PSANZ Congress in 1997. Searching was completed 42 months postcongress. The concordance of aims, conclusions, authors and number of subjects between abstract and published paper was determined. Results: There were 172 publishable abstracts in the proceedings of the PSANZ Congress in 1997, and 78 (45%) were published as 83 articles. Basic sciences had the highest publication rate (67%) and midwifery the lowest (20%). Articles were published in 41 journals, with one-third of the articles in three paediatric journals. There was a match with aims in 75%, and with conclusions in 65%. There were 47/77 with the same number of subjects, 20/77 with more and 10/77 with fewer. There were 22 articles with one author added, 12 had more than one author added, 11 had one author removed and five had more than one author removed. Median time-to-publication was 18 months (interquartile range 9-26 months). Conclusions: A publication rate of 45% is comparable to other conferences. Basic science and neonatology had the highest publication rates. There were considerable differences between abstract and published article in terms of aims, conclusions, number of subjects and authors

Critiquing The Crit – the influence of technology and creative professional practice on the 21st Century peer learning environment.

This paper explores the importance of the group critique in practice-based arts education and how it is evolving through the digital age citing the development of the College of Arts Digital Crit Room at the University of Lincoln. Through the observation of how the rapid development of technology has potentially impacted negatively upon the usage of the traditional art and design ‘studio’, the Digital Crit Room project identified how technology may have threatened teaching practices that are critically reliant on a ‘studio culture’ with peer learning at their centre. Laptops, wireless and mobile technology have encouraged and enabled students to study and create anywhere, but a critical place of peer learning is potentially being eroded. One of the most effective forms of peer learning in practice-based arts subjects is ‘the crit’ in which students display their work alongside each other’s so that criticism, discussion, comparison and feedback can be offered. The crit is a vital part of arts learning and teaching, offering live feedback from students and staff alike on work-in- progress or completed creative work, but given the potential erosion of the studio where else can this pedagogically valuable activity take place? Through the definition of a set of design values to inform the creation of a ‘destination’ learning environment that felt different to other learning spaces on campus, the project team researched into the working environments of the creative industries and compared them to the design of the usual higher education learning spaces. Informed by this activity, the College of Arts Digital Crit Room was created as a new learning space with participatory learning at its heart, that reflected the working behaviours and environments of the professional creative industries

Encouraging 5-year olds to attend to landmarks: a way to improve children's wayfinding strategies in a virtual environment

Wayfinding is defined as the ability to learn and remember a route through an environment. Previous researchers have shown that young children have difficulties remembering routes. However, very few researchers have considered how to improve young children’s wayfinding abilities. Therefore, we investigated ways to help children increase their wayfinding skills. In two studies, a total of 72 5-year olds were shown a route in a six turn maze in a virtual environment and were then asked to retrace this route by themselves. A unique landmark was positioned at each junction and each junction was made up of two paths: a correct path and an incorrect path. Two different strategies improved route learning performance. In Experiment 1, verbally labeling on-route junction landmarks during the first walk reduced the number of errors and the number of trials to reach a learning criterion when the children retraced the route. In Experiment 2, encouraging children to attend to on-route junction landmarks on the first walk reduced the number of errors when the route was retraced. This was the first study to show that very young children can be taught route learning skills. The implications of our results are discusse

Using virtual environments to investigate wayfinding in 8- to 12-year-olds and adults

Wayfinding is the ability to learn and recall a route through an environment. Theories of wayfinding suggest that for children to learn a route successfully, they must have repeated experience of it, but in this experiment we investigated whether children could learn a route after only a single experience of the route. A total of 80 participants from the United Kingdom in four groups of 20 8-year-olds, 10-year-olds, 12-year-olds, and adults were shown a route through a 12-turn maze in a virtual environment. At each junction, there was a unique object that could be used as a landmark. Participants were ‘‘walked” along the route just once (without any verbal prompts) and then were asked to retrace the route from the start without any help. Nearly three quarters of the 12-year-olds, half of the 10-year-olds, and a third of the 8-year-olds retraced the route without any errors the first time they traveled it on their own. This finding suggests that many young children can learn routes, even with as many as 12 turns, very quickly and without the need for repeated experience. The implications for theories of wayfinding that emphasize the need for extensive experience are discussed

Using virtual environments to investigate wayfinding in 8- to 12-year-olds and adults

Wayfinding is the ability to learn and recall a route through an environment. Theories of wayfinding suggest that for children to learn a route successfully, they must have repeated experience of it, but in this experiment we investigated whether children could learn a route after only a single experience of the route. A total of 80 participants from the United Kingdom in four groups of 20 8-year-olds, 10-year-olds, 12-year-olds, and adults were shown a route through a 12-turn maze in a virtual environment. At each junction, there was a unique object that could be used as a land- mark. Participants were ‘‘walked” along the route just once (with- out any verbal prompts) and then were asked to retrace the route from the start without any help. Nearly three quarters of the 12- year-olds, half of the 10-year-olds, and a third of the 8-year-olds retraced the route without any errors the first time they traveled it on their own. This finding suggests that many young children can learn routes, even with as many as 12 turns, very quickly and without the need for repeated experience. The implications for theories of wayfinding that emphasize the need for extensive experience are discussed

The development of wayfinding abilities in children: Learning routes with and without landmarks

Young children experience wayfinding difficulties. A better understanding of the development of wayfinding abilities may inform strategies that can be used to improve these skills in children. The ability to learn and remember a route was assessed in 220 6-, 8-, and 10-year old children and adults. Participants were shown a route in a virtual environment, before they were asked to retrace this route until they had achieved two consecutive trials without error. The virtual environment contained (i) no landmarks (ii) landmarks or (iii) landmarks that were verbally labelled. Adults, 10-year-olds and most 8-year-olds learnt the route when landmarks were present, but not all the 6-year-olds were successful. All age groups of children improved when the landmarks were labelled. Children were much poorer when there were no landmarks. This is the first study to distinguish between route learning dependent on landmarks, and route learning without landmarks (i.e. dependent on directions)

Enterohaemorrhagic Escherichia coli and Shigella dysenteriae type 1-induced haemolytic uraemic syndrome

Haemolytic uraemic syndrome (HUS) can be classified according to the aetiology of the different disorders from which it is composed. The most prevalent form is that induced by shigatoxin producing Escherichia coli (STEC) and, in some tropical regions, by Shigella dysenteriae type 1. STEC cause a zoonosis, are widely distributed in nature, enter the food chain in different ways, and show regional differences. Not all STEC are human pathogens. Enterohaemorrhagic E. coli usually cause attachment and effacing lesions in the intestine. This is not essential, but production of a shigatoxin (Stx) is. Because Stx are encoded by a bacteriophage, this property is transferable to naïve strains. Laboratory methods have improved by identifying STEC either via the toxin or its bacteriophage. Shigella dysenteriae type 1 produces shigatoxin, identical to Stx-1, but also has entero-invasive properties that enterohaemorrhagic Escherichia coli (EHEC) do not. Shigella patients risk bacteremia and benefit from early antibiotic treatment, unlike those with EHEC

Lysogeny with Shiga Toxin 2-Encoding Bacteriophages Represses Type III Secretion in Enterohemorrhagic Escherichia coli

Lytic or lysogenic infections by bacteriophages drive the evolution of enteric bacteria. Enterohemorrhagic Escherichia coli (EHEC) have recently emerged as a significant zoonotic infection of humans with the main serotypes carried by ruminants. Typical EHEC strains are defined by the expression of a type III secretion (T3S) system, the production of Shiga toxins (Stx) and association with specific clinical symptoms. The genes for Stx are present on lambdoid bacteriophages integrated into the E. coli genome. Phage type (PT) 21/28 is the most prevalent strain type linked with human EHEC infections in the United Kingdom and is more likely to be associated with cattle shedding high levels of the organism than PT32 strains. In this study we have demonstrated that the majority (90%) of PT 21/28 strains contain both Stx2 and Stx2c phages, irrespective of source. This is in contrast to PT 32 strains for which only a minority of strains contain both Stx2 and 2c phages (28%). PT21/28 strains had a lower median level of T3S compared to PT32 strains and so the relationship between Stx phage lysogeny and T3S was investigated. Deletion of Stx2 phages from EHEC strains increased the level of T3S whereas lysogeny decreased T3S. This regulation was confirmed in an E. coli K12 background transduced with a marked Stx2 phage followed by measurement of a T3S reporter controlled by induced levels of the LEE-encoded regulator (Ler). The presence of an integrated Stx2 phage was shown to repress Ler induction of LEE1 and this regulation involved the CII phage regulator. This repression could be relieved by ectopic expression of a cognate CI regulator. A model is proposed in which Stx2-encoding bacteriophages regulate T3S to co-ordinate epithelial cell colonisation that is promoted by Stx and secreted effector proteins

NGF Causes TrkA to Specifically Attract Microtubules to Lipid Rafts

Membrane protein sorting is mediated by interactions between proteins and lipids. One mechanism that contributes to sorting involves patches of lipids, termed lipid rafts, which are different from their surroundings in lipid and protein composition. Although the nerve growth factor (NGF) receptors, TrkA and p75NTR collaborate with each other at the plasma membrane to bind NGF, these two receptors are endocytosed separately and activate different cellular responses. We hypothesized that receptor localization in membrane rafts may play a role in endocytic sorting. TrkA and p75NTR both reside in detergent-resistant membranes (DRMs), yet they responded differently to a variety of conditions. The ganglioside, GM1, caused increased association of NGF, TrkA, and microtubules with DRMs, but a decrease in p75NTR. When microtubules were induced to polymerize and attach to DRMs by in vitro reactions, TrkA, but not p75NTR, was bound to microtubules in DRMs and in a detergent-resistant endosomal fraction. NGF enhanced the interaction between TrkA and microtubules in DRMs, yet tyrosine phosphorylated TrkA was entirely absent in DRMs under conditions where activated TrkA was detected in detergent-sensitive membranes and endosomes. These data indicate that TrkA and p75NTR partition into membrane rafts by different mechanisms, and that the fraction of TrkA that associates with DRMs is internalized but does not directly form signaling endosomes. Rather, by attracting microtubules to lipid rafts, TrkA may mediate other processes such as axon guidance

Duox, Flotillin-2, and Src42A Are Required to Activate or Delimit the Spread of the Transcriptional Response to Epidermal Wounds in Drosophila

The epidermis is the largest organ of the body for most animals, and the first line of defense against invading pathogens. A breach in the epidermal cell layer triggers a variety of localized responses that in favorable circumstances result in the repair of the wound. Many cellular and genetic responses must be limited to epidermal cells that are close to wounds, but how this is regulated is still poorly understood. The order and hierarchy of epidermal wound signaling factors are also still obscure. The Drosophila embryonic epidermis provides an excellent system to study genes that regulate wound healing processes. We have developed a variety of fluorescent reporters that provide a visible readout of wound-dependent transcriptional activation near epidermal wound sites. A large screen for mutants that alter the activity of these wound reporters has identified seven new genes required to activate or delimit wound-induced transcriptional responses to a narrow zone of cells surrounding wound sites. Among the genes required to delimit the spread of wound responses are Drosophila Flotillin-2 and Src42A, both of which are transcriptionally activated around wound sites. Flotillin-2 and constitutively active Src42A are also sufficient, when overexpressed at high levels, to inhibit wound-induced transcription in epidermal cells. One gene required to activate epidermal wound reporters encodes Dual oxidase, an enzyme that produces hydrogen peroxide. We also find that four biochemical treatments (a serine protease, a Src kinase inhibitor, methyl-ß-cyclodextrin, and hydrogen peroxide) are sufficient to globally activate epidermal wound response genes in Drosophila embryos. We explore the epistatic relationships among the factors that induce or delimit the spread of epidermal wound signals. Our results define new genetic functions that interact to instruct only a limited number of cells around puncture wounds to mount a transcriptional response, mediating local repair and regeneration