Should a priest consult a doctor or does faith in God have to rule out faith in man?

Includes bibliographical references (leaves 45-46)

Editorial

No abstract available

Illustration of Skeletal Muscle Calsequestrin Complex Formation by Cell Overlay and Two-Dimensional Blot Overlay Methodology

Based on the recent finding that a peroxidase-conjugated calsequestrin probe retains its biological binding properties, we have used it in two-dimensional blot and cell overlay procedures. Labeling of nitrocellulose replicas of electrophoretically separated microsomal proteins from predominantly fast versus slow fibres revealed self-aggregation of fast calsequestrin with molecular species of differing isolectric points. Incubation of transverse cryosections showed restricted calsequestrin interactions with elements in the fibre interior, mostly representing calsequestrin itself. This confirms that fast calsequestrin exists in large aggregates under native conditions and demonstrates the usefulness of blot and cell overlay techniques in identifying and locating supramolecular protein assemblies

Social Justice, The Common Weal and Children and Young People in Scotland

This paper argues that: • Scotland should organise itself around social justice, which addresses entitlements, redistribution, recognition and respect. • Children and young people have particular views on what social justice means for them. • Rights have a particular contribution to make to social justice in term of entitlements, claims and minimal standards. • The combination of piecemeal incorporation of children’s rights, an apolitical wellbeing framework and a lack of strong legislation to hold local authorities and other public services, private sector organisations and the third sector to account, results in children and young people encountering discrimination on an everyday basis. • To achieve social justice, a change is needed in how adults perceive children and childhood, young people and youth. Children and young people need to be recognised as contributors to their families, institutions and communities now – and not just in the future. • For children and young people to be included in the Common Weal, it needs to be concerned with the full and diverse range of structural, cultural and individual barriers that they encounter in their lives

FROM LEMONS TO LEMONADE: STUDENTS’ RESILIENCE WHEN MANAGING CHALLENGE

BACKGROUND To succeed at university and be prepared for today’s challenging workplace, students need to develop strong resilience. Students face a number of academic, social and life challenges throughout their studies (Brewer et al, 2019; Ainscough et al, 2018). The disruptions from COVID-19 in Semester 1 of 2020 have undoubtedly exacerbated these challenges, or presented entirely novel ones to manage. This study describes how students demonstrated resilience when responding to such challenges. METHODS Biomedical science students (n=200) in their 2nd year of study, were asked how they coped with the impact of the COVID-19 pandemic and what advice they would give themselves for dealing with novel challenges in future. RESULTS & DISCUSSION Almost half the students struggled with motivation and the loss of on-campus experiential learning (36%), with a third then advising how they would better manage study in future. Many students also emphasised the importance of balancing health with study (21%), whilst other indicators of resilience (adaptability, positive mindset, seeing the “Big Picture”) were identified by 38% of students. While some students focused mainly on academic aspects, others had a broader perspective on managing challenges in the context of life and well-being. Students with the most rounded approach to challenges, might thus be those who have greatest resilience. REFERENCES Ainscough, L, Stewart, E, Colthorpe, K & Zimbardi, K. (2018) Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students, Studies in Higher Education, 43(12); 2194-2209. Brewer, ML, van Kessel, G, Sanderson, B, Naumann, F, Murray, L, Reubenson, A & Carter, A. (2019) Resilience in higher education students: a scoping review, Higher Education Research & Development, 38(6): 1105-1120

LEARNING IN A BLENDED COURSE: BIOMEDICAL SCIENCE STUDENTS’ LEARNING ADAPTATIONS

BACKGROUND Blended learning is becoming increasingly popular in higher education as it is an effective approach to enhance learning environments by incorporating online resources (Alammary et al., 2014; Smith & Hill, 2019). In higher education, the quality of a student’s self-regulated learning is associated with academic achievement (Cohen, 2012). However, certain learning strategies may be more effective than others for the blended environment. Therefore, it would be beneficial to understand if and how students adapt their strategies to suit blended learning. METHODS Respondents (n=268) were enrolled in a second-year physiology course which was delivered in a blended learning environment. Students were asked about the strategies they used to aid their learning in the course and if they differed from those used in traditional face-to-face courses. Responses were coded using inductive thematic analysis. RESULTS & DISCUSSION When comparing learning strategies used in the blended course to other courses, most students adapted by adopting new strategies (n=126). Remaining students modified existing strategies (n=35) or implemented minor changes to existing strategies (n=69) with few identifying format (n=16) as an adaptation. However, some students did not adapt their strategies (n=53). These findings suggest most students recognised the need to adapt their self-regulated learning strategies to suit a blended course. REFERENCES Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-54. Cohen, M. (2012). The importance of self-regulation for college student learning. College Student Journal, 46(4), 892-902. Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383-97

THROWN IN THE DEEPER END: FIRST YEAR STUDENTS LEARNING ONLINE

BACKGROUND First year students experience difficulties adapting to independent learning and managing their time (Richardson et al., 2012; van der Meer et al., 2010). These issues were compounded at the University of Queensland when students transitioned to online learning three weeks into semester 1 2020. This study describes students’ insights about themselves as learners during this time. METHODS Participants (n=144) were enrolled in a first year anatomy and physiology course. At the end of semester, students were asked to reflect on their learning. Responses were coded using inductive thematic analysis. RESULTS When asked what they had discovered about themselves as a learner, students mentioned the importance of motivation (n=53), environment (n=44) and social connections (n=42) for learning. When asked what advice they would give themselves if learning was online again next semester, students wanted to maintain a routine (n=48), improve their time management (n=41), make study plans (n=34), and be more proactive (n=27). DISCUSSION Universities are microcosms for learning, and during the pandemic first-year students struggled to replicate this context at home. These results suggest that staff should support their students by helping them plan their learning and encouraging connections with peers and staff. REFERENCES Richardson, A., King, S., Garrett, R., & Wrench, A. (2012). Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report. Student Success, 3(2), 87. van der Meer, J., Jansen, E., & Torenbeek M. (2010). It's almost a mindset that teachers need to change: first‐year students' need to be inducted into time management. Studies in Higher Education 35, 777-791

Increased sensitivity of the ryanodine receptor to halothane-induced oligomerization in malignant hyperthermia-susceptible human skeletal muscle

Mutations in the skeletal muscle RyR1 isoform of the ryanodine receptor (RyR) Ca2+-release channel confer susceptibility to malignant hyperthermia, which may be triggered by inhalational anesthetics such as halothane. Using immunoblotting, we show here that the ryanodine receptor, calmodulin, junctin, calsequestrin, sarcalumenin, calreticulin, annexin-VI, sarco(endo)plasmic reticulum Ca2+-ATPase, and the dihydropyridine receptor exhibit no major changes in their expression level between normal human skeletal muscle and biopsies from individuals susceptible to malignant hyperthermia. In contrast, protein gel-shift studies with halothane-treated sarcoplasmic reticulum vesicles from normal and susceptible specimens showed a clear difference. Although the alpha2-dihydropyridine receptor and calsequestrin were not affected, clustering of the Ca2+-ATPase was induced at comparable halothane concentrations. In the concentration range of 0.014-0.35 mM halothane, anesthetic-induced oligomerization of the RyR1 complex was observed at a lower threshold concentration in the sarcoplasmic reticulum from patients with malignant hyperthermia. Thus the previously described decreased Ca2+-loading ability of the sarcoplasmic reticulum from susceptible muscle fibers is probably not due to a modified expression of Ca2+-handling elements, but more likely a feature of altered quaternary receptor structure or modified functional dynamics within the Ca2+-regulatory apparatus. Possibly increased RyR1 complex formation, in conjunction with decreased Ca2+ uptake, is of central importance to the development of a metabolic crisis in malignant hyperthermia

School Readiness: A Culture of Compliance?

'School readiness' is at the forefront of current Early Childhood Educational policy and is seen politically as a way of narrowing the attainment gap and breaking the cycle of poverty, and preparing children for the formal learning of Year One. However, there is no clear definition of what 'school readiness' means for teachers and children. Without this in place the phrase is left open to interpretation and contradictions, resulting in key divisions between policymakers and the Early Childhood community as to what being 'school ready' means. Furthermore, when 'school readiness' is positioned within policy as 'academic readiness', conflicts and tensions arise between traditional Early Childhood pedagogical practices and the realities of working within a framework where there is a clear emphasis on Mathematical and Literacy outcomes. Viewed through a socio-constructivist lens, 'readiness for school' is seen as a fluid construct, dependent on the beliefs of those working with children. The aim of this research was to explore the beliefs of two Reception teachers using Cultural-Historical Activity Theory (CHAT) that acknowledges teachers as being part of a collective activity system. Within this methodological framework, teachers are seen as thinkers and actors whose purposes, values and knowledge are displayed within the activity systems they inhabit. The ways in which 'school readiness' was constructed through pedagogical practices were identified, and the tensions and contradictions that emerged between these practices and the beliefs of the teachers were explored in depth. An Internet survey questionnaire was used as a way of providing a broader understanding of teacher perceptions around constructs of ‘school readiness’. Interviews with the two participants were carried out to illuminate specific beliefs about 'school readiness', and to identify how teachers conceptualised the construction of 'school readiness' in the classroom. The analysis of these interviews focused on 'manifestations of contradictions' (Engeström & Sannino, 2011) within the data that highlighted tensions between beliefs, pedagogical practices, and curricular and assessment policy frameworks. The findings from the research illustrate the complexities of 'school readiness' as a transitional concept, and the reductionist nature of using the Good Level of Development (GLD) as a measure of 'school readiness'. Using 'school readiness' as a performativity and accountability measure serves to subjugate both teachers and children, and further marginalises already marginalised groups of children if they fail to reach the GLD. This study reiterates the importance of providing a clear definition with regards to what 'school readiness' means, and whether it refers to the institutional transition into school, or the curricular transition from Reception into Year One. The research also furthers the debate around the outcomes children are expected to reach by the end of Reception as a measure of 'school readiness', particularly those focusing on more instrumental skills such as Mathematics and Literacy