Methods for the identification of genetic alterations by specific revertibility tests in Neurospora crassa

Revertibility test

Choreography and Performance with Deaf Adults Who Have Mental Illness: Culturally Affirmative Participatory Research

Dance/movement therapy (DMT) techniques—particularly choreography and performance techniques—have not been well-researched with Deaf adults who have mental illness. This study investigated the use of DMT, choreography, and performance techniques with Deaf adults with severe and chronic mental illness through participatory artistic inquiry. Primary research questions addressed pragmatic matters of participatory artistic inquiry: What aesthetic choices will the co-researchers make in the dance-making process? How does the researcher provide structure and incorporate her experience as a choreographer without overshadowing the contributions of the co-researchers? Broader philosophical research questions included: How do choreography and performance techniques impact this population’s well-being? How does the use of American Sign Language and other culturally affirmative practices support the dance-making process? Data was gathered by engaging the participants as co-researchers, involving them in the development of research protocol, data collection, data analysis, and the presentation of the research findings. Findings indicated that engaging in a choreographic process addressed the co-researchers’ preexisting treatment goals, provided opportunities for transferring skills learned in previous DMT groups, and empowered the co-researchers to incorporate performance techniques common to Deaf culture. The final choreographic product was presented at the site where the co-researchers receive mental health services and shared with the larger mental health care community through a digital video recording and a publishable journal article

Induction of reversions in Neurospora crassa by nitrous acid

Induction of reversions in Neurospora crassa by nitrous aci

Combining a leadership course and multi-source feedback has no effect on leadership skills of leaders in postgraduate medical education. An intervention study with a control group

<p>Abstract</p> <p>Background</p> <p>Leadership courses and multi-source feedback are widely used developmental tools for leaders in health care. On this background we aimed to study the additional effect of a leadership course following a multi-source feedback procedure compared to multi-source feedback alone especially regarding development of leadership skills over time.</p> <p>Methods</p> <p>Study participants were consultants responsible for postgraduate medical education at clinical departments. Study design: pre-post measures with an intervention and control group. The intervention was participation in a seven-day leadership course. Scores of multi-source feedback from the consultants responsible for education and respondents (heads of department, consultants and doctors in specialist training) were collected before and one year after the intervention and analysed using Mann-Whitney's U-test and Multivariate analysis of variances.</p> <p>Results</p> <p>There were no differences in multi-source feedback scores at one year follow up compared to baseline measurements, either in the intervention or in the control group (p = 0.149).</p> <p>Conclusion</p> <p>The study indicates that a leadership course following a MSF procedure compared to MSF alone does not improve leadership skills of consultants responsible for education in clinical departments. Developing leadership skills takes time and the time frame of one year might have been too short to show improvement in leadership skills of consultants responsible for education. Further studies are needed to investigate if other combination of initiatives to develop leadership might have more impact in the clinical setting.</p