Stromule formation is dependent upon plastid size, plastid differentiation status and the density of plastids within the cell

Stromules are motile extensions of the plastid envelope membrane, whose roles are not fully understood. They are present on all plastid types but are more common and extensive on non-green plastids that are sparsely distributed within the cell. During tomato fruit ripening, chloroplasts in the mesocarp tissue differentiate into chromoplasts and undergo major shifts in morphology. In order to understand what factors regulate stromule formation, we analysed stromule biogenesis in tobacco hypocotyls and in two distinct plastid populations in tomato mesocarp. We show that increases in stromule length and frequency are correlated with chromoplast differentiation, but only in one plastid population where the plastids are larger and less numerous. We used tobacco hypocotyls to confirm that stromule length increases as plastids become further apart, suggesting that stromules optimise the plastid-cytoplasm contact area. Furthermore, we demonstrate that ectopic chloroplast components decrease stromule formation on tomato fruit chromoplasts, whereas preventing chloroplast development leads to increased numbers of stromules. Inhibition of fruit ripening has a dramatic impact on plastid and stromule morphology, underlining that plastid differentiation status, and not cell type, is a significant factor in determining the extent of plastid stromules. By modifying the plastid surface area, we propose that stromules enhance the specific metabolic activities of plastids. This is an electronic version of an Article published in The Plant Journal, August 2004, Volume 39, pp. 655-667. Copyright 2004 Blackwell Publishing Ltd and The Society for Experimental Biology

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints. To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants\u27 comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p \u3c .01), decreases in STEM pedagogical discontentment (t = 7.281, p \u3c .01), and increases in design process knowledge (t = 6.072, p \u3c .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity. Our results indicate that our three-day summer institute and follow-up support increased our participants\u27 knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM

Why are we still teaching the way we were taught in the 1980s?

The article discusses project funded by the Australian Learning and Teaching Council which is designed to establish excellence in science learning and teaching in Australian universities. Six universities across the country were chosen for the initial implementation of the project. According to the article, during the duration of the project, leaders will undergo leadership training to equip them with skills necessary to foster change in classroom practices.<br /

Advancing science by enhancing learning in the laboratory (ASELL)

Final report of the the&nbsp;Advancing Science by Enhancing Learning in the Laboratory (ASELL) project.&nbsp;Most researchers agree that the laboratory experience ranks as a significant factor that influences students&rsquo; attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student\u27s experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating and improving the laboratory experience of students, and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project, with ALTC funding, has now expanded to include those disciplines.The launching pad for ASELL was a multidisciplinary workshop held in Adelaide in April, 2010. This workshop involved 100 academics and students, plus 13 Deans of Science (or delegates), covering the three enabling sciences of biology, chemistry and physics. Thirty-nine undergraduate experiments were trialled over the three days of the workshop. More importantly, professional development in laboratory education was developed in the 42 academic staff that attended the workshop.Following the workshop, delegates continued to evaluate, develop and improve both individual experiments and whole laboratory programs in their home institutions, mentored by the ASELL Team. Some highlights include: - more than 15,000 student surveys carried out by delegates during 2010/11- 10 whole lab programs were surveyed by delegates- 4 new ASELL-style workshops, conducted by ASELL-trained delegates were run in 2010/11- more than 100 ASELL-tested experiments available on the website (www.asell.org)- ASELL workshops conducted in Philippines, Ireland in 2010, and planned in the USA and Thailand for 2011- significant improvement in student evaluation of whole laboratory programs and individual experiments measured in universities using the ASELL approach- high profile of ASELL activities in the Australian Council of Deans of Science (ACDS)- research project on the misconceptions of academic staff about laboratory learning completed- significant research on student learning in the laboratory, and staff perceptions of student learning have been carried out during 2010/11- research results have been benchmarked against staff and students in the USA.The biggest unresolved issue for ASELL is one of sustainability in the post-ALTC funding era. ASELL will make a series of recommendations to the ACDS, but the future of the program depends, to a large part, on how the ACDS responds. <br /

Rest Pain and Movement-Evoked Pain as Unique Constructs in Hip and Knee Replacements

OBJECTIVE: There is limited information about the extent to which the association between preoperative and chronic postoperative pain is mediated via pain‐on‐movement or pain‐at‐rest. We explored these associations in patients undergoing total hip replacement (THR) and total knee replacement (TKR). METHODS: A total of 322 and 316 patients receiving THR and TKR, respectively, were recruited into a single‐center UK cohort (Arthroplasty Pain Experience) study. Preoperative, acute postoperative, and 12‐month pain severity was measured using self‐reported pain instruments. The association between preoperative/acute pain and chronic postoperative pain was investigated using structural equation modeling (SEM). RESULTS: Patients with high levels of preoperative pain were more likely to report chronic pain after THR (β = 0.195, P = 0.02) and TKR (β = 0.749, P < 0.0001). Acute postoperative pain‐on‐movement was not associated with chronic pain after TKR or THR after adjusting for preoperative pain; however, acute pain‐at‐rest was associated with chronic pain after THR (β = 0.20, P < 0.0002) but not TKR after adjusting for preoperative pain. Analysis of pain‐at‐rest and pain‐on‐movement highlighted differences between THR and TKR patients. Chronic pain‐at‐rest after THR was weakly associated with pain‐at‐rest during the preoperative (β = 0.11, P = 0.068) and acute postoperative period (β = 0.21, P < 0.0001). In contrast, chronic pain‐on‐movement after TKR was strongly associated with the severity of pain‐on‐movement during the preoperative period (β = 0.51, P = 0.001). CONCLUSION: SEM illustrated the different patterns of association between measures of pain over time in patients undergoing THR and TKR for osteoarthritis. These findings highlight the importance of future work that explores the mechanisms underlying pain‐on‐movement and pain‐at‐rest

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project. This project aims to establish a new direction in first year chemistry teaching &ndash; away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).Three domains have been identified as the architecture upon which sustainable L&amp;T innovation will be built. These domains include Learning and Teaching innovation in project leaders&rsquo; and colleagues&rsquo; classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.Progress against specified outcomes and deliverablesLearning and Teaching InnovationThe purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.&bull; The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching&bull; All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms&bull; Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms&bull; The ALIUS member in physics has implemented Teaching Innovations into his classrooms&bull; Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms&bull; Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms&bull; The POGIL method has proved to be a useful model for Teaching Innovation in the classroom&bull; Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted&bull; Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities&bull; Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed&bull; ALIUS members have worked with Learning and Teaching Centres at their universities to share methods. Developing Science Learning LeadersThe purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions&bull; ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team&bull; The passion of an &lsquo;early adopter&rsquo; was found to be a significant element in each node of the distributed framework&bull; Members developed an awareness of the necessity to build both the &lsquo;sense of urgency&rsquo; and the &lsquo;guiding coalition&rsquo; at each node&bull; ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.Create a Science Learning HubThe online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&amp;T innovation.&bull; The ALIUS website is now active and being populated with resources&bull; The sharing resource database structure is finalised and being populated with contributed materials. Lessons LearntIn order to bring about change in teaching practice it is necessary to:&bull; demonstrate a convincing benefit to student learning&bull; show that beyond an initial input of effort classroom innovations will not take more time than what is now done&bull; maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice&bull; have support from people already present in leadership roles to lead change in teaching practice&bull; have a project leader, someone for whom the project is paramount and will push it forward&bull; find a project manager, even with money budgeted&bull; meet face-to-face.Dissemination&bull; Seminars presented 19 times including over 400 individuals and more than 24 Australian universities&bull; Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities&bull; Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute&bull; One refereed paper published in the Journal of Learning Design

The Development of Teaching Skills to Support Active Learning in University Science (ALIUS)

This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, but rather the development of a method, or process, by which we have re-designed the way in which learning occurs in large university classrooms world wide

ASELL : the advancing science by enhancing learning in the laboratory project

Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students&rsquo; attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student\u27s experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities

Effect of local anaesthetic infiltration on chronic postsurgical pain after total hip and knee replacement:The APEX randomised controlled trials

Total hip replacement (THR) and total knee replacement (TKR) are usually effective at relieving pain; however, 7% to 23% of patients experience chronic postsurgical pain. These trials aimed to investigate the effect of local anaesthetic wound infiltration on pain severity at 12 months after primary THR or TKR for osteoarthritis. Between November 2009 and February 2012, 322 patients listed for THR and 316 listed for TKR were recruited into a single-centre double-blind randomised controlled trial. Participants were randomly assigned (1:1) to receive local anaesthetic infiltration and standard care or standard care alone. Participants and outcomes assessors were masked to group allocation. The primary outcome was pain severity on the WOMAC Pain Scale at 12 months after surgery. Analyses were conducted using intention-to-treat and per-protocol approaches. In the hip trial, patients in the intervention group had significantly less pain at 12 months postoperative than patients in the standard care group (differences in means: 4.74; 95% confidence interval [CI]: 0.95-8.54; P = 0.015), although the difference was not clinically significant. Post hoc analysis found that patients in the intervention group were more likely to have none to moderate pain than severe pain at 12 months than those in the standard care group (odds ratio: 10.19; 95% CI: 2.10-49.55; P = 0.004). In the knee trial, there was no strong evidence that the intervention influenced pain severity at 12 months postoperative (difference in means: 3.83; 95% CI: −0.83 to 8.49; P = 0.107). In conclusion, routine use of infiltration could be beneficial in improving long-term pain relief for some patients after THR

Prolonged low flow reduces reactive hyperemia and augments low flow mediated constriction in the brachial artery independent of the menstrual cycle

© 2013 Rakobowchuk et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Non-invasive forearm ischemia-reperfusion injury and low flow induced vascular dysfunction models provide methods to evaluate vascular function. The role of oestrogen, an endogenous anti-oxidant on recovery from ischemia-reperfusion injury has not been evaluated nor has the impact of prolonged low flow on vascular function been established. Eight healthy women (33610 yr) attended the lab during the follicular, ovulatory and mid-luteal phases of their menstrual cycles. After 30 minutes of rest, brachial artery vascular function was assessed by ultrasound measurements of diameter changes during 5 minutes of forearm ischemia and 3 minutes after. Subsequently, a 20-minute forearm ischemia period was completed. Further, vascular function assessments were completed 15, 30 and 45 minutes into recovery. Flow-mediated dilation, lowflow-mediated constriction, and reactive hyperaemia proximal to the area of ischemia were determined. Flow-mediated dilation was reduced at 15 minutes of recovery but recovered at 30 and 45 minutes (PRE: 7.161.0%, POST15:4.560.6%, POST30:5. 560.7% POST45:5.960.4%, p,0.01). Conversely, low-flow mediated constriction increased (PRE: 21.360.4%, POST15: 23.360.6%, POST30: 22.560.5% POST45: 21.560.12%, p,0.01). Reactive hyperaemia was reduced throughout recovery (p,0.05). Data were unaffected by menstrual phase. Prolonged low flow altered vascular function and may relate as much to increased vasoconstriction as with decreased vasodilation. Reductions in anterograde shear and greater retrograde shear likely modulate the brachial artery response, but the reduced total shear also plays an important role. The data suggest substantial alterations in vascular function proximal to areas of ischemia with potential clinical implications following reperfusion.British Heart Foundation (PG/08/060/25340),a Physiological Society summer studentship to SG, and a Wellcome Trust Vacation Studentship to EP