Yeast Sex: Surprisingly High Rates of Outcrossing between Asci

BACKGROUND: Saccharomyces yeasts are an important model system in many areas of biological research. Very little is known about their ecology and evolution in the wild, but interest in this natural history is growing. Extensive work with lab strains in the last century uncovered the Saccharomyces life cycle. When nutrient limited, a diploid yeast cell will form four haploid spores encased in a protective outer layer called the ascus. Confinement within the ascus is thought to enforce mating between products of the same meiotic division, minimizing outcrossing in this stage of the life cycle. METHODOLOGY/PRINCIPAL FINDINGS: Using a set of S. cerevisiae and S. paradoxus strains isolated from woodlands in North America, we set up trials in which pairs of asci were placed in contact with one another and allowed to germinate. We observed outcrossing in approximately 40% of the trials, and multiple outcrossing events in trials with three asci in contact with each other. When entire populations of densely crowded asci germinated, approximately 10-25% of the resulting colonies were outcrossed. There were differences between the species with S. cerevisiae having an increased tendency to outcross in mass mating conditions. CONCLUSIONS/SIGNIFICANCE: Our results highlight the potential for random mating between spores in natural strains, even in the presence of asci. If this type of mating does occur in nature and it is between close relatives, then a great deal of mating behavior may be undetectable from genome sequences

A feasibility study of paired Continuous Glucose Monitoring (CGM) intra-partum and in the newborn in pregnancies complicated by Type 1 Diabetes

Aim: To describe the continuous glucose monitoring (CGM) profiles of type 1 diabetes (T1D) offspring in the early neonatal period and its association with maternal intrapartum glucose control. Methods: A prospective observational study of T1D pregnant women and their neonatal offspring. Women had a CGM sensor inserted 2-3 days prior to delivery. Infants had a masked CGM sensor inserted as soon as possible following delivery. Maternal glycaemic outcomes were time-in-target (70-140 mg/dL [3.9-7.8 mmol/L]), hyperglycaemia >140 mg/dL (7.8 mmol/L) and mean CGM glucose during the 24 hours preceding delivery. Neonatal outcomes included lowest recorded blood glucose concentration, and CGM measures (glucose 140 mg/dL (7.8 mmol/L), and 9 (9) % time < 70 mg/dL (3.9 mmol/L) with mean (SD) CGM glucose 113 (9) mg/dL (6.3 [0.7] mmol/L). 15 infants (93.8%) had ≥1 blood glucose concentration < 47 mg/dL (2.6 mmol/L) and five had ≥1 blood glucose concentration < 18 mg/dL (1.0 mmol/L). The mean infant CGM glucose on days 1, 2, and 3 of life was 63 (14), 67 (13), 76 (11) mg/dL (3.5 [0.8], 3.7 [0.7], and 4.2 [0.6] mmol/L). Four infants (25%) spent more than 50% time with CGM glucose levels < 47 mg/dL (2.6 mmol/L) on day 1. Conclusions: CGM detected widespread neonatal hypoglycaemia, even among mothers with good intrapartum glucose control

The use of mobile technologies to overcome digital inequities in prison education: A pilot project

Incarcerated students face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online and flexible course offerings. In this paper, we report on a project that will attempt to address the digital challenges that hinder prisoner access to higher education and provide inclusive learning experiences for incarcerated students. The trial utilises mobile yet secure digital technologies-namely Stand-Alone Moodle (SAM) and e-book readers-to improve access to resources. It is being trialled with a small sample of incarcerated students participating in the Studying to Succeed course within the Tertiary Preparation Program (TPP) at the University of Southern Queensland (USQ). We discuss the current provision of higher education in prisons and the challenges resulting from increased reliance on mobile learning technologies in higher education generally. The potential of the trial project to address the digital divide experienced by incarcerated students as compared to the general student population will also be discussed. It is hoped that students will be participating in learning experiences more closely related to those experienced by students outside of the prison system and they will be acquiring e-literacy and e-research skills. In addition, USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Australian Government's agenda of increasing participation in higher education by socially and economically disadvantaged groups

Development of a framework for evaluating the impact and sustainability of mobile learning initiatives in higher education

The field of mobile learning is becoming more capable of supporting high quality learning experiences and students are increasingly demanding greater mobility and flexibility. As a result, Higher Education Institutions are increasingly considering the implementation of institutional mlearning strategies. We present the aims and approach of a three year project to be conducted by the Australian Digital Futures Institute to develop an m-learning evaluation framework (MLEF) that will aid the selection and justification of m-learning initiatives. The framework will be encapsulated in an easy to use online evaluation toolkit which will consist of: a standardised evaluation framework, resources and guidelines; an m-learning maturity model; a database of mlearning exemplars; and an interactive mobile user model. The project is a collaborative initiative between USQ, ANU and UniSA and is supported through the Australian Government's Collaborative Research Networks (CRN) program. Participatory monitoring and evaluation (PM&E) methods will be used to develop outputs and deliverables

Understanding the use of smart mobile technologies for learning in higher education

This paper presents a preliminary exploration of the types of smart mobile technologies higher education students have access to and use to support their learning by comparing cohorts from two Australian universities with quite different profiles, the University of Southern Queensland (USQ) and the University of South Australia (UniSA). These results are briefly compared to those obtained in earlier studies in a broad attempt to identify trends in the use of mobile technologies to support learning over time. The results indicate that levels of smart phone ownership are rising rapidly with a corresponding drop in levels of feature phone ownership. Tablet computers such as iPads have emerged since the earlier studies were completed with high levels of adoption by students. Significantly, students are using these smart mobile devices to support their learning

Development and Evaluation of an Undergraduate Science Communication Module

This paper describes the design and evaluation of an undergraduate final year science communication module for the Science Faculty at the University of East Anglia. The module focuses specifically on science communication and aims to bring an understanding of how science is disseminated to the public. Students on the module are made aware of the models surrounding science communication and investigate how the science culture interfaces with the public. During the module they learn how to adapt science concepts for different audiences and how to talk confidently about science to a lay-audience. Student motivation for module choice centres on the acquisition of transferable skills and students develop these skills through designing, running and evaluating a public outreach event at a school or in a public area. These transferable skills acquired include communication, interaction with different organisations such as museums and science centres, developing understanding of both the needs of different audiences and the importance of time management. They also develop skills relating to self-reflection and how to use this as a tool for future self development. The majority of students completing the module go on to further study, either a PhD, MSc or teacher training. The module can be sustained in its present formed if capped at 40 students, however it is recognised that to increase cohort size, further investment of faculty time and resources would be required

Bridging the digital divide: Bringing e-literacy skills to incarcerated students

Incarcerated students face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings. This paper reports on a trial project that will attempt to address the digital challenges that hinder access to higher education by incarcerated students, and to provide them with inclusive learning experiences. The trial utilises Stand-Alone Moodle (SAM) and eBook readers with a small sample of incarcerated students participating in the Tertiary Preparation Program (TPP) at the University of Southern Queensland (USQ). This project potentially addresses the digital divide experienced by incarcerated students as compared to the general student population. It is anticipated that students will participate in learning experiences more closely related to those experienced by students who study in online environments, that and they will acquire relevant e-literacy and e-research skills

Using e-readers to increase access to course content for students without internet access

There have been mixed reviews about the potential of e-readers to enhance higher education. At first glance, e-readers appear to have significant potential to provide students with access to course content and learning materials. There are a number of considerations and obstacles to be addressed, however, before these devices are ready for widespread adoption. This paper reports on a pilot study using e-readers to provide students without internet access, with access to electronic course content. Course readings were converted into ePub format and were made available to a cohort of 16 incarcerated students via e-readers. This paper provides an overview of the steps undertaken as well the challenges and obstacles encountered in converting the readings to ePub format

Rejuvenation Island: Enriching the learning journey through immersion in virtual restorative environments

Immersive natural environments provide a means of restoration for adults and may present benefits for pre-service teachers who are unfamiliar with the natural world. The use of restorative virtual environments could be extended to schools in urban areas in particular, allowing pupils and their teachers to undertake field trips, and to relax in a calming and restorative context. This paper reports on a project that investigates the potential restorative benefits of immersion in simulated natural environments in virtual worlds. A cohort of pre-service teachers were taken into the simulated environment and reported that the island produced strong positive feelings in respondents, akin to being in a natural environment. However, it was also clear that a lack of familiarity with virtual environments diminishes the beneficial impacts of this immersion

Revisiting the definition of mobile learning

Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein's theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies