Transposable elements: What have you done for me lately? A genomics based investigation into the potential functional roles of transposable elements using the model organism Caenorhabditis elegans

The genomes of all organisms contain discrete DNA sequences present as disperse repetitive elements called transposons. Transposons have the unique ability to move to new chromosomal locations. Problems of uncontrolled movement of transposons can result in mutations, rearrangement, and even broken chromosomes. Often termed selfish parasites that invade a host genome, there is a longstanding question of whether they have a functional role. As a first step in an effort to investigate this question, I identified and annotated 276 full length and partial elements in the C.elegans genome. I determined the genomic location of each and looked for patterns resulting from their presence. I found that they are widespread throughout the C.elegans genome, and do not cluster on the arms of the chromosomes as was previously thought. In addition, I have found examples of elements that have created introns in C.elegans genes and for which there are conserved introns in a closely related species, C.briggsae. Lastly, I have discovered evidence of potential novel intron creation by transposable elements in both C.elegans and C.briggsae. These results establish evidence for the genome\u27s adaptation to the presence of these elements, and point to the possibility of the host genome utilizing their unique characteristics to regulate gene expression

Pharmacy Student's perceptions of Natural Science and Mathematics Subjects

Objective. To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Method. Two hundred fifty-four students completed a survey instrument developed to investigate students’ perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Results. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Conclusion. Students’ experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum

Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment

The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be “non-institutional” technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who have to negotiate different institutional and discursive contexts – whether within corporate social software, formal education, work or the family? Drawing on previous work focusing on how learners maintain personal coherence in organising learning between different contexts, institutional theory is used to revise the model of the learner as a ‘viable system’, which focuses on the dynamics of transactions that learners make with different institutional entities. Data from an online Continuing Professional Development (CPD) course in acute cancer care is analysed to show how learner transactions indicate constraints bearing upon learners both from their professional context and from their formal educational study. The pattern of learner engagement suggests that the interaction of constraints creates the conditions to motivate in-depth contribution to the course forums.  This finding leads us to suggest a rethink of pedagogy within the PLE, and a broader consideration of institutional and other constraints in educational dynamics

The Experience of using Facebook as an Educational Tool

Social Networking Sites (SNS) such as Facebook are widely used by student populations and are increasingly used by the population generally. Researchers have considered the benefits of using SNS for educational purposes. This qualitative study involved interviews with seven academic members of staff at one UK university who currently use Facebook in their teaching. The study provides a unique insight into the views of teaching staff who use Facebook in their classroom, gaining an understanding of their experience and views of using SNS as part of their teaching

Students as Educators

The aim of this study was to evaluate peer assisted learning (PAL) in a pharmacy course context. PAL is interesting for educationalists as the technique offers reciprocity in learning between the student tutor and the student tutee. Both student tutor and student tutee have the ability to learn through the process. 14 students volunteered to be student tutors on a first year pharmacy practice module. The results are discussed from the perspective of both the student tutee and tutor. Although a small pilot study, the results from this project echo the themes of perceived benefits identified in the literature on PAL, most obviously with the three themes of confidence, collaboration, and learning. Challenges to the process are also discussed

Students' Attitudes Towards Facebook and Online Professionalism: Subject Discipline, Age and Gender Differences.

The aim of this study was to investigate the attitudes towards the use of Facebook and online professionalism among students studying three health and social care courses at a UK university. The increasing popularity of social networking sites (SNS) has changed the way people manage information about their personal and professional lives. Previous studies have considered how medical students use Facebook, but there is a paucity of research looking at other professional disciplines; either individually or exploring whether there are inter-professional differences. An anonymous online survey was completed by 595 students at one UK university; pharmacy (n = 91, 15%), social work(n = 166, 28%) and nursing students (n = 338, 57%)across all years of the courses. Significant differences were found with regard to attitudes towards Facebook and online professionalism between the subject disciplines, year of study, age and gender of the students. Findings suggest more education and guidance is needed to provide students with the appropriate knowledge of how to maintain professionalism in an online context

Policy Matters: : EDI Evaluation of an Academic Library's Policies

Why does policy matter, and how can libraries reform their policies to create a more equitable library for library workers and library users? The authors discuss their experience in reviewing the policies of their library with an EDI (Equity, Diversity, and Inclusion) lens. The authors describe how they initiated and developed this project, the factors that they considered in forming their evaluation rubric, and what they learned from the process

Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation

Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complexand ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n=117 spread overthree modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutionalbackground and also ethnic barriers. In addition to the challenges faced in designing the curriculum and assessmentthat match this diverse group of students, we have to deliver a quality feedback to achieve our leaning objective. Howwould we construct and deliver this feedback to students you have not seen (in a virtual classroom) and may be on adifferent continent of this busy planet?Methods: We analysed the published data on feedback with reflection on the nature of this course and the pedagogyused while considering the diversity of the students joined this courseConclusion: In this distance-learning course constructing a quality feedback to the students is more technicallydemanding compared to a traditional course. Students in distance learning need much more support and feedback thanin a traditional course. There is a potential threat that these students feel isolated in their own online world and may notengage with this virtual educational environment properly.</jats:p