The Effect of Grazing on Fecal Shedding of Pathogenic Escherichia coli in Beef Cattle

Original Pape

Transcription factor Pit-1 affects transcriptional timing in the dual-promoter human prolactin gene

Gene transcription occurs in short bursts interspersed with silent periods, and these kinetics can be altered by promoter structure. The effect of alternate promoter architecture on transcription bursting is not known. We studied the human prolactin (hPRL) gene that contains two promoters, a pituitary-specific promoter that requires the transcription factor Pit-1, and displays dramatic transcriptional bursting activity, and an alternate upstream promoter that is active in non-pituitary tissues. We studied large hPRL genomic fragments with luciferase reporters, and used bacterial artificial chromosome (BAC) recombineering to manipulate critical promoter regions. Stochastic switch mathematical modelling of single-cell time-lapse luminescence image data revealed that the Pit-1-dependent promoter showed longer, higher-amplitude transcriptional bursts. Knockdown studies confirmed that the presence of Pit-1 stabilised and prolonged periods of active transcription. Pit-1 therefore plays an active role in establishing the timing of transcription cycles, in addition to its cell-specific functions

Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Demonstrators spend significant time with students on a weekly basis in instructional laboratories and are well poised to offer students meaningful learning. Most often, effective demonstrator training is neglected due to time and resource restraints and it is clear more attention is needed. We hypothesized that students’ learning experience in laboratories would improve if demonstrators were well trained particularly across three overlapping learning domains: subject‐specific knowledge (cognitive and psychomotor), problem solving (cognitive) and group management including personalized student learning strategies (affective). We assessed both students and demonstrators on the impact of this extensive demonstrator training in 1st‐ and 2nd‐year bioscience practical courses over two years. The results show that all students rated the demonstrators’ performance higher after the extensive training. Students from both years valued the provision of problem‐solving skills; however, 1st‐year students placed greater value on the demonstrator’s ability to address student inclusivity, whereas 2nd‐year students preferred the provision of strong subject knowledge. Interestingly, demonstrators’ own perception of their teaching ability was different from student feedback on their performance, which may be due to lack of reflective practice. We propose a multimodal training framework that includes inclusivity/approachability and reflection as an integral part of training. This study further suggests that demonstrator training needs to be tailored to the changing needs of students as they progress through the different levels of their degree. Our proposed framework is particularly relevant to the current pandemic which has affected young people’s mental health, confidence and openness to new experiences

RelA-DsRedxp E2F1-Venus BAC stables Representitive cell traces

RelA-DsRedexpress and E2F1-Venus BAC stables Representative cell traces separated into cell cycle phases by virtual synchronization

Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines the perceived confidence and preparedness of the students in relation to areas of practical science skills at the start of their degree courses. The study employed an exploratory sequential mixed methods design, with the findings from focus groups with students at the end of their post-16 studies used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England.The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that students’ self-efficacy in relation to practical science was impacted by the closures of post-16 education establishments, ongoing social distancing and the removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education.</p