Isolation and characterisation of genes expressed in the wool follicle

Wool from Merino sheep is an important component of the Australian economy. However, little is known of the mechanisms within the wool follicle that regulate fibre production. The aim of the research described here was to identify and characterise some of the genes expressed in the follicle.A highly expressed gene has been identified from skin and sequenced. The information obtained on this gene suggests that it might be of use in future transgenic studies. Two cDNA libraries were constructed. The first was constructed using small amounts of total RNA from skin and PCR methodology, following a published method. A second cDNA library was then produced from adult mid-flank skin using a commercially available kit. A pool of 420 potential wool follicle specific transcripts were identified from this adult mid-flank skin cDNA library using a combination of differential and subtractive screening. Clone 1-25 was chosen as the focus for the remaining work described in this thesis. Expression of clone 1-25 was detected at all stages of wool follicle development and was localised to the wool follicle bulb, inner root sheath, outer root sheath, epidermis, but not the dermis or dermal papilla. The function of clone 1-25 is as yet unknown. However, from its expression in the wool follicle, and studies by other groups, it appears that it may play a role in inducing differentiatio

The challenges of curriculum design in a large enabling pre-nursing open access course

At the University of Newcastle (UoN), an increasing proportion of mature aged students completing an enabling program are choosing to study undergraduate nursing. Results of previous research indicated that the academic outcomes of these students in first year undergraduate nursing were lower compared to students who had no prior enabling education. These findings were used to inform the design of a new science course to address the specific learning needs of mature aged students. Student feedback from the inaugural 2013 course offering indicated that whilst some elements of the course were meeting student needs, there were aspects of the course that presented unexpected challenges. As a result, the course was re-designed for its second offering in 2014. Contrary to the traditional constructivist approach used for traditional teaching in the sciences, the chemistry and the mathematical concepts were embedded within the course