Bilateral lower motor neuron facial nerve palsy due to HIV seroconversion

A 34-year-old-woman presented with acute onset of headache and bilateral facial nerve paralysis. On examination bilateral lower motor neuron 7th cranial nerve palsy in keeping with bilateral Bell’s palsy was apparent. Investigations showed aseptic meningitis, with a low CD4 count of 352 cells/μl and an elevated viral load (5 300 counts/ml, log = 3.72), in keeping with acute HIV infection. Bell’s palsy is a known complication of seroconversion – 13 cases have been reported worldwide. To our knowledge this is the first reported case in South Africa

Assessing sustainability : a technical fix or a means of social learning?

The contextual nature of sustainability makes it extremely difficult to measure. Across the world each region has a specific environment and history that has shaped values and perceptions of the local community. In response, a wide range of tools has been developed that employ differing techniques to measure sustainability. These have a range of applications from global to site-specific scales. However, it is yet to be resolved whether assessments made using these tools reflect a technical focus with no close links to the knowledge and perceptions of stakeholders, community and management decisions, or whether the assessments reflect the knowledge and perceptions of local stakeholders and the community. In the southwest region of Victoria, Australia, a sustainability index called AIRS (An Index of Regional Sustainability) has recently been developed. This tool is based on indicators selected by stakeholders and considers relationships between the indicators. The aim of this paper is to report an ex-post evaluation of the AIRS sustainability assessment conducted at a subcatchment scale. The evaluation assesses AIRS\u27s ability to assess regional sustainability and compares and contrasts the subcatchment assessments with the knowledge and perceptions of stakeholders and the community. A participatory approach that acknowledges key stakeholders was used for the evaluation process. Representatives from four stakeholder groups were interviewed to elicit their views of the AIRS assessment, its relevance, quality, applicability and priorities for future development. Strengths and weaknesses of AIRS are revealed and its contribution to social learning is highlighted. <br /

Enhancing and assessing group and team learning in architecture and related design contexts

EXECUTIVE SUMMARYTeamwork skills are essential in the design industry where practitioners negotiate often-conflicting design options in multi-disciplinary teams. Indeed, many of the bodies that accredit design courses explicitly list teamwork skills as essential attributes of design graduates e.g., the Australian Institute of Architects (AIA), Royal Institute of British Architects (RIBA), the National Council of Architectural Registration Boards (NCARB) of the United States and the Institution of Engineers, Australia (IEAust). In addition to the need to meet the demands of the accrediting bodies, there are many reasons for the ubiquitous use of teamwork assignments in design schools. For instance, teamwork learning is seen as being representative of work in practice where design is nearly always a collaborative activity. Learning and teaching in teamwork contexts in design education are not without particular challenges. In particular, two broad issues have been identified: first, many students leave academia without having been taught the knowledge and skills of how to design in teams; second, teaching, assessment and assignment design need to be better informed by a clear understanding of what leads to effective teamwork and the learning of teamwork skills. In recognition of the lack of a structured approach to integrating teamwork learning into the curricula of design programs, this project set out to answer three primary research questions: &bull; How do we teach teamwork skills in the context of design? &bull; How do we assess teamwork skills?&bull; How do design students best learn teamwork skills?In addition, four more specific questions were investigated:1. Is there a common range of learning objectives for group-and-team-work in architecture and related design disciplines that will enable the teaching of consistent and measurable outcomes?2. Do group and team formation methods, learning styles and team-role preferences impact students&rsquo; academic and course satisfaction outcomes?3. What combinations of group-and-team formation methods, teaching and assessment models significantly improve learning outcomes?4. For design students across different disciplines with different learning styles and cultural origins, are there significant differences in performance, student satisfaction (as measured through questionnaires and unit evaluations), group-and-team working abilities and student participation?To elucidate these questions, a design-based research methodology was followed comprising an iterative series of enquiries: (a) A literature review was completed to investigate: what constitutes effective teamwork, what contributes to effectiveness in teams, what leads to positive design outcomes for teams, and what leads to effective learning in teams. The review encompassed a range of contexts: from work-teams in corporate settings, to professional design teams, to education outside of and within the design disciplines. The review informed a theoretical framework for understanding what factors impact the effectiveness of student design teams. (b) The validity of this multi-factorial Framework of Effectiveness in Student Design Teams was tested via surveys of educators&rsquo; teaching practices and attitudes, and of students&rsquo; learning experiences. 638 students and 68 teachers completed surveys: two pilot surveys for participants at the four partner institutions, which then informed two national surveys completed by participants from the majority of design schools across Australia. (c) The data collected provided evidence for 22 teamwork factors impacting team effectiveness in student design teams. Pedagogic responses and strategies to these 22 teamwork factors were devised, tested and refined via case studies, focus groups and workshops. (d) In addition, 35 educators from a wide range of design schools and disciplines across Australia attended two National Teaching Symposiums. The first symposium investigated the wider conceptualisation of teamwork within the design disciplines, and the second focused on curriculum level approaches to structuring the teaching of teamwork skills identified in the Framework.The Framework of Effectiveness in Student Design Teams identifies 22 factors impacting effective teamwork, along with teaching responses and strategies that design educators might use to better support student learning. The teamwork factors and teaching strategies are categorised according to three groups of input (Task Characteristics, Individual Level Factors and Team Level Factors), two groups of processes (Teaching Practice &amp; Support Structures and Team Processes), and three categories of output (Task Performance, Teamwork Skills, and Attitudinal Outcomes). Eight of the 22 teamwork factors directly relate to the skills that need to be developed in students, one factor relates to design outputs, and the other thirteen factors inform pedagogies that can be designed for better learning outcomes. In Table 10 of Section 4, we outline which of the 22 teamwork factors pertain to each of five stakeholder groups (curriculum leaders, teachers, students, employers and the professional bodies); thus establishing who will make best use the information and recommendations we make. In the body of this report we summarise the 22 teamwork factors and teaching strategies informed by the Framework of Effectiveness in Student Design Teams, and give succinct recommendations arising from them. This material is covered in depth by the project outputs. For instance, the teaching and assessment strategies will be expanded upon in a projected book on Teaching Teamwork in Design. The strategies are also elucidated by examples of good practice presented in our case studies, and by Manuals on Teamwork for Teachers and Students. Moreover, the project website ( visited by representatives of stakeholder groups in Australia and Canada), is seeding a burgeoning community of practice that promises dissemination, critical evaluation and the subsequent refinement of our materials, tools, strategies and recommendations. The following three primary outputs have been produced by the project in answer to the primary research questions:1. A theoretical Framework of Effectiveness in Student Design Teams;2. Manuals on Teamwork for Teachers and Students (available from the website);3. Case studies of good/innovative practices in teaching and assessing teamwork in design;In addition, five secondary outputs/outcomes have been produced that provide more nuanced responses:4. Detailed recommendations for the professional accrediting bodies and curriculum leaders;5. Online survey data (from over 700 participants), plus Team Effectiveness Scale to determine the factors influencing effective learning and successful outputs for student design teams;6. A community of practice in policy, programs, practice and dialogue;7. A detailed book proposal (with sample chapter), submitted to prospective publishers, on Teaching Teamwork in Design; 8. An annotated bibliography (accessed via the project website) on learning, teaching and assessing teamwork.The project has already had an international impact. As well as papers presented in Canada and New Zealand, the surveys were participated in by six Canadian schools of architecture, whose teaching leaders also provided early feedback on the project aims and objectives during visits made to them by the project leader. In addition, design schools in Vancouver, Canada, and San Diego in the USA have already utilised the Teacher&rsquo;s Manual, and in February 2014 the project findings were discussed at Tel Aviv University in a forum focusing on the challenges for sustainability in architectural education.</www.teaching-teamwork-in-design.com

Decay of escherichia coli in soil following the application of biosolids to agricultural land

The decay of Escherichia coli in a sandy loam soil, amended with enhanced and conventionally treated biosolids, was investigated in a field experiment following spring and autumn applications of sewage sludge. Control soils, without the application of biosolids, were also examined to determine the background indigenous populations of E. coli which are present in the environment. The survival of indigenous E. coli and populations of E. coli applied to soil in biosolids, is assessed in relation to environmental factors influencing pathogen-decay processes in soil

Spatial coherence and density correlations of trapped Bose gases

We study first and second order coherence of trapped dilute Bose gases using appropriate correlation functions. Special attention is given to the discussion of second order or density correlations. Except for a small region around the surface of a Bose-Einstein condensate the correlations can be accurately described as those of a locally homogeneous gas with a spatially varying chemical potential. The degrees of first and second order coherence are therefore functions of temperature, chemical potential, and position. The second order correlation function is governed both by the tendency of bosonic atoms to cluster and by a strong repulsion at small distances due to atomic interactions. In present experiments both effects are of comparable magnitude. Below the critical temperature the range of the bosonic correlation is affected by the presence of collective quasi-particle excitations. The results of some recent experiments on second and third order coherence are discussed. It is shown that the relation between the measured quantities and the correlation functions is much weaker than previously assumed.Comment: RevTeX, 25 pages with 7 Postscript figure

Does matter wave amplification work for fermions?

We discuss the relationship between bosonic stimulation, density fluctuations, and matter wave gratings. It is shown that enhanced stimulated scattering, matter wave amplification and atomic four-wave mixing are in principle possible for fermionic or non-degenerate samples if they are prepared in a cooperative state. In practice, there are limitations by short coherence times.Comment: 5 pages, 1 figure

The representation of abstract task rules in the human prefrontal cortex

We have previously reported sustained activation in the ventral prefrontal cortex while participants prepared to perform 1 of 2 tasks as instructed. But there are studies that have reported activation reflecting task rules elsewhere in prefrontal cortex, and this is true in particular when it was left to the participants to decide which rule to obey. The aim of the present experiment was to use functional magnetic resonance imaging (fMRI) to find whether there was activation in common, irrespective of the way that the task rules were established. On each trial, we presented a word after a variable delay, and participants had to decide either whether the word was abstract or concrete or whether it had 2 syllables. The participants either decided before the delay which task they would perform or were instructed by written cues. Comparing the self-generated with the instructed trials, there was early task set activation during the delay in the middle frontal gyrus. On the other hand, a conjunction analysis revealed sustained activation in the ventral prefrontal and polar cortex for both conditions. We argue that the ventral prefrontal cortex is specialized for handling conditional rules regardless of how the task rules were established

Understanding the needs and preferences for cancer care among First Nations people: an integrative review.

This systematic review aimed to identify the needs and preferences for cancer care services among Australian First Nations people. An integrative review was conducted. A wide range of search terms were used to increase the sensitivity and specificity of the searches in electronic databases. Methodological quality assessment, data extraction, was conducted independently by two reviewers, and a narrative synthesis was conducted. Forty‐two studies were included. A total of 2965 Australian First Nations adults, both men and women of various ages across the lifespan, were represented; no First Nations children affected by cancer were represented in the studies. Three themes emerged which included: (1) discrimination, racism and trauma, resulting from colonization, directly impacted First National people's cancer care experience; (2) cultural ways of knowing, being and doing are fundamental to how First Nations people engage with cancer care services; and (3) First Nations people need culturally safe person‐centred cancer care services that address practical needs. Most participants represented in this review experienced discrimination, racism and trauma, resulting from colonization, which directly negatively impacted Aboriginal peoples' cancer care experience. While the Optimal Cancer Pathway (OCP) was launched in Australia several years ago, people with cancer may continue to experience distressing unmet care needs. Our team includes both First Nations people, non‐First Nations researchers and healthcare professionals with expertise in cancer care. The researchers employed decolonizing restorative approaches to ensure voice, respect, accountability and reciprocity in this review work. Members of the multidisciplinary team including nurses and policymakers should reflect on these findings, ensure that they have up‐to‐date cultural safety training and stand together with Indigenous and non‐Indigenous cancer leaders to take proactive steps to stamp out and dismantle oppression in health, and safely implement the OCP